On the present stage development of society, there is a high rate of scientific and technological growth, the emergence of new information technologies, which places increased demands on the productivity of human thinking. Already a primary school graduate must master the elements of creative activity, think independently, navigate difficult situations, make non-standard decisions, etc.

At the same time, in the modern elementary school, the transition from the assimilation of ready-made information by students, the transfer of ready-made knowledge to the student - special selected situations of social experience - to learning that contributes to the enrichment of the semantic sphere, the appropriation of norms and traditions, cultural, historical values, on the basis of disclosure contradictions, finding and testing hypotheses, original ways to achieve the goal.

Appeal modern education to the tasks of the versatile development of the personality implies the need to integrate the lesson and extracurricular activities, which connects the formation of knowledge and skills of students with creative activity aimed at developing the individual abilities of students, their creative activity.

Study on creativity it is advisable to start with the definition of the concept of "creativity", which, on the one hand, is a characteristic of activity that acts in its special form - activity in the field of art, literature, science, or activity that goes through the path of development and improvement, moves to a new, higher quality level. The process of cognition precedes creative activity, the assimilation of knowledge about the subject that will be changed.

The formulation of the analyzed concept is given by L.S. Vygotsky, according to which creativity is inherent not only to a genius who creates great historical works, but to a person who imagines, combines, changes and creates something new (3, p. 138).

Hence, creative activity should be understood not only as the creation of new original products of high social value, but also as the activity as a result of which something new, original is acquired, in one way or another expressing individual inclinations, abilities and individual experience. In the process of creative activity, reality changes (the creation of cultural, spiritual values, new, more progressive forms of management, education, etc.) and self-realization of the individual, during which human capabilities are known and improved.

Creativity is directly related to psychological characteristics development of abilities, acting as a mechanism for the development of activities. All this allows us to highlight the main components of creativity:

Perceptual, consisting in observation, a special concentration of attention);

Intellectual, including intuition, imagination, vastness of knowledge, flexibility, independence, speed of thinking, etc.);

Characterological, associated with the desire for discoveries, the possession of facts, the ability to be surprised, immediacy.

According to T.N. Kovalchuk, creativity is a human activity to create qualitatively new materials and spiritual values. To do this, a person needs a set of properties and qualities that allow him to successfully carry out creative activities, look for original, non-standard solutions in its various forms. Creativity involves the creation of a product that is novel, original, unique, which implies that the person who creates it has certain abilities, motives, knowledge and skills.

A creative person is distinguished by a creative and innovative character, self-improvement and a number of other characteristics:

Creative orientation associated with a motivational-need orientation towards creative self-expression, targets for personal and socially significant results;

Creativity, expressed in the totality of knowledge, skills and abilities, the ability to apply them when posing problems and finding solutions based on intuition and logical thinking, talent in a particular area;

Individual and psychological originality, due to the presence of strong-willed character traits, emotional stability in overcoming difficulties, self-organization, critical self-esteem, an enthusiastic experience of success, awareness of oneself as the creator of material and spiritual values.

Individual features of human development, his formation, individuality determines, first of all, the presence of his abilities.

B.M. Teplov empirically singled out three signs of abilities that determine their essence:

Individual psychological characteristics that distinguish one person from another;

Features that allow you to successfully perform an activity or several activities;

Features easy and fast to acquire knowledge and skills.

In the works of the psychologist A.V. Petrovsky, abilities are figuratively compared with a grain that will only develop, like a grain thrown into the soil and an ear growing from this grain, under favorable conditions. Human abilities are also an opportunity to acquire knowledge and skills.

In the Pedagogical Encyclopedia, ability is characterized as a personality trait that significantly affects the performance of a particular activity, based on the requirements for it, imposed by different types of labor, psycho-physiological characteristics of a person. The structure of the activity ability includes simpler abilities (memorization of the relevant material, imagination, mental operations). In the learning process, simpler abilities first appear, in creative activity - more complex ones. The abilities shown by a person are expressed in the results of his work, dividing them into three groups: capable, talented and brilliant.

Abilities are dynamic and are formed, developed and manifested in activities that can be of a specific nature, which can serve as the basis for classification and abilities, for example, mathematical, linguistic, humanitarian, creative (musical, literary, artistic) and engineering abilities are known. Allocate sensorimotor, perceptual, mnemonic, imaginative, mental and communicative abilities.

In addition, there are special general abilities. Special abilities include abilities for certain types of activities (mathematical, musical, pedagogical, etc.). The general ability refers to the ability that determines the development of special abilities.

At the heart of abilities are inclinations - natural background- conditions for the development of abilities, giving it originality in the context of determining the content side and influencing the level of achievements. Makings are both anatomical, morphological and physiological properties of the brain, as well as a mental property due to heredity.

In creative activity, the role of factors is important: a feature of temperament, the ability to easily assimilate and generate ideas, not to be critical of them. More often, creative solutions come at a moment of relaxation, distraction of attention.

To the indicators of the presence of creative abilities D.B. Bogoyavlenskaya refers to intellectual activity, consisting of two components: cognitive (general mental abilities) and motivational. The scientist refers to the criterion of manifestation of creativity the nature of the fulfillment by a person of the mental tasks offered to him.

J. Gilford attributes creative abilities to the features of the so-called divergent thinking. This type of thinking is present in people who, when solving a problem, do not concentrate all their efforts on finding the only correct solution, but look for a solution in other possible ways and various options. These people form new combinations of elements that most people are not familiar with or use only in a proven way. Also, people with divergent thinking can find connections between elements that at first glance have nothing in common. The divergent type of thinking is the basis of creative thinking, characterized as follows:

Speed ​​- the ability to produce the maximum number of ideas, the largest number of their options.

Flexibility is the ability to come up with many ideas.

Originality - the ability to find non-standard ideas that do not coincide with generally accepted ones.

Completeness - the ability to improve a creative product, giving it a finished look.

Other features of creative abilities include:

Seeing the problem where others do not see it;

Application of skills acquired in solving one problem in solving another;

Ease of associating distant concepts;

The inclusion of newly perceived information in the existing knowledge system;

Refine the details, improve the original idea.

Creativity can be defined as a complex of personality traits and qualities that contribute to the successful implementation of creative activities, the search for original, non-standard solutions in its various types. Creativity is expressed in the extent to which a person solves everyday issues in a non-traditional way, abandoning generally accepted patterns, his activities are diverse, initiative, active and independent.

The sphere of ontogenesis of creative abilities includes the study of age-related features of personality development and the substantiation of the patterns and prerequisites for this development. The leading opinion, which emphasizes the role of creativity in shaping the personality of a child, belongs to the domestic psychologist L.S. Vygotsky, who emphasizes that creativity is a normal and constant companion child development.

At the same time, psychologists found that 37% of children entering school have a high potential for creative activity, and by the end of the first year of schooling it drops to 17%. Among adults, only 2% can be called creatively active.

Thus, it can be argued that the primary school age is the most favorable period for the development of creative abilities, since by its nature, during this period, the child is most active and inquisitive.

From here importance acquire the tasks of developing the creative abilities of students at the stage of primary general education, it is during this period that it is necessary to effectively form the ability to work outside the box.

At each age stage, the child enters one or another system of social relations, which determines the life of the child and fills it with specific content: relations with others, activities characteristic of this stage - play, learning, work. At each age stage, there is also a certain system of rights that a child enjoys and duties that he must fulfill.

M. A. Puilova, I. V. Grineva note “some difficulties, in particular the widespread opinion that the ability to be creative is the privilege of a select few people who are gifted with a special talent. Meanwhile, practice shows that there are no children who are absolutely incapable of creativity, and the “inability” of a person is almost always due to the fact that in childhood he did not receive proper purposeful creative education. In order to develop the creative abilities of the child, it is necessary to create conditions, to engage with him in one or another type of creative activity, to give him the opportunity to express himself. .

Let us turn to the consideration of the psychological and pedagogical characteristics of children of primary school age, which are prerequisites for the development of their creative abilities.

The younger school age is characterized by a period of six to ten years, and at this age the child masters a new, more responsible position in life, performs important activities not only for himself, but also for those around him. The child begins to occupy a new social position of a schoolchild, and teaching appears as a new socially significant activity.

Sometimes, the characteristic naive and playful attitude to certain knowledge that manifests itself is associated with the constant contact of children of this age with all kinds of concepts of the adult world and with the fact that they do not yet tend to think about any difficulties and difficulties. They easily and carelessly relate to everything that is not related to their immediate affairs. Learning, learning, they seem to play, and the assimilation of many concepts is largely external, formal.

But having a predominantly naive-playing nature of cognition, characteristic of children of this age, at the same time, a huge potential of children's intelligence is revealed: with insufficient life experience and a small part of theoretical and cognitive processes, mental capabilities are especially surprising. junior schoolchildren, their special disposition to knowledge.

To the extent of their development, younger students are reasonable, capable of conclusions, but reflection is not characteristic of them. Children of this age combine in mental features the correctness of judgments, the formal distinctness of judgments and the extreme one-sidedness, and often the unreality of judgments. The presence of a naive-playing attitude to the environment is due to the necessary stage age development, which painlessly and cheerfully introduces the child to the life of adults, not paying attention to difficulties.

In a younger student, the formed self-esteem largely depends on the assessments of an adult: a teacher, parents. At this age, she is specific, situational and more inclined to overestimate her own results and capabilities.

At this stage of development, a large role is played by broad social motives associated with duty, responsibility, as well as personal motives - the desire to be healthy, prosperous, and prestigious. The dominant motive in the group of motives is the motive of getting good grades. Often, the motivation to achieve success in a junior schoolchild has something in common with the motivation to avoid punishment, getting easier types of educational tasks. The motives associated with avoiding trouble do not appear among the leading ones in the motivation of a younger student.

The mental development of a younger student goes through three stages:

Assimilation of actions with standards to highlight the claim properties of things and build their models;

Elimination of detailed actions with standards and formation of actions in models;

The transition of models to mental actions with the properties of things and their relationships.

There is also a change in the nature of the student's thinking. Participation in creative processes leads to the development of creative thinking and a qualitative restructuring of perception and memory, making them more arbitrary and adjustable. When developing a child’s thinking, it is important to take into account that this is not the “underdeveloped” thinking of an adult, and that the child learns more with age, gets smarter, and becomes quick-witted. The thinking of a child is qualitatively different from the thinking of an adult, which dictates that in the process of his development to rely on knowledge of the characteristics of each age. In a child, thinking can manifest itself very early, when a certain task arises in front of the child, it can be spontaneous, for example, invent an interesting game, or it can be offered by adults specifically in the context of solving pedagogical problems.

A child of primary school age is inquisitive by nature, he is interested in learning the world and create your own picture of the world. A child at this age is an experimenter, he personally establishes causal relationships and dependencies on the basis of operating knowledge, and when problems arise, he solves them, possibly mentally, really trying on and trying. The child in his imagination imagines the real situation and, as it were, acts in it.

The psychological neoplasm of the younger schoolchild's thinking is his readiness to analyze, plan and reflect on specific operations and the development of formal operational structures, intensive creative development. This is due to the fact that by the early school age, children have already accumulated sufficient experience in practical actions, perception, memory, thinking, and a sense of self-confidence have already been developed at a sufficient level. All this helps the child to set more and more diverse and complex goals, the achievement of which is associated with the development of volitional regulation of behavior. In the studies of K.M. Gurevich proved that a child of 6-7 years old can achieve distant goals by applying significant volitional tension for quite a long time.

According to the Federal State Educational Standard of the IEO, the most important pedagogical task at this age at the stage of education is to develop the ability of younger students to learn easily and successfully, while the result of learning is not to accumulate a volume of knowledge, but to assimilate various ways of learning and improve skills and abilities. Younger students are primarily interested in their progress in mastering the subject, and not in the content of the subject and the methods of teaching it. Therefore, any educational subject can be of interest to a younger student, if he is given the opportunity to experience a situation of success.

The creation of creativity in the lessons, the inclusion of students in it as a means of activating cognitive processes, allows them to create new educational products.

The creative abilities of younger students are evidenced by the presence of creative thinking, creative imagination, creative activity, which is facilitated by the formation of the following skills:

Classify objects, situations, phenomena on various grounds;

Establish causal relationships;

See the relationships and identify new connections between systems;

Predict;

Find opposite signs of an object;

Represent objects in space;

Evaluate the originality of the solution;

Limit the field of search for a solution;

mentally transform

Domestic psychologists and teachers L.I. Aidarova, L.S. Vygotsky, L.V. Zankov, V.V. Davydov, Z.I. Kalmykova, V.A. Krutetsky, D.B. Elkonin proved that learning activity is an important condition in the formation of creative thinking, cognitive activity, accumulation of subjective experience of creative search activity of elementary school students.

Based on the specifics of psychological neoplasms and the nature of the leading activity of this age period, it is possible to single out the requirements for the organization of learning as a creative process. In the context of such training, it is important to create conditions for the accumulation of creative experience not only in the process of cognition, but also in such activities as the creation and transformation of specific objects, situations, phenomena, the creative application of knowledge gained in the learning process in creative activities:

knowledge, educational activities, understood as a process of creative activity in the formation of knowledge;

Transformation, which is a generalization of basic knowledge that serves as a developing basis for the assimilation of new educational and special knowledge;

Creation, involving the modeling of educational products by students;

The creative application of knowledge, based on the introduction of one's own thoughts in the application of knowledge in practice.

Thus, we believe that the creative activity of younger students, as a productive form of their activity, is aimed at mastering the experience of creative knowledge, creating, transforming, using objects of material and spiritual culture in a new capacity in the process of educational activities organized in cooperation with a teacher, as a result of which is the development of pupils' creative abilities as a general universal ability for creativity.

The organization of extracurricular activities of students is an integral part of the educational process at school. Extracurricular activities solve the problems of development, education and socialization of schoolchildren, including them in all types of activities, except for classwork, in the amount of 10 hours a week in each class.

Extracurricular activities are an integral part of the educational process of elementary school and one of the forms of organizing students' free time, organized during extracurricular time to meet the needs of students for meaningful leisure, their participation in self-government and socially useful activities.

Today, extracurricular activities are pedagogically expedient, more versatile revealing the individual abilities of the child, which are not always possible to recognize in the classroom, based on the development of children's interest in various activities, the desire to actively participate in productive activities approved by society, the ability to independently organize their free time. Each type of extracurricular activity (creative, cognitive, sports, labor, play) enriches the experience of collective interaction of schoolchildren in a certain aspect, which together gives a great educational effect.

With proper organization, the system of extracurricular activities is a sphere that can maximally develop or shape the cognitive needs and abilities of each student, ensure the education of a free personality.

Describing the purpose of extracurricular activities, it should be noted that it is aimed at creating conditions in which the interests of the child will develop on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions.

The solution of the goal is facilitated by the implementation of the following tasks:

Activation of pedagogical interaction with students in their free time, implementation of the knowledge, skills and abilities acquired in the classroom and in life;

Actualization of the pedagogical possibilities of socially useful and leisure activities, the experience of informal communication, the interaction of students in cooperation with out-of-school institutions, organizations of culture, physical culture and sports, public associations, families of students;

Creation of conditions for identifying interests, inclinations, abilities, capabilities of students, searching for "oneself" in various activities.

Among the tasks solved in the course of extracurricular activities, there are tasks aimed at developing creative abilities. In accordance with the goals and objectives of extracurricular activities, we single out exemplary types of activities and forms of classes with elementary school students and the results of their education and socialization in the field of creative activity.

Conducting extracurricular activities for primary school students helps to obtain initial ideas about the role of knowledge, labor and the importance of creativity in human life and society, for this:

A respectful and creative attitude to educational work is formed by means of presentations of educational and creative achievements, stimulation of creative educational work, providing students with opportunities for creative initiative in educational work;

The knowledge gained during the study of the subjects “Technology (labor, artistic labor), participation in the development and implementation of various projects is used;

The experience of participation in various types of socially useful activities is formed on the basis of the school and institutions interacting with it additional education, other social institutions (engaging in folk crafts, environmental protection activities, the work of creative and training workshops, labor actions, the activities of school manufacturing firms, other labor and creative public associations of both younger schoolchildren and people of different ages both during school and vacation time );

Schoolchildren meet and talk with graduates of their school, get acquainted with the biographies of graduates who have shown worthy examples of high professionalism, creative attitude to work and life.

The main form of organization of classes is group, but in it, during classes, the principles of individual and differentiated approaches are implemented. Each lesson has a theoretical and practical part. The theoretical part is planned by the teacher, taking into account the age, psychological and individual characteristics of the students. The practical part includes tasks and entertaining exercises, for example, for the development of spatial and logical thinking.

The organization of extracurricular activities of younger students provides that admission to the first grade is associated with a special perception of new knowledge by children, the desire to understand the new school reality for them. Teachers should support this trend, provide the forms of extracurricular activities used for the child to achieve the first level of results.

In the next grades - the second and third - the processes of interpersonal interaction of younger students with each other are activated, which creates a situation in extracurricular activities of schoolchildren that is favorable for achieving the second level of results.

By the fourth year of study, there is a consistent ascent from the results of the first to the results of the second level over the course of three years of schooling, this creates a real opportunity for the younger student to enter the space of social action, which is the achievement of the third level of results.

Among the criteria for the above achievements, one can single out those that are associated with the development of creative abilities in extracurricular activities, namely:

The ability to fantasize, developed causal thinking, creative imagination;

Ability to compose stories and fairy tales;

Ability to solve complex problematic tasks;

Curiosity;

The desire for knowledge of the new, unknown;

Ability to think logically, outside the box;

Developed speech, logic of thinking;

Motivation for self-improvement.

The development of creative abilities must be carried out taking into account the psychological, age and individual characteristics of children. It is important to consider methods and means creative development corresponding to primary school age. The effectiveness of the development of creative abilities is facilitated by the selection of material on the basis of which extracurricular activities are compiled.

Analysis teaching aids for elementary school showed that the creative tasks contained in them are "conditionally creative", i.e. their product is an essay, drawing, crafts, etc. The proposed tasks involve the use of methods as an intuitive procedure - enumeration of options, morphological analysis, analogy, etc. Modeling, a resource approach, and some fantasizing techniques are actively used. However, the programs do not provide for the purposeful development of students' creative abilities using these methods.

Meanwhile, for the effective development of creative abilities, it is necessary to use heuristic methods in combination with the use of algorithmic methods of creativity.

Based on the analysis of G.S. Altshuller, V.A. Bukhvalova, A.A. Gina, M.A. Danilova, A.M. Matyushkina and others, creative tasks must meet the requirements: be open, that is, contain a problem situation or contradiction; correlation of conditions and chosen methods of creativity; have several or different solutions; take into account the current level of development and age of students.

Proceeding from this, the system of creative tasks should be designed in the form of creative methods for cognition, creation, transformation and use of objects, situations, phenomena in a new quality.

When selecting the content of creative tasks, factors should be taken into account: the creative activity of younger students is carried out on problems already solved by society; taking into account the creative possibilities of the content of extracurricular activities.

Creative tasks are grouped based on the complexity of the problem situations contained in them, the mental operations necessary to solve them, and the forms of representation of contradictions (obvious, hidden). In accordance with this, the levels of complexity of the content of the system of creative tasks are distinguished.

Tasks at the initial level of complexity are designed for students of the first and second grades. A specific object, phenomenon or human resource acts as an object at this level, contains problematic issue or problem situation. Here, methods of enumeration of options are applicable or heuristic methods creativity, designed to develop creative intuition and spatial productive imagination.

Tasks of the second level of complexity are aimed at developing the foundations of systemic thinking, productive imagination, predominantly algorithmic methods of creativity. Under the object in the tasks of this level is the concept of "system", as well as the resources of systems that are solved in the course of a problem situation or contradiction in an explicit form. The purpose of tasks of this type is to develop the foundations of students' systemic thinking.

Tasks of the third level of complexity include tasks from various fields of knowledge containing hidden contradictions. Bisystems, polysystems, resources of any systems act as objects. Tasks of this type are offered to students in the third and fourth years of study. They develop the foundations of dialectical thinking, controlled imagination, the conscious application of algorithmic and heuristic methods of creativity.

For the development of creative abilities, such methods are used as: the method of focal objects, morphological analysis, the method control questions, individual typical fantasizing techniques, heuristic methods and TRIZ elements,

Thus, extracurricular activities can play an important role in the development of the creative abilities of a younger student, provided that its content uses a system of creative tasks that ensure the activation of the imagination and the emotional-figurative sphere of students.

The theme of my pedagogical experience is “Development of creative abilities of younger students”

Currently, creative, active, mobile, initiative people are in demand in all spheres of public life. A modern person should be able to observe, analyze, make suggestions, be responsible for decisions taken. Therefore, aboutOne of the pedagogical tasks today is the introduction into the educational process of such technologies that help children not only acquire certain knowledge, skills and abilities in a particular field of activity, but also develop their creative potential.

This contributes to the development of the student: he becomes more independent in his judgments, has his own point of view and is able to defend it reasonably. Efficiency increases. But the most important thing is that the child develops his emotional sphere, his feelings, his soul. And if his emotions are developed, then his thinking will develop. And a thinking person is the person who must leave the walls of the school.

As you know, creativity - this is a human activity aimed at creating a new, original product in the field of science, art, technology and production.creative process- it is always a breakthrough into the unknown, but it is preceded by a long accumulation of experience, knowledge, skills and abilities, it is characterized by the transition of the number of all kinds of ideas and approaches into a new peculiar quality.

Creativity presupposes that a person has certain abilities. Capabilities - these are the psychological characteristics of a person on which the success of acquiring knowledge, skills and abilities depends, but which themselves cannot be reduced to the presence of this knowledge, skills and abilities.

Creative abilities do not develop spontaneously, but require a special organized process of training and education, revision of the content of curricula, creation of pedagogical conditions for self-expression in creative activity.

Psychologists have long come to the conclusion that all children are talented. Creative potentials are inherent and exist in every person. The task of the school is to identify and develop these abilities in accessible and interesting activities.

Develop creativity? What does it mean?

• Firstly, this is the development of observation, speech and general activity, sociability, a well-trained memory, the habit of analyzing and comprehending facts, will, and imagination.

• Secondly, it is the systematic creation of situations that allow the student's individuality to express itself.

• Thirdly, it is the organization of research activities in the cognitive process.

Work on the formation and development of the creative abilities of younger students must be carried out at every lesson and after school hours. Invaluable assistance in resolving this issue is provided by math lessons, which ensure the improvement of the child's personality, give a holistic view of the world and a person's place in it, contribute not only to the development of creative inclinations and inclinations, but also form the readiness of children for further self-development.

I think that in order for a younger student to develop creative thinking, it is necessary for him to feel surprise and curiosity. At the initial stage, tasks for the development of memory, attention, imagination, observation, as the basis for the development of creative abilities, help us a lot in this. In modern textbooks of any educational and methodological set of these tasks, a large number.

Puzzles, crossword puzzles, puzzles are used ...

At the next stage, we offer partial search tasks of different levels. These are tasks for identifying patterns: - divide the figures into groups, - find the "extra" pattern, - find the pattern and draw all the following polygons. - by what principle these figures were combined, etc.

For the development of students' creative abilities, such partial search tasks that contain several solutions are of great importance.

When compiling tasks, you can use meta-subject relationships.

Gradually, we come to solving more complex non-standard tasks. Non-standard tasks contribute to the formation of a positive attitude to tasks of a problem-search nature, critical thinking and the ability to conduct mini-research; contribute to the manifestation of a higher degree of independence in the formulation of questions and the search for solutions; lead to the actualization of students' internal motivation, which is manifested in the preference for difficult tasks, curiosity, the desire for mastery and increased self-confidence.

Such tasks require greater or complete independence and are designed for search activities, extraordinary, unconventional approach and creative application of knowledge.

An example of such tasks can be a variety of games for drawing up silhouette figures according to their own design:
Chinese game "Tangram" (from a square), "Vietnamese game" (from a circle), "Columbus egg", "Amazing triangle".
Back in the 19th century, the German teacher F. Fröbel founded an integrated course for teaching mathematics using origami, on the basis of which one can improve and strengthen geometric knowledge and skills, as well as develop the creative abilities of students.

I want to invite you to show your creativity. (Practical work)

When solving problems, an act of creativity occurs, a new path is found or something new is created. This is where the special qualities of the mind are required, such as observation, the ability to compare and analyze, find connections and dependencies - all that in the aggregate constitutes creative abilities.

You can talk a lot about mathematics for a long time, but an important role for the development of creative abilities is played by the subjects of the literacy cycle, this is the Russian language and literary reading.

In order for children to successfully master the basic speech skills and abilities, a huge work of the teacher is necessary. I often use didactic games in my lessons. It contributes to the creation of an emotional mood among students, causes a positive attitude towards the work performed, improves overall performance, develops observation, creative abilities. The didactic game can be used at various stages of the lesson.Didactic games are especially common at the stages of repetition and consolidation.

The game "Pick up a pair" is of great interest to the children. Its purpose is to develop the ability to correctly correlate the names of objects and actions.

Each student has a card on the desk, on which the words are written in a column:snowstorm, thunder, sun, lightning, wind, rain, snow, clouds and strips of paper with the words dripping, floating, falling, sweeping, thundering, baking, etc.

For each word denoting the name of the subject, students select a word denoting an action. And then the task is given: to replace each action with its possible option.

You have cards with words on your tables

Black, flies, cowardly, crawls, hare, beautiful, beetle, dragonfly, jumps.

Divide them into groups.(Check the task: two ways to solve)

To enrich speech, work with various speech units is used. For example, with phraseological units. (do work)

Huge opportunities for the development of creative abilities are given by the subject of literary creativity.

There are practical tasks

• Illustrations for the text.
• Compilation of filmstrips based on the work
• Modeling and application.
• Homemade books

Speech assignments

• Continuation of the work (inventing your own ending)
• writing

Work on writing begins with the guys with a simple game "I'll start, and you continue"

Though I'm not timid boy, I was frightened *********. (Frog)

We read books together.

With dad every weekend.

I have two hundred pictures

And dad's - ... (none).

In the future, children are happy to compose riddles, compose quatrains, write thematic essays, fairy tales. All this is arranged in baby books.

Children's creativity is especially evident in dramatization games.
The creativity of children in these games is aimed at creating a game situation. Creative play teaches children to think about how to implement a particular idea. In a creative game, as in no other activity, valuable qualities for children develop: activity, independence.

Another technique in my work is "Drudles"

The basis of a drudle (puzzles for the development of imagination and creativity) can be any scribbles and blots. Drudle is NOT a completely finished picture that requires an answer to the question: “What is drawn here? »

Each answer develops imagination and creative thinking.

Children and creativity are practically inseparable concepts. Any child by nature is a creator, and sometimes he does it much better than we adults do.

There are no disabled children. It is only important to teach them to believe in themselves, to reveal their abilities. This is the task of every teacher.

And for a teacher - one desire is not enough, one must patiently and consistently master pedagogical skills, study the mental characteristics of schoolchildren, anticipate possible difficulties, and take into account the characteristics of children. You must always remember that any activity of the child needs to be evaluated, rewarded, encouraged.

Thoughtful design of the class, children provided with everything necessary, the availability of visual aids, handouts - all this is of great importance for the successful development of the child. The friendly tone of the teacher, creating a friendly atmosphere, psychologically prepares students for work - increases the motivation for creativity. And this leads:

• to improve the quality of students' knowledge,
• acquiring the skill to independently organize their educational activities,
• activation of creative and cognitive activity of students,
• the formation of positive personal qualities of the student,
• formation of a conscious need for a healthy lifestyle.

I want to end my speech with the words of Maxim Gorky

“You need to love what you do, and then labor rises to creativity”

Department of labor and social protection of the population of the city of Moscow

State budgetary educational institution Moscow city

"Boarding school №1 for education and rehabilitation of the blind"

Department of labor and social protection of the population of the city of Moscow

Report on the topic:

« Development of creative abilities

in elementary school classes"

Compiled by:

Teacher primary school: Pereskokova A.V.

Moscow 2017

Introduction

Conclusion

Applications

Introduction

Primary school age is a particularly responsible period of the child's psychological development, intensive development of all mental functions, formation of complex activities, laying the foundations of creative abilities, formation of the structure of motives and needs, moral standards, self-esteem, elements of volitional regulation of behavior. Creativity is a complex mental process associated with the character, interests, abilities of the individual. Imagination is his focus. A new product received by a person in creativity can be objectively new (a socially significant discovery) and subjectively new (a discovery for oneself). The development of the creative process, in turn, enriches the imagination, expands the knowledge, experience and interests of the child. Creative activity develops the feelings of children, contributes to a more optimal and intensive development of higher mental functions, such as memory, thinking. perception, attention. The latter, in turn, determine the success of the child's studies. Creative activity develops the personality of the child, helps him to assimilate moral and ethical norms. Creating a work of creativity, the child reflects in them his understanding of life values, his personal properties. Children of primary school age love to make art. They enthusiastically sing and dance, sculpt and draw, compose fairy tales, and are engaged in folk crafts. Creativity makes a child's life richer, fuller, more joyful. Children are able to engage in creativity regardless of personal complexes. An adult, often critically evaluating his creative abilities, is embarrassed to show them. Each child has his own, unique traits that can be recognized early enough.

The main provisions of the theory of creativity are set out in the works of M.M. Bakhtin, modified by V.S. Bibler and S.Yu. Kurganov. A great contribution to the study of creativity was made by numerous domestic and foreign studies (L.S. Vygotsky, S.L. Rubinshtein, K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky, A.N. Leontiev, D.N. Uznadze and others; Lindsay G., Hall KC, Thompson R.F.). In the research of PY. Galperin, V.V. Davydova, L.V. Zankova, Ya.A. Ponomareva, D.B. Elkonin and others showed that the various characteristics of the thinking of younger students directly depend on the organization educational process, from the content of training. Of interest are the studies of creativity by foreign scientists (R. Torrens, K. Taylor, E. Rowe, K. Cox, R. May, and others), who consider it as the highest form of thinking. The essence of creativity as an integral phenomenon is widely represented in numerous studies by a number of domestic scientists (D.B. Bogoyavlenskaya, E.A. Golubeva, I.V. Druzhinin, N.S. Leites, A.M. Matyushkin. E.L. Yakovleva and etc.). cognitive interest, activity, independence and creativity of students are considered in the works (D.B. Bogoyavlenskaya, V.S. Danyushenkov, P.I. Pidkasisty, Ya.A. Ponomarev, T.I. Shamova, E.A. Yakovleva).

The study of the development of creative abilities requires the identification of the conditions in which this process is carried out, that is, the developing environment. Separate aspects of this problem have been studied in the framework of studies devoted to "pedagogy of the environment" (S.T. Shatsky), "the social environment of the child" (P.P. Blonsky), "educational environment" (Y.A. Komensky, J.J. Rousseau , I.G. Pestalozzi, D. Locke), " environment"(P.P. Blonsky, Z.N. Ginzburg, A.S. Makarenko, S.M. Reeves, V.N. Soroka-Rossinsky, S.T. Shatsky and others).

However, the possibilities for the creative development of students, embedded in the content of modern programs, are not fully used by elementary school teachers.

The goal is to theoretically substantiate and determine the pedagogical conditions for the development of creative abilities in the process of labor training.

Tasks:

1.Perform theoretical analysis problems of development of creative abilities of students.

2. Highlight the features of the development of creative abilities in younger students.

To carry out the selection of the content and methods for developing the creative abilities of younger students in the lessons of labor training

To develop a system of creative tasks as a means of developing the creative abilities of younger schoolchildren in labor training lessons.

The object of the study is the development of creative abilities in younger students.

The subject is the pedagogical conditions for the development of creative abilities in younger schoolchildren in the process of labor training.

Research methods:

observation,

·conversation,

free conversations

Games for the development of creative abilities

Chapter 1. Theoretical basis development of creative abilities in younger students

.1 The essence of the concept of "creativity"

Analysis of the problem of the development of creative abilities is determined by the content that is embedded in this concept. Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, compose poetry, and write music. However, revealing the essencecreative abilities, their structure and characteristic features, determines the consideration of the concepts of "creativity" and "ability".

To date, in the philosophical, psychological, pedagogical literature, there are various approaches to the definition of creativity. The main difficulty is associated primarily with the absence of a directly operational, psychological content of this concept; this can explain the use so far of the definition of creativity only by its product - the creation of a new one. Philosophers define creativity as a necessary condition for the development of matter, the formation of its new forms, along with the emergence of which the forms of creativity themselves change. The Philosophical Encyclopedia defines creativity in this way: "Creativity is an activity that generates something new that has never been before."

The psychological dictionary interprets creativity as "an activity that results in the creation of new material and spiritual values ​​... It assumes that the individual has abilities, motives, knowledge and skills, thanks to which a product is created that is novel, original, unique" .

Pedagogy determines that creativity is "the highest form of human activity and independent activity. Creativity is evaluated by its social significance and originality (novelty)".

In fact, creativity, according to G.S. Batishchev is "the ability to create any fundamentally new opportunity".

Creativity can be considered in various aspects: the product of creativity is what is created; the creative process - how it is created; the process of preparing for creativity - how to develop creativity.

Creativity products are not only material products, but also new thoughts, ideas, solutions. Creativity is the creation of something new in different plans and scales. Creativity characterizes not only socially significant discoveries, but also those that a person makes for himself. Elements of creativity are also manifested in children in the game, work, educational activities, where there is a manifestation of activity, independence of thought, initiative, originality of judgments, creative imagination.

From the point of view of psychology and pedagogy, the very process of creative work, the study of the process of preparation for creativity, the identification of forms, methods and means of developing creativity are especially valuable. Creativity is purposeful, persistent, hard work. It requires mental activity, intellectual abilities, strong-willed, emotional traits and high performance.

According to foreign authors, creativity is:"… fusion of perceptions carried out in a new way" (McCallar)," the ability to find new connections" (Kyuubi)"… appearance of new works" (Murray)" activity of the mind leading to new insights" (Gerard)" transformation of experience into a new organization" (Taylor) .

The American scientist P. Hill defines creativity as "a successful flight of thought beyond the unknown". Of all foreign concepts and theories, the closest in its positions to the views of most domestic psychologists who study creativity is humanistic psychology. Its representatives (A. Maslow, K. Rogers) believe that creativity is the ability to deeply understand one's own experience, it is self-actualization, self-expression, strengthening oneself through the realization of one's inner potential.

It is not possible within the framework of this study to consider the views on the subject of defining the concept of creativity, even of our most famous psychologists - they all differ so much from each other, so the subject of study is complex and multifaceted. Let's note the most fundamental positions.

ON THE. Berdyaev in his work "The Meaning of Creativity" defines creativity as the freedom of the individual, and the meaning of creativity is the emotional experience of the presence of a contradiction and the search for ways to resolve it. IN AND. Strakhov characterizes creativity through the unity of labor and talent, highlighting, respectively, two aspects: activity and related to the creative abilities of a person. The Soviet psychologist A. Mateiko believes that the essence of the creative process lies in the reorganization of existing experience and the formation of new combinations on its basis. According to E.V. Ilyenkov, creativity is a dialogue, even because, without having a decided result, it is a subject-subject search. And further, many researchers associated creativity with dialogue, with the presence of a situation of uncertainty, problematicness, with the resolution of real contradictions. In the interpretation of Ya.A. Ponomarev's creativity is seen as "interaction leading to development" . Creativity manifests itself, develops and improves in activity under the influence of motivational and need-based attitudes, which constitute the basic properties of a person, the basis of her life position (G.S. Altshuller, Sh.A. Amonashvili, L.S. Vygotsky).

L.S. Vygotsky said that the highest expression of creativity is still available only to a few selected geniuses of mankind, but in the everyday life that surrounds us, creativity is a necessary condition for existence. Everything that goes beyond the limits of routine and contains at least a fraction of the new owes its origin to the creative process of man.

The phenomenology of creativity can be divided into three main types, which correspond to the types of creativity:

Stimulus-productive - activity can be productive, but this activity is determined every time by the action of some external stimulus.

Heuristic - activity takes on a creative character. Having a sufficiently reliable way of solving, a person continues to analyze the composition, structure of his activity, compares individual tasks with each other, which leads him to the discovery of new original, outwardly more ingenious ways of solving. Each regularity found is experienced as a discovery, a creative discovery, a new, "own" way that will allow solving the tasks;

Creative - an independently found empirical pattern is not used as a solution, but acts as a new problem. The patterns found are subjected to proof by analyzing their original genetic basis. Here the action of the individual acquires a generative character and more and more loses the form of a response: its result is wider than the original goal. Thus, creativity in the narrow sense of the word begins where it ceases to be only an answer, only a solution to a predetermined task. At the same time, it remains both a solution and an answer, but at the same time there is something “beyond that” in it, and this determines its creative status.

Currently, scientists distinguish two levels of abilities:

reproductive (rapid assimilation of knowledge and mastery of certain activities according to the model),

creative (the ability to create a new original with the help of independent activity).

The same person may have different abilities, but one of them may be more significant than others. On the other hand, different people have the same abilities, but differ in their level of development.

As a result of experimental studies, among the abilities of a person, a special kind of ability was singled out - to generate unusual ideas, deviate from traditional patterns in thinking, and quickly resolve problem situations. This ability was called creativity (creativity).

Creative abilities are not directly related to the level of general and special abilities, which are a real means of successful implementation of activities, but do not unequivocally determine the creative potential of an individual. Their contribution is realized only by being refracted through the motivational structure of the personality, its value orientations, i.e. there are no creative abilities that exist in parallel with general and special (Gilford's separation of the IQ and creativity).

The concept of creativity is often used as a synonym for creativity (from the Latin Creatio - creation, creation).

P. Torrance describes creativity in terms of thinking as "the process of feeling difficulties, problems, gaps in information, missing elements, bias in something; building guesses and formulating hypotheses regarding these shortcomings, evaluating and testing these guesses and hypotheses, the possibility of revising them and verification and, finally, generalization of the results.

K. Taylor, like J. Guilford, considers creativity not as a single factor, but as a combination of different abilities, each of which can be represented to a different degree.

In J. Renzulle, creativity is also understood as the features of a person's behavior, expressed in original ways of obtaining a product, achieving a solution to a problem, new approaches to the problem from different points of view.

S. Mednik considers creativity as a process of redesigning elements in new combinations that meet the requirements of utility and some special requirements. In his opinion, the more distant the elements of the problem are taken, the more creative the process of solving it is.

F. Barron understands creativity as the ability to bring something new into experience, and M. Wollach - the ability to generate original ideas in terms of solving or posing new problems.

Based on the foregoing, there are at least three main approaches to the essence of creative (creative) abilities:

. As such, there are no creative abilities. Intellectual giftedness is a necessary but not sufficient condition for the creative activity of a person. The main role in the activation of creative behavior is played by motivations, values, personality traits (A. Tannenbaum, A. Oloh, A. Maslow, etc.). Among the main features of a creative personality, these researchers include cognitive giftedness, sensitivity to problems, independence in uncertain and difficult situations.

The procedural-activity approach of D.B. Epiphany. Creativity is considered by her as the activity of the individual, which consists in the possibility of going beyond the given. It presupposes the coincidence of motive and purpose, i.e., enthusiasm for the subject itself, preoccupation with activity. In this case, the activity is not suspended even when the initial task is completed, the initial goal is realized. We can say that there was a development of activity on the initiative of the individual himself, and this is creativity.

. Creativity is an independent factor, independent of intelligence (J. Gilford, K. Taylor, G. Gruber, Ya. A. Ponomarev). In a milder version, this theory states that there is little relationship between the level of intelligence and the level of creativity.

. A high level of intelligence development implies a high level of creative abilities and vice versa. The process of solving creative problems is the interaction of other processes (memory, thinking, etc.). Such a solution to the problem corresponds to one of the approaches identified by V.N. Druzhinin: there is no creative process as a specific form of mental activity, creative abilities are equated with general abilities. This point of view is shared by almost all experts in the field of intelligence (F. Galton, D. Wexler, R. Weisberg, G. Eysenck, L. Theremin, R. Sternberg, etc.).

The concept of "creativity" can be defined based on the provisions of such researchers as V.N. Myasishchev, A.G. Kovalev, N.S. Leites, K.K. Shatonov, S.L. Rubinstein, V.A. Krutetsky, A.N. Luk, T.I. Artemiev, V.I. Andreev and others.

Creative skills - it is a combination of individual personality traits that determine the possibility of successful implementation of a particular type of creative activity and determine the level of its effectiveness. They are not limited to the individual's knowledge, skills and abilities. Creative abilities are manifested in interest, desire and emotional attitude to creativity, as knowledge, the level of development of logical and creative thinking, imagination, independence and perseverance in creative search and ensures the creation of a subjectively new in a particular area.

Thus, in its most general form, the definition of creative abilities is as follows. Creative abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities.

Since the element of creativity can be present in any kind of human activity, it is fair to speak not only about artistic creativity, but also about technical creativity, mathematical creativity, etc.

.2 Features of the development of creative abilities in students in the younger school age

schoolboy creative creativity heuristic

From a psychological point of view, primary school age is a sensitive period for the development of creative abilities. Children of primary school age are extremely inquisitive, they have a great desire to learn about the world around them. Adults, encouraging curiosity, imparting knowledge to children, involving them in various activities, contribute to the expansion of children's experience. And the accumulation of experience and knowledge is a necessary prerequisite for future creative activity.

In ordinary life, abilities act, first of all, as characteristics of a particular person. Turning to a specific person, especially in the educational process, we see that abilities develop and have an individually unique expression.

According to the content and degree of complexity, it is customary to distinguish:

Elementary (Basic) abilities - a set of individual personality traits as a generalization of mental processes that are common to all people approximately equally;

Complex general abilities, such as the ability to work, learn, nurture, communicate, speak, and others. They are also characteristic of all people, only in varying degrees;

Complex private (special) abilities are already a set of individual personality traits that ensure a person’s success in any field of activity.

By type of activity, there are:

Reproductive (reproducing) providing a high ability to assimilate knowledge, master various types of activities. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and actions.

· Creative - ensures the creation of a new, original. The result of creative activity is not the reproduction of impressions or actions that were in the previous experience of a person, but the creation of new images or actions. Creativity is at the core of this activity.

Creative abilities are the individual characteristics of a person's qualities that determine the success of his performance of various creative activities.

Creativity is an amalgamation of many qualities. The question of the components of human creativity is still open, at the moment there are several hypotheses concerning this problem.

A well-known domestic researcher of the problem of creativity A.N. Bow, based on the biographies of prominent scientists, inventors, artists and musicians, highlights the following creative abilities:

The ability to see a problem where others do not see it.

· The ability to collapse mental operations, replacing several concepts with one and using symbols that are more and more capacious in terms of information.

The ability to apply the skills acquired in solving one problem to solving another.

The ability to perceive reality as a whole, without splitting it into parts.

The ability to easily associate distant concepts.

The ability of memory to produce the right information at the right moment.

· Flexibility of thinking.

The ability to choose one of the alternatives for solving a problem before it is tested.

The ability to integrate newly perceived information into existing knowledge systems.

The ability to see things as they are, to distinguish what is observed from what is brought in by interpretation.

Ease of generating ideas.

· Creative imagination.

· Ability to refine details, to improve the original idea.

Scientists and teachers involved in the development of programs and methods of creative education based on TRIZ (theory of inventive problem solving) and ARIZ (algorithm for solving inventive problems) believe that one of the components of a person's creative potential is the following abilities:

The ability to take risks.

Divergent thinking.

· Flexibility in thinking and actions.

· Speed ​​of thinking.

· Ability to express original ideas and invent new ones.

·Rich imagination.

Perception of the ambiguity of things and phenomena.

· High aesthetic values.

· Developed intuition.

All of the above qualities characterize a creative person.

The opposite qualities are stereotyping, stereotyping, inertia, superficiality of thinking. They are important in everyday life, as they allow you to quickly solve common tasks. However, psychological inertia is very harmful in creativity and in the development of creative abilities. After analyzing these and other points of view presented by many scientists and educators on the issue of the components of creative abilities, we can conclude that, despite the difference in approaches to their definition, researchers unanimously single out creative imagination and creative thinking as essential components of creative abilities. Based on this, it is possible to determinethe main directions in the development of children's creative abilities:

Development of productive creativeimagination , which is characterized by such qualities as the richness of the produced images and orientation.

Development of qualitiesthinking , which form creative thinking (creativity); such qualities are associativity, dialectics and systemic thinking.

The thinking of younger schoolchildren is freer than the thinking of older children. It is not yet crushed by dogmas and stereotypes, it is more independent and this quality must be maintained and developed.

One of the indispensable components of creative thinking is originality, it expresses the degree of dissimilarity, non-standard, unexpectedness of the proposed solution among other solutions.

Since one of the signs of creativity is the creation of new useful combinations, the imagination that creates these combinations is the basis of the creative process. It follows from this that imagination is a necessary element of creative activity, which, according to L.S. Vygotsky, provides the following activities for the child:

building an image, the final result of his activity,

creating a program of behavior in a situation of uncertainty, creating images that replace activities,

creation of images of the described objects.

Imagination is a necessary ability of a person and at primary school age the ability to imagine needs special care in terms of development, because at this age it develops especially intensively. In the future, there is a rapid decrease in the activity of this function. Along with a decrease in a person’s ability to fantasize, a person becomes impoverished, the possibilities of creative thinking decrease, and interest in art and science fades.

Younger students carry out most of their vigorous activity with the help of imagination. Their games are still the fruit of the wild work of fantasy, thanks to them, children are enthusiastically engaged in creative activities. The psychological basis of educational activity is also creative imagination. When, in the process of learning, children are faced with the need to comprehend abstract material and they need analogies, support with a general lack of life experience, imagination also comes to the aid of the child. More L.S. Vygotsky noted that the creative activity of the imagination is directly dependent on the richness and diversity of a person's previous experience: the richer the experience, the more material that his imagination has.

The stock of representations of the child must be replenished all the time. This is the task of both teachers and parents. As a result of the constant efforts of adults in this direction, the imagination of the younger student is improving: at first, the images are vague, unclear, and then they become more accurate and definite. If at the beginning of training for the appearance of an image there must be, for example, a picture, then by the 3rd grade in his imagination the student is able to rely on the word. The student is able to write an essay based on the story of the teacher or read in the book.

In elementary school, the child develops creative imagination as the ability to independently create new images based on existing ideas. When a child masters educational activities in elementary school, the child's imagination becomes a more controlled, arbitrary process. In elementary grades, the realism of children's imagination increases. This leads to an increase in the stock of knowledge and the development of critical thinking. The main directions in the development of the imagination of a younger student are the transition to an increasingly correct and complete reflection of reality on the basis of acquired knowledge.

Children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world. They contribute to the development of thinking, memory, enrich his individual life experience, which in turn contributes to the development of imagination, creative thinking. Primary school age is a period of significant changes in a child's life, it is determined by the moment of entering school, this is a period from about 6-7 to 9-10 years. During this period, both the physical and psychophysiological development of the child takes place, providing the possibility of systematic learning.

According to psychologists' research, today's first-graders are significantly different from the first-graders of past years. For first graders:

Large differences in passport and physiological age. Various levels of development of emotional and mental readiness for the beginning of studies.

children have extensive, but unsystematic awareness of almost any issue. It is often contradictory, resulting in anxiety and uncertainty.

Today's children have a freer sense of their "I", more independent behavior than children of past years;

the presence of distrust of the words and actions of adults. Not everything said by adults, they take on faith;

The health of modern children is weaker;

Modern children in the majority have ceased to play collective yard games. They were replaced by TV and computer games.

Children come to classes without communication skills, being practically unsocialized, poorly understanding how to behave in a peer group, what are the norms of behavior. Collective games and activities help children "find themselves" in the society of their peers.

From the foregoing, we can conclude that this period in a child's life provides excellent opportunities for developing creative abilities. And the creative potential of an adult will largely depend on how these opportunities were used. The small number of people in a society with high creative potential is explained by the fact that in childhood only very few were exposed to conditions conducive to the development of their creative abilities.

It is desirable to create such conditions in any socio-cultural organization, social institution, since it is these institutions that are called upon to solve the problems of education and creative development of its participants.

Analysis of the main psychological neoplasms and the nature of the leading activity of this age period, modern requirements to the organization of learning as a creative process, which the student, together with the teacher, in a sense, build themselves; orientation at this age to the subject of activity and ways to transform it suggest the possibility of accumulating creative experience not only in the process of cognition, but also in such activities as the creation and transformation of specific objects, situations, phenomena, creative application of knowledge gained in the learning process.

In the psychological and pedagogical literature on this issue, definitions of creative activities are given.

Cognition - "... the educational activity of the student, understood as a process of creative activity that forms their knowledge."

Transformation is a creative activity of students, which is a generalization of basic knowledge that serves as a developing beginning for obtaining new educational and special knowledge.

Creation is a creative activity that involves the design by students of educational products in the areas studied.

Creative application of knowledge is the activity of students, which involves the introduction by the student of his own thoughts when applying knowledge in practice.

All this makes it possible to define the concept of "creative activity of younger schoolchildren": a productive form of activity of elementary school students aimed at mastering the creative experience of knowing, creating, transforming, using objects of material and spiritual culture in a new capacity in the process of educational activities organized in cooperation with the teacher.

Chapter 2

.1 The content and methods of developing the creative abilities of younger students in the lessons of labor training

Any activity, including creative, can be represented as the performance of certain tasks. I.E. Unt, defines creative tasks as "... tasks requiring creative activity from students, in which the student himself must find a way to solve, apply knowledge in new conditions, create something subjectively (sometimes objectively) new"

The effectiveness of the development of creative abilities largely depends on the material on the basis of which the task is compiled. An analysis of elementary school textbooks showed that the creative tasks contained in them are mainly classified as "conditionally creative", the product of which are essays, presentations, drawings, crafts, etc. Part of the tasks is aimed at developing the intuition of students; finding multiple answerscreative tasks that require resolution of contradictions are not offered by any of the programs used in schools .

The proposed tasks involve the use in the creative activity of younger students mainly of methods based on intuitive procedures (such as the method of enumeration of options, morphological analysis, analogy, etc.). Modeling, a resource approach, and some fantasy techniques are actively used. However, the programs do not provide for the purposeful development of students' creative abilities using these methods.

Meanwhile, for the effective development of the creative abilities of schoolchildrenthe use of heuristic methods should be combined with the use of algorithmic methods of creativity .

Based on the analysis of the literature (G.S. Altshuller, V.A. Bukhvalov, A.A. Gin, M.A. Danilov, A.M. Matyushkin, etc.), the following requirements for creative tasks can be distinguished:

openness (content of a problem situation or contradiction);

Compliance of the conditions with the chosen methods of creativity;

Possibility of different solutions;

taking into account the current level of development;

taking into account the age characteristics of students.

Considering these requirements, we buildsystem of creative tasks , which is understood as an ordered set of interrelated creative tasks, constructed on the basis of hierarchically built methods of creativity, focused onknowledge , creation , transformation and use in a new capacity objects, situations, phenomena and aimed at developing the creative abilities of younger students in the educational process.

The system of creative tasks includestarget, content, activity and result components .

System-forming factor -student identity: his abilities, needs, motives, goals and other individual psychological characteristics, subjective creative experience.

Particular attention is paid tocreative activity the student himself. The content of creative activity refers to its two forms - external and internal. The external content of education is characterized by the educational environment, the internal content is the property of the individual himself, created on the basis of the student's personal experience as a result of his activity.

When selecting the content for the system of creative tasks, 2 factors were taken into account:

1. the fact that the creative activity of younger students is carried out mainly on the problems already solved by society,

2. creative possibilities of the content of primary school subjects.

The content is represented by thematic groups of tasks aimed at cognition, creation, transformation, use of objects, situations, phenomena in a new quality (see Table 1).

Each of the selected groups is one of the components of the creative activity of students, has its ownpurpose, content , involves the use of certainmethods , performs certainfunctions . Thus, each group of tasks is a necessary condition for the student to accumulate subjective creative experience.

1 group - "Knowledge"

The goal is the accumulation of creative experience of cognition of reality.

Acquired Skills:

study objects, situations, phenomena on the basis of selected features - color, shape, size, material, purpose, time, location, part-whole;

to consider in the contradictions that determine their development;

· to model phenomena, taking into account their features, system connections, quantitative and qualitative characteristics, patterns of development.

2 group - "Creation"

The goal is the accumulation by students of creative experience in creating objects of situations, phenomena.

The ability to create original creative products is acquired, which involves:

obtaining a qualitatively new idea of ​​the subject of creative activity;

orientation to the ideal end result of the system development;

· rediscovery of already existing objects and phenomena with the help of elements of dialectical logic.

3 group - "Transformation"

The goal is the acquisition of creative experience in the transformation of objects, situations, phenomena.

Acquired Skills:

simulate fantastic (real) changes in the appearance of systems (shape, color, material, arrangement of parts, etc.);

to model changes in the internal structure of systems;

take into account when changing the properties of the system, resources, the dialectical nature of objects, situations, phenomena.

4th group - "Use in a new capacity"

The goal is the accumulation by students of the experience of a creative approach to the use of existing objects, situations, phenomena.

Acquired Skills:

to consider the objects of the situation, phenomena from different points of view;

find fantastic applications for real-life systems;

carry out the transfer of functions to various areas of application;

get a positive effect by using the negative qualities of systems, universalization, obtaining systemic effects.

The content of groups of creative tasks is presented in table 1 by thematic series.

Table 1. Exemplary thematic series of groups of creative tasks at labor training lessons

Series Content of creative tasks Types of tasks "Theatrical" Creation of theatrical effects, development of costumes, scenery, puppets Cognition Creation Transformation Use in a new capacity natural Cognition Transformation "Paper country" Creation of plots, playing with them with paper crafts Transformation Use in a new capacity "Fantastic plots" Solving the problems of heroes of fantastic works, compiling fantastic plots and crafts for them Cognition Creation Transformation

Creative tasks are differentiated according to such parameters as:

the complexity of the problem situations contained in them,

the complexity of the mental operations necessary to solve them;

forms of representation of contradictions (explicit, hidden).

In this regard, three levels of complexity of the content of the system of creative tasks are distinguished.

Tasks III (initial) level of complexity given to first and second grade students. A specific object, phenomenon or human resource acts as an object at this level. Creative tasks of this level contain a problematic issue or a problematic situation, involve the use of the method of enumeration of options or heuristic methods of creativity and are designed to develop creative intuition and spatial productive imagination.

Tasks of II level of complexity are one step lower and are aimed at developing the foundations of systemic thinking, productive imagination, predominantly algorithmic methods of creativity. Under the object in the tasks of this level is the concept of "system", as well as the resources of systems. They are presented in the form of a vague problem situation or contain contradictions in an explicit form. The purpose of tasks of this type is to develop the foundations of students' systemic thinking.

Tasks I (highest, high, advanced) level of complexity . These are open tasks from various fields of knowledge containing hidden contradictions. Bisystems, polysystems, resources of any systems are considered as an object. Tasks of this type are offered to students in the third and fourth years of study. They are aimed at developing the foundations of dialectical thinking, controlled imagination, and the conscious application of algorithmic and heuristic methods of creativity.

The methods of creativity chosen by students when performing tasks characterize the corresponding levels of development of creative thinking, creative imagination. Thus, the transition to a new level of development of the creative abilities of younger students occurs in the process of accumulation by each student of the experience of creative activity. level - involves the performance of tasks based on the enumeration of options and the accumulated creative experience in preschool age and heuristic methods. Creative methods are used such as:

focal object method

morphological analysis,

method of control questions,

·dichotomy,

synectics,

Separate typical techniques of fantasizing.

II level - involves the performance of creative tasks based on heuristic methods and TRIZ elements, such as:

little man method

methods of overcoming psychological inertia,

system operator,

The resource approach

laws of systems development.

Level I - involves the performance of creative tasks based on the TRIZ mental tools, such as:

an adapted algorithm for solving inventive problems,

Techniques for resolving contradictions in space and time,

typical methods of conflict resolution.

Definition of conditions effective organization The artistic and creative activity of children is one of the problems that constantly arouses the interest of researchers and therefore is often considered in special literature.

The very concept of "condition" is defined as "a circumstance on which something depends."

Most researchers (V.I. Zagvyazinsky, M.V. Koposova, A.V. Moskvina, A.P. Tryapitsina and others) note that creativity in learning is possible only under certain conditions, namely:

search needs; positive motivation, variability of ways to organize the assimilation of program material in accordance with the individual abilities of students;

co-creation as the leading type of educational interactions and relationships;

the priority of the integrity of perception, attitude, evaluation of another person and oneself;

awareness and leveling of clichés and stereotypes of thinking and self-expression.

The most significant pedagogical conditions for the development of children's creative activity, according to modern researchers, are:

Change in the nature of the activity;

Atmosphere of goodwill in the educational activities of children;

Team formation.

When organizing artistic and creative activities, it is necessary to remember the importance of choosing a strategy for interaction between the teacher and the students. In practice, as the researchers note, two ways are usually used when choosing an interaction strategy:

development from the outside, as interference in the inner world of the individual, imposing on him the developed methods, norms of activity and behavior;

development from within, as stimulation of activity, independence, responsibility, manifestation of respect for the individual, disclosure of the possibilities inherent in it, development of creative abilities.

The main condition for the creative development of the individual lies in herself, in her openness to constructive creativity, in psychological security and her freedom.

At the same time, it is necessary to take into account the conditions that negatively affect the course of creative activity, namely: situational and personal.

Situational conditions include: time limit, stress, a state of increased anxiety, a desire to quickly find a solution, weak or strong motivation, setting a specific solution method, self-doubt caused by failures, fear, increased censorship, etc.

To personal conditions: conformism (agreement), self-doubt, emotional depression, dominance of negative emotions, low self-esteem, increased anxiety, personal defense mechanisms, etc.

Therefore, it is important to form qualities conducive to creative thinking: self-confidence, dominance of emotions of joy, risk-taking, a sense of humor, lack of conformity, fear of seeming strange, unusual, love for fantasizing and making plans for the future, etc.

These features, characteristic of a creative person, are formed only thanks to the democratic style of communication. In this case, the teacher takes into account the individual characteristics of the individual, her experience, the specific needs and opportunities, and he must also be objective in his assessments, versatile and proactive in contacts with children.

The most fruitful is communication based on joint enthusiasm for creative activity. The basis of this style is the high professionalism of the teacher. After all, the enthusiasm for creative search is the result of not only communicative activity, but also, to a greater extent, the attitude towards pedagogical activity generally.

The most important condition for the organization of artistic and creative activity of schoolchildren, according to many teachers, is the creation of a creative atmosphere, which is created not only by the education of curiosity, a taste for non-standard solutions, the ability to think non-trivially, but also by the need to cultivate readiness to perceive the new and unusual, the desire to use and implement creative achievements of other people.

.2 Creative tasks as a means of developing creative abilities in younger students

Labor training is an obligatory condition and an integral part of the education, upbringing and development of the child at the primary stage of the general education school and is implemented by means of a variety of classroom and extracurricular activities of students.

The purpose of labor training is the education of the personality of students on the basis of the formation of labor activity.

M. Levina points out that in the lessons of labor training at school or at home with their parents, and later on their own, children can learn many exciting and useful things: working with paper and embroidery, sewing and making crafts from natural materials, woodworking and modeling from plasticine, they can learn how to burn and sew soft toys, try themselves as a cook or cook, or maybe a child will like to be an actor in a puppet theater and at the same time - the owner of this theater.

Labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products to decorate everyday life (games, labor, recreation). Such work is a decorative, artistic and applied activity of the child, since when creating beautiful objects, he takes into account the aesthetic qualities of materials on the basis of existing ideas, knowledge, practical experience acquired in the course of work and in art classes.

The content of labor training lessons for first-graders is:

Work with paper, cardboard (application from paper of different textures, in combination with fabrics, natural materials, production of decorative panels, volumetric and planar objects and structures for decorating holidays and entertainment, decorations, souvenirs);

work with natural material (making small and large sculptures, making decorative bouquets from dry and live plants);

work with clay (creating decorative ornaments, making small sculptures, souvenir toys, doll dishes);

work with fabric, threads (decorative appliqué from fabric, weaving from synthetic yarn, making decorative ornaments and household items, clothes, theater and decorative toys and souvenirs from synthetic fabrics).

For younger students, the most accessible and easily processed material is paper. Working with paper is working with a material that has its own face, with constructive and plastic properties. Making paper products contributes to the development of the muscles of the hands, improves the eye of the child, prepares him for the development of writing skills, promotes the aesthetic development of children, their acquisition of the ability to correctly select combinations of paper colors, shapes and sizes of component parts.

First-graders made various 2D and 3D shapes out of paper. The guys explored the possibilities of using paper by bending, squeezing, tearing it apart, but then combining them and getting a new shape.

The children really liked to make products from strips of paper. This type of work creates great opportunities for children's creativity.

Usually, when receiving paper strips of different lengths and widths, the children immediately began to involuntarily twist, twist, twist, cross, connect one with another, as a result of which various compositions arose. Delightful snow-white paper plastic, a magical play of light and shadow, endless creative possibilities and prospects for its use make one wonder and look for new ways to solve artistic images and plots.

If you take two strips of paper of the same color but different sizes, make a ring out of each, connect them, and then add a little imagination, you can make animals for theatrical performance (chicken, pig, cat, hare, etc.) . A cone or a cylinder can be used as a basis for making figures of animals and people.

In natural materials, the children noticed the beauty and consistency of forms, harmony, in addition, they recognized the characteristic features of materials: smell, color, shape, structure. In the future, having a certain experience, they independently answered various questions: what is hard, juicy, soft? What grows on pines and firs? What trees are deciduous and coniferous? What grows in the meadow, in the field? What happens big and small, rounded and sharp? Children not only enriched their vocabulary, but also developed analytical thinking: they sought to correlate their crafts with what they saw, to give them figurative names. There is practically no such natural material (with the exception of poisonous plants) that could not be used for crafts, and there are no established rules on how to use it.

Particularly distinguished were the lessons of working with clay - modeling. Modeling lessons contributed to the formation of such personality traits that are not specific for a person (necessary only for this and similar work), but generally significant. These classes develop the mental abilities of students, expand their artistic and polytechnical horizons, form moral ideas and contribute to the formation of a creative attitude to the world around them. Particular attention was paid to decorative and applied arts. Children were happy to sculpt decorative toys based on folk patterns, dishes, wall reliefs, decorative masks. First-graders got acquainted with folk crafts. In addition, all these products very clearly gravitate towards real arts and crafts and are connected with life.

Compared with the processing of other materials, working with textiles has its own characteristics. Working with fabric allows you to put into practice interdisciplinary connections. So, students significantly expanded their horizons, vocabulary, got acquainted with the names of tools, materials, labor processes. Making patterns contributed to exercises in calculations, in comparing and working out the concepts of "more-less", "narrower", "shorter", "longer". In the manufacture of products for the pattern and processing of parts representing various geometric shapes (squares, rectangles, circles), the geometric material studied in mathematics lessons was fixed. When taking measurements, students dealt with numbers. They compared the data obtained with the dimensions of the fabric, performed various calculations. Needlework lessons are also interconnected with drawing lessons. The children learned to select the colors of threads for embroidery, to learn that depending on the features of the product, its design and purpose, fabrics of the appropriate quality and color are selected. In addition, the selection of a pattern for embroidery, the ability to beautifully finish the product is of great importance. Practical exercises in the processing of textile materials develop the eye. The quality of work in this case largely depends on the accuracy and accuracy observed when drawing up a pattern, when marking, cutting, stitching and other operations. The processing of textile materials, in comparison with other materials, requires more painstaking and hard work.

Work on sewing and embroidery, weaving attracted children with its results. How much joy the younger schoolchildren received from the bookmarks and napkins they made with their own hands! Making gifts for parents, friends, kids brought no less pleasure. The list of practical works includes products that, according to their purpose, can be grouped as follows: household, educational, gaming souvenirs and gifts.

Thus, properly organized labor gives children in-depth knowledge of the quality and capabilities of various materials, helps to consolidate positive emotions, stimulates the desire to work and master the peculiarities of craftsmanship, and introduces them to folk decorative art. Therefore, there is every reason to consider labor training as an important element in the harmonious development of children.

At the lessons of labor training, it is necessary to create a relaxed atmosphere that ensures the manifestation of the creative abilities of each student. Business, friendly relations with all the children created a joyful, creative mood in the class.

An important place in the lesson was occupied by informative conversations. During the conversations, she offered to remember, to imagine something related to the creation of our future crafts, tried to captivate the upcoming work.

The emergence of artistic images and their further expression with the help of various materials is a complex, interesting and multifaceted process. An important role is played by students' deep knowledge of the depicted object, phenomenon or event.

The conversation allowed students to more accurately select the material, composition, coloring of a given topic, express it through their own understanding, showing creative invention and imagination.

Of course, it was impossible to do without individual comments and encouragement. I tried to make them in such a way that they helped to acquire the ability to analyze their actions, correct mistakes, and accurately and accurately complete the task.

The creation of new aesthetically significant objects also requires special knowledge and skills from the teacher, without which his pedagogical activity cannot develop successfully. These include elementary knowledge of technical aesthetics, artistic vision of an object or group of objects, their expressive means, the formation of students' ability to capture the features of the constructive structure of an object, the correspondence of color, shape, material, the ability to represent what they see in a new composition and embody it in a product.

It is important to constantly analyze children's work in order to determine the backlog of individual students, as well as evaluate their work. Teachers often approach this stage of the lesson formally, which is a mistake. From the first lessons, children should get used to discussing their work from different points of view. This will tell them what to look out for next time. The whole class should be involved in the discussion. However, one should be very careful with critical assessments. It is better to focus on real achievements, on positive shifts. Tactless criticism (even if objective) can quickly discourage the desire to improve in such a fragile area as creativity.

Our class coped with this task with ease, showing a good level of imagination development.

The children's work was analyzed according to the following parameters:

By content . How is the work done? According to the model, what kind of creativity was used in creating the image. How typical is the image.

By material . How is the material selected? To what extent does it correspond to the idea, technology? How were its properties, color, shape used?

By execution. How neat is the job done? What is the level of independence? What techniques and technologies were used? What tools and how competently used?

The speed and individual pace of the student's work.

Emotional and aesthetic attitude to work . How emotionally does the child relate to the task, to the process, to the product? What types of tasks do you prefer (subject, plot, decorative)?

What materials and technologies evoke a greater emotional response?

How do children evaluate their own work and the work of others?

According to the level of creative activity.

What new things did the children bring to the image, to the technological process?

To what extent did he manage to show his personal vision?

Practical tasks were performed individually or in groups, sometimes with a preliminary discussion and always with an assessment (check) of the result. A number of tasks were offered to students for homework.

"Observation"

This block of tasks forms the activity of observation, develops the ability to analyze, teaches them to independently perceive the task, plan their actions:

read the diagram, explain its implementation, find similarities and differences between the products offered;

identify and name the techniques used to create this product;

identify the parts of the whole, determine their number

explain the drawings, the purpose of the lines, the dimensions,

compare the patterns with the finished image; think about how to correlate the parts of the whole;

consider what the new technique is, and explain its name;

learn a new technological technique from drawings;

find a given object at home, examine it and describe it in class.

"Opening"

These tasks outline the area of ​​new knowledge that is not presented to the student in finished form. It can only be comprehended by mental effort or practical experimentation. The answers to these questions often do not have an unambiguous solution, and the results of experiments can be very diverse. Such tasks contribute to the development of intuition, self-confidence and are as close as possible in their essence to life situations - when there is a question, but the answer is not known:

guess how to complete these details;

think at what stage and how you need to modify the scheme to achieve a different result;

experiment in a given direction to determine the properties and qualities of the material (or to change them);

find another way to obtain a similar result;

think about how to change the dimensions or proportions of the product;

draw a diagram for the manufacture of a product according to the presented end result;

improve this design;

experimentally determine the amount of material needed for this work;

invent a new way of doing things by combining two or more techniques into one.

"Replacement"

These tasks allow you to better understand the properties of materials, stimulate the search for new ones, and expand your understanding of the possibility of using the technology:

think about what types of materials from your collection you can use in this work;

perform this technique using another material;

find or make yourself the necessary tools or devices to achieve the desired effects in the processing of the material;

look for non-standard materials for your work (for example, from a different group of materials)

think about the properties of the material used in this work.

"Options"

These questions suggest "how you can modify the proposed task, simplifying or complicating it in accordance with your capabilities - the level of preparedness, emotional preferences, etc.:

make changes to the pattern, design, method of manufacturing this product;

create another image (object) from the given details;

try another version of the same technique;

add details to the proposed composition;

offer options for the design of work;

choose a different finish.

"Creation"

The ability to perform creative tasks, on the one hand, is determined by the level of creativity of the student; on the other hand, the constant and systematic performance of such tasks of varying degrees of complexity contributes to an increase in this level:

come up with your own pattern, new design, model, composition that can be done using this technique;

give a generalized name for a series of products or techniques;

figure out how to use the leftover material;

invent an object based on "its skeleton;

make a series of products united by a single idea and style;

determine the scope of the technology;

create a new image, proposed in verbal form;

make a product according to your own sketch;

perform the same image, but in a different technique;

find the objects that are most suitable for the image in this way.

The emergence of an artistic image and its further expression in the language of any kind of art is a complex and multifaceted process. An important role here is played by the students' deep knowledge of the depicted object, phenomenon or event. Therefore, I tried in every possible way to stimulate the comprehensive acquaintance of children with the object of the image as follows:

encouraged children to collect additional information about the object;

invited children to associate an object with a topic being studied at the same time in another subject; to analyze the intended purpose of the craft: what is its meaning, benefit, to whom it is intended, how, in this regard, it should be framed.

This combination of proposed techniques helped to make the lessons varied, positive motivation sustainable, and actions more meaningful.

An important point of the lesson is the analysis and evaluation of children's work. Often teachers formally approach this stage of the lesson, which in my opinion is a big mistake. I am sure that from the very first lessons, children should get used to discussing their work from different points of view. This will tell them what to look out for next time. Students should also be involved in the discussion process. However, one should be very careful with critical assessments. It is better to focus on real achievements, on positive shifts. And tactless criticism (even if objective) can quickly discourage the desire to improve in such a fragile area as creativity.

In the course of the formative experiment, a complex of aesthetic and pedagogical conditions was created (educational-design, socio-emotional, didactic-heuristic, individual-creative), which effectively contributed to the expansion of the range of activities of various processes and types of creative thinking, i.e., its development.

Almost all activities are play-based. But the game is used only as a mechanism for a deeper entry into the essence of the task. It allows the child to perceive complex and difficult work as interesting and understandable.

There was an atmosphere of friendship and cooperation in the class.

Children gradually learn to work in pairs, groups, perform collective work. Since the independent distribution of activities in a team is one of the greatest difficulties, the teacher introduces children to joint creativity gradually.

Conclusion

The current level of development of society, the improvement of production, the rate of change in its technological and material and technological base put before the education system, including its initial link, the task of forming a creative personality. The ability to independently make original decisions, determine the direction of one's activities, ensure one's economic independence on the basis of continuous education and training - these skills will help to adapt to rapidly changing conditions of life and production.

It is difficult to imagine a sphere of life in which a creative person would not be in demand. And the artistic and cognitive activity of younger students is the basis for the development of children's creative abilities.

Imagination significantly expands and deepens the process of cognition. It also plays a huge role in the transformation of the objective world. Before changing something practically, a person changes it mentally.

It should be noted that creativity is one of the most important mechanisms of children's upbringing and self-education. Attention should be paid not to the products of creative activity, but to the formation of abilities.

The system of creative tasks is an open system, which implies the presence of tasks in it that require going beyond the curriculum; solving tasks of increased complexity by students; use of extracurricular experience and interests of schoolchildren; interdisciplinary transfer and synthesis of knowledge and methods of activity and, most importantly, independent finding of problems, setting goals for creative cognitive activity.

Apparently, this is the path of collision of the creative side of the intellect, the path of development of inventive and research talent. Our task is to help the child embark on this path. This is what the organization of artistic and cognitive activity of younger schoolchildren serves.

List of used literature

1.Philosophical Encyclopedic Dictionary / Ed. Gubsky E.F., M.: Infa-M., 1997.

2. Aliyeva E.G. Creative giftedness and conditions for its development // Psychological analysis of educational activity M.: IPRAN. 1991. P.7.

.Psychology. Dictionary \ Ed. A.V. Petrovsky -M.: Politizdat, 1990.- 494 p.

4. Teplov B.M. Abilities and giftedness / Problems of individual differences.-M., 1961.-p.9-38.

.Yakovleva E.A. Psychological conditions development of creative potential in children of school age.- M., 1998.- 268p.

6. Bibler V.S. Thinking as creativity. - M.: Nauka, 1983.

7. Shumilin A.T. Problems of the theory of creativity. - M., 1989.

.Reader in General Psychology. Psychology of thinking. / under. ed. B. Gippenreiter, V.V. Petukhova.- M., 1981.

9. Brushlinsky A.V. Psychology of thinking and problem learning. M., 1983. 96s.

10. Ponomarev Ya.A. Psychology of creative thinking. - M., 1960.

11. Amonashvili Sh.A. Education. Grade. Mark.-M., 1980., p.7-20.

12.Vygotsky L.S. Pedagogical psychology. - M.: Pedagogy, 1999. - 534 p.

13. Maslow A. Far limits of the human psyche. - St. Petersburg: Ed. Group "Eurasia", 1997.-430s.

14. Bogoyavlenskaya D.B. Intellectual activity as a problem of creativity.-Rostov / D., 1983.-173p.

.J. Holt. Key to children's success. St. Petersburg: "Delta", 1996.-480s.

.Doman G.D. How to develop the intelligence of a child. / Per. from English-M.: Aquarium, 1998.- 320s.

17. Luk A.N. Thinking and creativity. M., Politizdat, 1976.

18. Efremov V.I. Creative upbringing and education of children on the basis of TRIZ. - Penza: Unicon-TRIZ, 2001.

.Vygotsky L.S. Pedagogical psychology //Psychology: classical works. No. 3. - M., 1996.

.Vygotsky L.S. Collected works: In 6 vols. - Vol. 3. - M., 1983.

21. Gomyrina T.A. The development of creative abilities of first-graders in the lessons of artistic work. - M.: VChGK "Russian Center". - 2003

22. Levina M. 365 fun labor lessons / Belyakov E.A.-M.: Rolf, Iris press, 1999.-256p.

DEVELOPMENT OF CREATIVITY

JUNIOR SCHOOLCHILDREN

An important period in the development and formation of personality is the initial period of learning. It is this age that lends itself most to the upbringing and development of the creative abilities of the child.Abilities are understood as a high level of development of general and special knowledge, skills and abilities that ensure the successful performance of various types of activities by a person.Children of primary school age are the most open and receptive and curious. To develop the creative abilities of children, it is necessary to create a situation of interest. Developing education is aimed at ensuring that children not only memorize facts, learn rules and definitions, but also learn rational methods of applying knowledge in practice, transferring their knowledge and skills both to similar and changed conditions.

Creative abilities are manifested in solving creative problems, but the optimal condition for the intensive development of the creative abilities of schoolchildren is their systematic, purposeful presentation in a system that meets the following requirements:

Cognitive tasks should be built mainly on an interdisciplinary, integrative basis and contribute to the development of the mental properties of the individual;

Tasks should be selected taking into account a rational sequence: from reproductive, aimed at updating existing knowledge, to partially search;

The system of cognitive tasks should lead to the formation of the following most important characteristics of creative abilities: fluency of thinking, flexibility of mind, originality, curiosity, the ability to put forward and develop hypotheses.

A creative approach to children will help solve a number of problems, namely: develop independent thinking, imagination, speech, help establish trusting relationships between a child and adults, allow children to communicate freely with each other, show criticism and self-criticism, freely express their opinions.

Abilities are educational and creative. They are different from each other. The former determine the success of training and education, the assimilation of knowledge, skills and abilities by a person, the formation of personality traits. The second - the creation of objects of material and spiritual culture, the production of new ideas, discoveries and inventions, individual creativity, in various fields of human activity. A high level of ability development is called talent.

Primary school age remains favorable for the development of creative abilities. Children, unlike adults, are able to express themselves in various activities - educational, artistic. They are happy to perform on stage, participate in concerts, competitions, exhibitions and quizzes, subject Olympiads. Teachers and adults should remember that the developed creative imagination, typical for children of primary school age, gradually decreases as a person grows up. Along with the decrease in the ability to fantasize, the personality becomes "impoverished", interest in art and science fades.

The range of creative tasks solved at the initial stage of education is unusually wide in complexity - from solving a puzzle to inventing a new machine or scientific discovery. Their essence is the same: when solving such problems, an experience of creativity occurs, a new path is found, or something new is created. This is where the special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns - all that in the aggregate constitutes creative abilities.

Creativity develops in creative activity, when performing various creative tasks. There is a great “formula” that opens the veil over the secret of the birth of a creative mind: “First, open the truth known to many, then open the truths known to some, and finally, open the truths unknown to anyone.” This rule can be applied to the educational process. According to them, it is possible to develop the creative abilities of a younger student in three stages.

At the first stage, children should gain basic knowledge in a particular area, get acquainted with the concepts and their properties. For the first stage of the development of creative abilities, we offer the following tasks: Classification of objects, Establishment of situations, phenomena for various reasons. See relationships and identify new connections between cause and effect relationships. Identify and highlight the opposite features of the subject systems. To make consideration of various systems in development, to form contradictions. Separate the contradictory properties of the objects of the sentence of a predictive nature. Represent spatial objects in space and time.

At the second stage, children are offered tasks based on the previous stage. When children have an idea about certain concepts, they can be offered to make drawings for poems; excursions; tasks such as: colorful design of essays in the Russian language, etc.; compiling crossword puzzles; participation in didactic and plot-role-playing games in the classroom and after school hours; in competitions, olympiads, etc.

At the third stage, children are offered tasks in which they themselves are the creators of the "new product". Here, children can be offered the following tasks: draw a car of the future, come up with a new type of chocolate, compose a riddle, a fairy tale, etc.

For the development of creative abilities of children of primary school age, only the first two stages can be used, but for the best result in the development of creative abilities, the teacher's work should be built taking into account all of the above three stages. Most importantly, when choosing creative tasks, the following requirements should be considered:

Daily and systematic inclusion of creative tasks and exercises in the educational process; - try to use the creative potential of the child in accordance with the level of his development (feasibility of performing a creative task); - creative tasks should gradually become more difficult; - when evaluating the creative work of students, note positive sides(the shortcomings of the work done by the child should be spoken about correctly, since a sharp remark can discourage the student from doing creative tasks in the future); - involve the family in the performance of creative tasks. Conduct outreach to parents.

Each teacher who strives to develop the student's creative abilities can use the following types of lessons in their practice:

creative workshops;

integrated lessons;

extracurricular work (cool watch organization of class and family holidays).

Integrated lessons play a very important role in the development of creative abilities. Integration is a means that provides a holistic knowledge of the world and the ability of a person to think systematically when solving practical problems. During an integrated lesson, children try to reveal their creative potential more fully, they feel more relaxed. When using integrated lessons, the following positive aspects of integration can be distinguished:

1. Thanks to integration, a more active and comprehensive picture of the world is formed in the minds of students.

2. The guys begin to actively apply their knowledge in practice, because knowledge more easily reveals its applied nature.

3. The teacher sees and reveals his subject in a new way, more clearly realizing its relationship with other sciences.

4. Integrated lessons allow the teacher to reduce the time for studying individual topics, eliminate duplication of material in different subjects, pay more attention (in various forms) to the goals that the teacher highlights at the moment of learning (thinking, creativity, etc.).

5. Integrated lessons relieve fatigue.

6. An integrated lesson provides a completely new psychological climate in the learning process and creates new conditions for the activity of the teacher and students.

A special role in the development of creative abilities is played by the preparation and holding of class holidays. IN modern world there are many different proposals for holding holidays, but the most memorable are those events where children themselves are actors. During the preparation for the holidays, students become liberated, they make their own costumes and make scenery for skits, compose contests for their classmates and parents. The main task in this work is to attract to work more students so that no one is left behind. Very often, creative tasks require the child to use special abilities, for example, the student is offered to make a drawing for one of the literary works. Not every child can do a job very well, but at the same time everyone wants his work to be the best. In such situations, parents can come to the aid of a younger student. Therefore, the importance of the attitude of the older generation to the problems of developing creative abilities is great. Some parents can contribute to the development of creative abilities, while other parents, with their indifferent attitude, can discourage the child from performing creative tasks and creative abilities will gradually fade away. In this case, the teacher needs to conduct explanatory work. In this regard, I offer you recommendations that can be discussed at the parent meeting:

Answer your child's questions honestly and patiently.

Take your child's questions and statements seriously.

Provide a room, a corner exclusively for him.

Make a stand where the child can show their work.

Don't scold the mess if it's related to creativity.

Show the child that he is perceived, of course, as he is, and not for success or achievement.

Assign feasible tasks and worries.

Take it on trips to interesting places.

Help your child communicate with children of different cultural backgrounds.

Do not compare your child with others, while pointing out his negative qualities.

Do not humiliate or let him feel that he is worse than you.

Learn to think for yourself.

Provide games, books...for your favorite activities.

Encourage your child's imagination, fantasies, dreams.

Get used to reading.

Be attentive to the needs of the child.

Find time each day to be alone with your child.

Include your child in family discussions.

Learn to communicate with people of all ages.

Design experiments with children.

Don't stop playing with junk.

Do not limit the topics of discussion with children.

Give children the opportunity to make their own decisions.

Summarizinghis article suggests the following conclusions:

each teacher needs to develop students' creative abilities, since it is easier for a creative person to adapt in society and resist negative circumstances, find positive ways out of difficult situations, he is capable of self-realization of his abilities, self-development.

It is possible to develop the creative abilities of younger students both in the classroom and outside of school hours. Offering them a variety of creative tasks, there is a formation of such important personal qualities as responsibility, independence, there is an interest in school subjects. Taking part in competitions, children begin to understand the importance of the educational process. The development of creative abilities in primary school age is influenced by the creative approach of the teacher to pedagogical activity and the attitude of the family. Thus, working on the development of the creative potential of younger students, we ultimately get a comprehensively harmoniously developed personality, able to quickly adapt to the rapidly changing conditions of the modern world.

List of used literature:

Azarova L.N. How to develop the creative individuality of younger students // Primary School, 1998, No. 4 p. 80-81.

Afonina R. N.//Magazine "Primary School", No. 6, 2007 (p.56-60).

Galperin P.Ya. Step-by-step formation as a method of psychological research//Actual problems of developmental psychology - M., 1987.

Ilyichev L.F. , Fedoseev N.N. Philosophical Encyclopedic Dictionary, M. 1983. . P.649. 5. Merlin Z.S. Psychology of individuality - M. - 1996. P.36.

Mironov N.P. Ability and giftedness in primary school age. // Primary school. - 2004 - No. 6. С33-42.

Nemov R.S. Psychology-M.-2000, p.679.

Tyunikov Y. Scenario approach in pedagogical influence // Pedagogical technique, 2004, №2, p. 87-88.

Khutorsky A.V. Development of creative abilities. - M. Vlados, -2000 - p.22.

There is a great formula of the "grandfather" of astronautics K.E. Tsiolkovsky, which opened the veil over the secret of the birth of a creative mind: “At first I discovered truths known to many, then I began to discover truths known to some, and, finally, I began to discover truths unknown to anyone.”

Apparently, this is the path to the formation of creative abilities, the path to the formation of inventive and research talent. And our direct duty is to help the child embark on this path. And one of the most important means of developing creative abilities is the GAME.

The effectiveness of the formation and education of a creative personality in play activities, taking into account age characteristics, was emphasized by teachers: Y. Altynsarin, V.P. Vakhterov, M. Zhumabaev, K.D. Ushinsky, P.P. Blonsky, L.S. Vygotsky, D.B. Elkonin, N.S. Leites, Sh.A. Amonashvili, E. Sagandykova, etc.

Entering school marks an important milestone in a child's life. A new social position of the individual arises - a student, i.e. a direct participant in one of the forms of socially significant activity - educational, requiring great effort. New demands are made on the baby during this period, the mode and style of his life changes dramatically, the range of movements is limited, mental stress arises, the social circle expands, which includes new peers and adults, especially the teacher. The main activity is also changing. For the first time, a child begins to take a “serious” social position, acquires the rights and obligations of a junior schoolchild. The requirements of adults are now focused on the conscientious completion of school assignments, the successful acquisition of knowledge, active participation in the life of the class, compliance with the rules of conduct that are mandatory for all students, etc.

The physical and mental well-being of new students stabilizes after one and a half to two months at school. But this happens on the condition that adults take into account the new situation of children, act with an understanding of their developmental psychology, and use specific preschool forms and methods (game activity).

The transition from preschool childhood, where play dominates, to school life, where the main thing is study, should be pedagogically thought out.

The study of the development of children shows that in the game more efficiently than in other activities, everyone develops mental processes. The changes in the psyche of children caused by the game are so significant that in psychology (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, A.V. Zaporozhets, V.S. Mukhin) the view of the game as the leading children's activities.

L.S. Vygotsky, considering the role of play in the mental development of a child, noted that in connection with the transition to school, play not only does not disappear, but, on the contrary, it permeates all the activity of the student. “At school age,” he said, “the game does not die, but penetrates into the relation to reality. It has its internal continuation in schooling and labor…” (47).

The game is the most mastered activity for kids. In it, they draw models for solving new life problems that arise in knowledge, in work, in artistic creativity. Therefore, reliance on the game (game activities, game forms, techniques) is the most important way to include children in academic work, a way to provide an emotional response to educational influences and normal (without overload) living conditions.

All children's activities are syncretic, i.e. to a certain extent merged, inseparable. And this unity arises due to the imaginary, conditional situation in which the process of children's creativity takes place. The game, as it were, synthesizes cognitive, labor and creative activity. Any new knowledge or skill acquired by the child prompts him to act with him. The nature of this action is playful, as the closest and most understandable for children from their previous experience.

According to S.T. Shatsky: "The game is a vital laboratory of childhood, giving that aroma, that atmosphere of young life, without which this time would be useless for humanity" (236, 21).

Children's games, according to the famous psychologist A.N. Luke, with their free flight of fantasy, faith in the reality of this fantasy and at the same time with the recognition of some rules and restrictions, have an undeniable resemblance to the creative process and serve as a good school for creative thinking. Therefore, children's games, skillfully directed by educators, can become essential tool education of those qualities that are necessary or contribute to creativity (126, 78). The same opinion is shared by teachers L.V. Kuznetsova, G.A. Lyapin, who believe that "if you do not allow the child to develop his imagination during the game, limit his life to educational work, but even in it he will not show invention, ingenuity, ingenuity, which are formed only during the game."

Educators argue that “play is a special form of children's life, developed or created by society to manage development; in this regard, it is a special pedagogical creation, although its creator was not individual people, but society as a whole, and the very process of the emergence and development of the game was "mass" ... a process in which the natural historical pattern "made its way" through the various conscious activities of people" (237, 94).

In the theoretical literature, the game is considered as:

1. the attitude of the individual to the world around him;

2. a special activity of the child, which changes and unfolds as his subjective activity;

3. socially given to the child and the type of activity (or attitude to the world) he has learned;

5. activities during which the development of the child's psyche takes place;

6. socio-pedagogical form of organization of children's life, children's society (11, 16, 89, 237).

The specificity of the game, its main property is the ambivalence of the player, i.e. game, involves the simultaneous implementation of two plans of behavior: real and conditional. This approach has been widely developed in game theory by modern authors (Yu.M. Lotman, L.N. Stolovich, D.B. Elkonin, V.I. Ustinenko, and others). According to V.I. Ustinenko, “play is an arbitrary activity that reflects in a conditionally generalized form a person’s relationship to the world, to people, to himself ... this is one of the ways of mastering the world and self-affirmation of a person, consisting in the arbitrary construction of reality in a conditional plan” (222, 71 ). The conditional plan of the game action creates a special type of relationship between the players - relations of creativity; a special spatial-figurative vision, the symbolic meaning of actions, the transfer of meanings from one object to another, etc. The conditionality of the game situation is a channel for the realization of a creative and transforming ability, namely, it opens up the opportunity to “try”, “experience” unused abilities in reality.

We proceed from the fundamental position of S.L. Rubinshtein that “play is a conscious activity consisting in a set of meaningful actions united by the unity of a motive” (181, 520).

Thus, the game is the product of an activity through which a person transforms reality, changes the world, the essence of children's play is the ability, reflecting, to transform reality. In the game, the child’s need is formed and manifested to influence the world, to the object, to become the subject, the “master” of his activity, in the words of L.S. Vygotsky, the child in the game, as it were, tries to make a jump above the level of his usual behavior” (47, 74).

The game is a special meaningful activity that integrates all the main types of human activity (transformative, cognitive, value-oriented and communicative) and is aimed at orientation and knowledge of objective and social reality.

Thus, with good reason, the game can be considered as a type of creative activity, since the game activity does not have its own basis of ready-made experience or a purely performing function, it includes creativity, one's own search, selection, initiative, one's own assessment of one's actions, i.e. play activity is a specific form of the child's actively transforming attitude to the surrounding reality and to himself.

The game is a great invention of man; it has for his biological, social and spiritual development no less, and perhaps even more important than fire and the wheel. ... In it, as in a mirror, the history of mankind was displayed with all its tragedies and comedies, strengths and weaknesses. Even in primitive society, there were games depicting war, hunting, agricultural work, and the worries of savages over the death of a wounded comrade. The game was associated with different types of art. The savages played like children, the game included songs, dances, elements of dramatic and visual arts. Sometimes magical actions were attributed to games.

Thus, human play arises as a creative activity that is separated from labor activity and represents a relationship between people. "Game, play activity, one of the activities characteristic of animals and humans" - noted in the Pedagogical Encyclopedia (41, 13). The concept of "game" ("gambling") in Russian is found in the Laurentian Chronicle. The chronicle speaks of the forest Slavic tribes (radimichi, vyatichi), which “brothers did not go to them, but play games between the villages, similar to games, to dancing, and that wife’s wit to myself.”

According to Plato, even the priests of Ancient Egypt were famous for designing special educational and educational games. The arsenal of such games is constantly replenished. Plato in his "State" etymologically brought together the concepts of "education" and "play". He rightly argued that learning crafts and martial arts is unthinkable without play.

An attempt to systematize the study of the game was first made in the 19th century by the German scientist K. Gross, who believed that in the game there is an exercise of instincts for the future conditions of the struggle for existence (“warning theory”). He calls play the original school of behavior.

The work of K. Gross was continued by the Polish teacher J. Korczak, who believed that the game is an opportunity to find oneself in society, oneself in humanity, oneself in the Universe. The games contain the genetics of the past, as well as in popular leisure - songs, dances, folklore.

The game in any historical era attracted the attention of teachers. It contains a real opportunity to educate and educate a child in joy. J.J. Russo, I.G. Pestalozzi tried to develop the abilities of children in accordance with the laws of nature and on the basis of activities, the desire of which is inherent in all children. The center of F. Fröbel's pedagogical system is the game theory.

F. Fröbel said: “Children's play is a “mirror of life” and “a free manifestation of the inner world. Play is a bridge from the inner world to nature.” Nature was presented to Fröbel as a single and diverse sphere.

K.D. Ushinsky tended to understand the immense creative abilities of man. He separated teaching from the game and considered it an indispensable duty of the student, “Teaching based only on interest does not allow the student’s self-control and will to grow stronger, since not everything in the teaching is interesting and much will come that will need to be taken by willpower.”

However, agreeing with the need for strong-willed efforts in learning, we will not reduce the importance of play and interest.

The value of the game in the development and education of the individual is unique, since the game allows each child to feel like a subject, to manifest and develop his personality. There is reason to talk about the impact of the game on the life self-determination of schoolchildren, on the formation of a communicative uniqueness of the individual, emotional stability, and the ability to be included in the increased role dynamism of modern society.

V.L. Sukhomlinsky wrote: “Let's take a closer look at the place played in a child's life... For him, play is the most serious thing. The game reveals the world to children, reveals the creative abilities of the individual. Without them, there is not, and cannot be, full-fledged mental development. The game is a huge bright window through which spiritual world the child is infused with a life-giving stream of ideas, concepts about the world around him. The game is a spark that ignites the flame of inquisitiveness and curiosity ”(49, 50)

The meaning of the game lies in the fact that it is not the result that matters,

but the process itself, the process of experiences associated with game actions. Although the situations played by the child are imaginary, the feelings experienced by him are real. “There are no people more serious in the game than small children. While playing, they not only laugh, but also deeply worry, sometimes suffer.”

This feature of the game carries great educational opportunities, since by controlling the content of the game, the teacher can program certain positive feelings of the playing children. “In the game, only actions are improved, the goals of which are significant for the individual in terms of their own internal content. This is the main feature of play activity and this is its main charm, and only with the charm of higher forms of creativity is a comparable charm.

The creative nature of the game is confirmed by the fact that the child does not copy life, but, imitating what he sees, combines his ideas. At the same time, he conveys his attitude to the depicted, his thoughts and feelings. This makes acting related to art, but a child is not an actor. He plays for himself, and not for the audience, he does not learn the role, but creates it in the course of the game. When a child enters the image, his thoughts work vividly, his feelings deepen, he sincerely experiences the events depicted.

Many scientists, psychologists and teachers spoke about the creative nature of children's play. For example, K.S. Stanislavsky advised actors to learn from children, whose acting is distinguished by "faith and truth."

But creativity does not manifest itself, it is brought up, it develops as a result of long-term systematic work of teachers. The development of game creativity is manifested, first of all, in the gradual enrichment of the content of the game. The development of the idea and means of depicting what was conceived depends on the richness and nature of the content of the game. The game gradually develops purposefulness of actions. If in the fourth year of life in children interest in action often prevails, because of which the goal is sometimes forgotten, and in the fifth year of life it is possible to teach children to choose a game thoughtfully, set a goal and distribute roles, then children 5-7 years old have an interest in various life events, to different types of work of adults; favorite characters of books appear, whom they seek to imitate. And the ideas of games become more persistent, sometimes for a long time they will take over the imagination.

The emergence of a long-term perspective of the game speaks of a new, higher stage in the development of game creativity. The development of game creativity is also reflected in how various life experiences are combined in the content of the game. Dramatization games have a special character, which help children to better understand the idea of ​​a work, to feel its artistic value, and contribute to the development of expressiveness of speech and movements. In children of 6-7 years old, games - dramatizations often become a performance that is shown to the audience. In these games, one can see, as B.M. Teplov "the transition from play to dramatic art, of course, is still in its infancy" (51).

It is at this stage that there is an opportunity to develop game creativity under the influence of education and training, since its development depends on the acquisition of knowledge and skills, on the education of interests. The teacher can replace the individual characteristics of the child, manifested in the game. At the same time, it is observed that the same child reveals a different level of play creativity, depending on the content of the game, the role played, and relationships with comrades.

The task of the teacher is to make the transition of children from play activity to learning activity smooth and adequate. Didactic games play a decisive role in this.

In modern psychological and pedagogical science, there are various classifications of creative games. The basis for the classification of games, which is accepted in pedagogy, was laid by P.F. Lesgaft.

In preschool and primary school age, three classes of games are distinguished:

Grade 1 - games that arise on the initiative of the child - amateur games;

Grade 2 - games that arise on the initiative of an adult who introduces them for educational and educational purposes;

Grade 3 - games coming from the historically established traditions of the ethnic group - folk games that can arise both on the initiative of an adult and older children.

Each class of games has its own types and subspecies. The first class of games includes: the game of experimentation and plot amateur games, plot-educational, plot-role-playing, directing and theatrical. This class of games seems to be the most productive for the development of the child's intellectual initiative and creativity, which are manifested in setting new game tasks for themselves and others who play; for the emergence of new motives and activities. It is the games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection on the material of knowledge about the surrounding reality of significant experiences and impressions associated with the life experience of the child. It is amateur play that is the leading activity in preschool childhood. The content of amateur games “feeds” on the experience of other activities of the child and meaningful communication with adults.

The second class of games includes educational games (didactic, story-didactic and others) and leisure games, which include fun games, entertainment games, and intellectual games. All games can be independent, but they are never amateur, because independence in them is based on learning the rules, and not the initial initiative of the child in setting the game task.

The educational and developmental value of such games is enormous. They shape the culture of the game; contribute to the assimilation of social norms and rules; and what is especially important, they are, along with other activities, the basis of amateur games in which children can creatively use the acquired knowledge.

Didactic games are a kind of games with rules specially created by a pedagogical school for the purpose of teaching and educating children. They are aimed at solving specific problems in teaching children, but at the same time, they show the educational and developmental influence of gaming activities. The use of didactic games as a means of teaching younger students is determined by a number of reasons:

1. game activity as a leading one in preschool childhood has not yet lost its significance in primary school age (L.S. Vygotsky), therefore, relying on game activity, game forms and techniques is the most adequate way to include children in educational work;

2. the development of educational activities, the inclusion of children in it is slow;

3. there are age-related characteristics of children associated with insufficient stability and arbitrariness of attention, predominantly voluntary development of memory, and the predominance of a visual-figurative type of thinking.

Didactic games contribute to the development of mental processes in children;

4. insufficiently formed cognitive motivation. The motive and content of educational activities do not correspond to each other.

There are significant adaptation difficulties when entering school. Didactic game in many ways contributes to overcoming these difficulties.

The structure of the didactic game:

1. didactic task;

The didactic task is determined by the purpose of training and educational influence. It is formed by the teacher and reflects his teaching activity. For example, in a number of didactic games, in accordance with the program objectives of the relevant subjects, the ability to compose words from letters is consolidated, and counting skills are practiced.

2. game task;

The game task is carried out by the children themselves. The didactic task in the didactic game is realized through the game task. The game task determines the game actions, and becomes the task of the child himself.

3. game actions - the basis of the game. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved.

In all games, game actions are different in their direction and in relation to the players. These are, for example, role-playing actions, guessing riddles, spatial transformations, etc. They are connected with the game plan and come from it. Game actions are means of realizing the game idea, but also include actions aimed at fulfilling a didactic task.

4. rules of the game;

The content of the rules of the game and the focus are determined common tasks formation of the child's personality, cognitive content, game tasks and game actions. In a didactic game, the rules are given. With the help of the rules, the teacher controls the game, the processes of cognitive activity, the behavior of children. The rules of the game affect the solution of the didactic task - they significantly limit the actions of children, direct their attention to the fulfillment of a specific task of the subject.

5. Summing up - the result is summed up immediately after the end of the game. It could be scoring; identifying children who performed the game task better; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child, to emphasize the successes of lagging behind children.

Children and the teacher are participants in the same game. The relationship between the teacher and the children is not defined learning activities, but a game. A teacher who violates this condition takes the path of direct teaching. Therefore, a didactic game is a game only for a child, and for an adult it is a way of learning. The purpose of didactic games is to facilitate the transition to learning tasks, to make it gradual. From the above, we can formulate the main functions of didactic games:

The function of forming a sustainable interest in learning and relieving stress associated with the child's adaptation process to the school regime;

The function of the formation of mental neoplasms;

The function of forming the actual educational activity;

The function of forming general educational skills, skills of independent study;

The function of forming skills of self-control and self-esteem;

The function of forming adequate relationships and mastering social roles.

So, we believe that the didactic game is a complex, multifaceted phenomenon. Therefore, for the organization and conduct of a didactic game, the following conditions are necessary:

The teacher has certain knowledge and skills regarding didactic games;

The expressiveness of the game;

The need to include the teacher in the game;

The optimal combination of entertainment and learning;

The means and methods that increase the emotional attitude of children to the game should be considered not as an end in itself, but as a path leading to the fulfillment of didactic tasks;

The visualization used in the didactic game should be simple, accessible and capacious.

Didactic games can be divided into three main types:

1. games with objects (toys, natural material);

2. desktop printed;

3. word games.

Object games use toys and real objects. Playing with them, children learn to compare, establish similarities and differences between objects.

The value of these games is that with their help children get acquainted with the properties of objects and their characteristics: colors, size, shape, quality. In games, tasks are solved for comparison, classification, and establishing a sequence in solving problems. As children acquire new knowledge about the object environment, tasks in games become more complicated: younger students practice defining an object according to any one quality, combine objects according to this feature (color, shape, quality, purpose ...), which is very important for the development of the abstract, logical thinking.

In games with objects, younger students perform tasks that require conscious memorization of the number and location of objects, finding the missing object. While playing, they acquire the ability to put together a whole from parts, lay out patterns from various forms. In this type of didactic games, a variety of toys are widely used. They are clearly expressed color, shape, size, material from which they are made. This helps the teacher to exercise younger students in solving certain didactic problems.

When working with games with natural material, children consolidate knowledge about the natural environment, thought processes are formed (analysis, synthesis, classification).

Board-printed games are diverse in types: paired pictures, various types of lotto, dominoes. When using them, various developmental tasks are solved. So, for example, a game based on the selection of pictures in pairs. Students combine pictures not only by external signs, but also by meaning.

Selection of pictures by common ground- classification. Here, students are required to generalize, to establish a connection between subjects. The compilation of cut pictures is aimed at developing in children the ability to make up a whole object from separate parts, at the development of logical thinking.

A game-description, a story based on a picture showing actions, movements, is aimed at developing speech, imagination, and creativity in younger students. In order for the players to guess what is drawn in the picture, the student resorts to imitation of movements (for example, an animal, a bird, etc.).

In these games, such valuable qualities of the child's personality as the ability to reincarnate, to creative search in creating the necessary image are formed.

Word games are built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since in these games it is required to use previously acquired knowledge about new circumstances. Children independently solve various mental tasks: describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, characteristics; find alogisms and judgments, etc.

With the help of word games, children are brought up with a desire to engage in mental work. In the game, the process of thinking itself proceeds more actively, the child overcomes the difficulties of mental work easily, without noticing that he is being taught.

For the convenience of using word games in the pedagogical process, they can be conditionally combined into four main groups:

Games are included, with the help of which they form the ability to highlight the essential features of objects, phenomena.

Compose games used to develop the ability to compare, compare, give correct conclusions;

Games, with the help of which the ability to generalize and classify objects according to various characteristics, is developed, are combined in the third group.

In a special fourth group, games are allocated for the development of attention, quick wits, quick thinking.

The third class of games is traditional or folk. Historically, they underlie many games related to learning and leisure. The object environment of folk games is also traditional, they themselves, and are more often presented in museums, and not in children's groups. Studies conducted in recent years have shown that folk games contribute to the formation in children of universal generic and mental abilities of a person (sensory-motor coordination, voluntariness of behavior, symbolic function of thinking, and others), as well as the most important features of the psychology of the ethnic group that created the game.

To ensure the developmental potential of games, we need not only a variety of toys, a special creative aura created by adults who are passionate about working with children, but also an appropriate object-spatial environment.

It is very important for each teacher to think over the phased distribution of games, including didactic ones, in the lesson. At the beginning of the lesson, the goal of the game is to organize and interest children, to stimulate their activity. In the middle of the lesson, the didactic game should solve the problem of mastering the topic. At the end of the lesson, the game can be exploratory in nature. At any stage of the lesson, the game must meet the following requirements:

be interesting;

accessible;

Fascinating;

Include children in different types activities.

Therefore, the game can be played at any stage of the lesson, as well as in lessons of various types. The didactic game is included in a holistic pedagogical process, combined and interconnected with other forms of education and upbringing of younger students.