Consultation for teachers: "Creative development of preschoolers in the process of mastering non-traditional techniques in productive activities." From the experience of work "non-traditional methods of productive activity" Non-traditional techniques of productive activity in the garden

Visual activity serves as a means of expanding and consolidating ideas about reality, contributes to the education of feelings and the formation of concepts. The impressions received by children from the surrounding life are the main content of this activity. During classes, children acquire skills and abilities in working with various materials, they develop the ability to creatively use these skills in the process of depicting objects and phenomena of reality. In the process of drawing, modeling, designing, such important personality traits as activity, independence, initiative are formed, which are the main components of creative activity. The child learns to be active in observation, performance of work, to show independence and initiative in thinking through the content, selecting materials, using various means of artistic expression. The acquisition of technical skills only at the initial stage of training requires great concentration, active work of the child's thoughts. The creative activity of the artist begins with a living contemplation - perception, during which he deeply cognizes the world around him, examines the perceived objects, and the visual memory of the child is formed. Drawing, sculpting, appliqué, and designing contribute to the development of the child's hand, especially the muscles of the hand and fingers, which is so important for further learning to write at school, and a proper learning fit is developed. Work skills are acquired, a sense of camaraderie and mutual assistance is brought up.

Purpose: development of creative abilities of children. Tasks: Educational: - education of the ability to correctly convey one's impressions of the surrounding reality in the process of depicting specific objects and phenomena; - development of skills in the image of several objects, united by a common content; - development of the ability to make patterns, taking into account rhythm, symmetry, color; - mastering the techniques of working with various materials. Developing: - aesthetic development; - sensory education; - development of analyzers; - development of thinking, imagination. Educational: - to cultivate a sense of camaraderie, mutual assistance; - educate activity, independence, initiative.

Constructive activity is a practical activity aimed at obtaining a specific, preconceived real product that corresponds to its functional purpose. Design contributes to mental, moral, aesthetic, labor education.

To the project "International Women's Day" Drawing with wax crayons and watercolor Purpose: to learn to use a variety of drawing tools (wax crayon and watercolor); the ability to paint in one direction; show creativity. To the project "International Women's Day"

Plan:

1. The essence and originality of the productive activity of preschoolers.

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

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

5. Visual abilities of preschoolers.

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

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

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

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

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

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

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

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

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

According to the Explanatory Dictionary of the Russian Language, creativity is the creation of new artistic or material values.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Distinguish between general and special abilities.

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

The use of non-traditional techniques of productive activity as a means of developing the creative abilities of preschoolers.

Author: Tsutserova Natalya Alexandrovna, teacher of the State Budgetary Educational Institution Secondary School No. 33 - SP "Kindergarten No. 22", Syzran, Samara Region.
This material will be of interest to educators, teachers of additional education, primary school teachers.
Each of us
The talent is hidden inside
And very important in childhood
Let him open up.
It is generally accepted that all children are talented, gifted with a rich imagination and able to think creatively. This is true, but any quality and any ability must be developed and stimulated, only then the child will reveal the potential inherent in him, develop the abilities given to him by nature, and achieve a lot in life. And it is important for us adults to help him with this. At the same time, it should be remembered that the development of intellectual abilities is directly related to the development of creative talents. Free creative activity stimulates the brain, helps to clarify ideas about the world around us, expand our horizons and vocabulary, improves all processes of higher nervous activity and helps to move to a higher degree of mental and physical development.
The concept of "productive activity" covers several types of activity: drawing, designing, modeling, applique - in which we try to give children the freedom to choose colors, compositional solutions, materials for work. We pay special attention to the use of non-traditional materials for artistic creativity and manual labor. As you know, children often copy the pattern presented to them. Non-traditional imaging techniques do not allow this, since instead of a sample, we show only the way of working with non-traditional materials, tools. This gives our kids an additional impetus to the development of imagination, creativity, independence, initiative. It is always a pleasure for me to watch children when they work with different materials, how they perceive new things, how they tell their parents about their achievements. In our group, we often announce creative competitions for joint works with parents "Cosmos", "Autumn Mood", "Winter Fantasies". Children are happy to demonstrate their crafts to everyone, share their impressions about how they did the work with their parents, what materials they used.
In my work, I am always looking for something new and unusual. Therefore, I was very interested in the technique of collage. Collage is a combination of completely heterogeneous materials that harmoniously complement each other, being located not only on the plane, but also in volume, and form a compositional unity that expresses the emotional idea of ​​a work of art. It is necessary to be able to distinguish a collage from a close, but still different means of image - applications. Application - cutting and gluing figures, patterns or whole pictures from pieces of paper, fabric, leather, plant and other materials onto the base (background). A collage differs from an appliqué in that materials that differ in color and texture (rope, beads, wood, etc.) can be used to create it. These two techniques have much in common, and sometimes collage techniques are used in appliqué.
Unlike appliqué, collage allows the use of three-dimensional elements in the composition, both whole objects and their fragments (dishes, coins, records, fans, hats, etc.) Drawing, performing the intended images in modeling, cutting out ready-made shapes creating a collage, children thereby solve creative problems, which fully help to achieve excellent results. For a teacher, collage is creativity, novelty, a departure from the ordinary. For children, this is an activity, as a result of which they create something new, original, show independence, learn to cooperate. A collage is a kind of constructor, a simulator necessary for the development of a child's sense of freedom in the process of searching for options for created images. This is a school for creative thinking. What is the beauty of collage for kids?
it allows you to create a relief image. And this is always interesting: a relief surface provides the eye and hand with richer information than a smooth one.
making a collage requires a much greater variety of actions than ordinary drawing or appliqué.
The collage technique develops artistic imagination and aesthetic taste, constructive thinking (assembling the whole from parts), develops motor skills and tactile sensations.
In my work with children on the development of this technique, I set myself the following tasks:
to introduce children to the non-traditional technique of visual activity - collage;
develop the ability of children to know the properties of the material, the desire to experiment with it;
develop the ability to create artistic images;
develop an eye, dexterity of movements of hands, fingers, the ability to own tools and materials;
work with various materials, develop a sense of color, harmony, space of imagination, imaginative thinking, creativity.
In the course of work, I use the following forms:
daily observations of animate and inanimate nature;
application of information and computer technologies: creation of presentations on the topics "Russian folk traditions", "Red Book of the Samara region", "Zimushka - winter", etc. Interactive games "The fourth extra", "You can - you can not";
acquaintance with illustrated material - books, albums on applied art, paintings by Russian artists;
didactic games "Atelier Filimosh", "Confusion", "Houses", "Rainbow Dance", "Guess which painting", Lapbooks.
creation of mini-museums "Insects of the native land", "Peoples of Russia", "Russian folk traditions";
environmental entertainment.
We create a developing environment together with children and parents, taking into account their interests and needs. All this helps me to interest the guys, set them up for creative activity.
Thus, on the basis of the work done, I saw that children have increased interest in non-traditional techniques - collage. Children have become observant - peering creatively at the world around them, they develop the ability to see and feel the beauty of their native nature.
In my work, I often use various types of non-traditional techniques, and I am always on the lookout for something new and interesting. And my guys learned how to create something new, original, and in their work, to show creativity, imagination, realize their plan, and independently find solutions and means for its implementation. I am convinced again and again that all children are talented. And we, adults, should help to reveal these talents.

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

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

Practical activities help children to socialize

Goals of productive activity in kindergarten

The mission of productive activity in kindergarten is:

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

Tasks of productive activity in kindergarten

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

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

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

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

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

Types of productive activities

In preschool educational institutions, children master the following types of productive activity:

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

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

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

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

Connecting to productive activities

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Productive activities for preschool children

The productive activity of preschoolers is the right direction in preparing the future first-grader for learning.

The formation, development and formation of a child's personality is one of the most relevant, important and responsible activities of specialists involved in the field of pedagogy and child psychology. One of the main tasks that must be constantly carried out in this direction is the use of a variety of styles, forms and methods, including productive activities.

Importance

Productive activities of children play one of the main roles in the process of the comprehensive development of a preschooler. Along with the game view, they constitute a single set of work on preschool education, carried out under the guidance of adults (teachers, educators). The result of this activity should be a certain product.

Numerous studies conducted by specialists in different parts of the world and with various categories of children who have not yet reached primary school age have shown the effectiveness of productive activities among this age group of children.

A favorable effect on preschoolers in the development of graphic skills, as well as the development of perseverance and determination in mastering important skills, has been established.

Definition

Productive activities of children are one or another way of a child's activity, the purpose of which is to obtain a product that has a specific set of qualities. This category includes:

• different ways of assembling structures,
• crafts from plasticine or special clay,
• execution of application works, mosaics,
• making various crafts
• more difficult work - certain layouts.

All the productive activities of children listed above perform a responsible function for the development of preschoolers. This is the basis of many kindergarten programs designed for children under school age. Such a program is aimed at their comprehensive development and education.

All-round development

The formation of this type of activity of children takes place in kindergarten under the guidance of experienced professionals. At this time, the connection between the desire of kids to create this or that product and the expansion of their cognitive abilities, various processes and qualities, the emotional area, and the volitional sphere of development is most clearly manifested.

There is the most vivid and controlled development of the properties of the character of children, the formation of their character and individuality.

Specific categories

The development of artistic and aesthetic qualities in the process of child development classes corresponds to the modulating type of productive activity. It is this method that allows the preschooler to best reflect the reality around him at his own discretion.

And already on the basis of the conclusions made, the resulting characteristic makes it possible to independently form and create certain images. This approach has the best effect on the development of children's figurative thinking, their ability to use imagination.

Improving the aesthetic attitude of preschoolers to everything around them is an important task of an integrated approach to the educational process. It is difficult to overestimate the importance of this task. After all, only a harmoniously developing personality is able to see and feel everything, the beauty that surrounds them.

An important role is assigned to this methodology for the development of children and for the achievement and formation of aesthetic feelings in preschoolers.

Simple, it would seem, occupation - drawing. However, it is precisely this way of studying that opens up completely new opportunities for educators to develop their own view of the kids, the development of their emotional and aesthetic attitude to the surrounding reality.

Productive activity opens up for preschoolers a new world of beauty that actually exists, which is constantly next to us. There is a formation of certain beliefs, determines the behavior of the child.

It is difficult to overestimate the importance of the correct moral education of preschool children, carried out through the use of a productive method. Such a connection is formed and carried out in the process of performing various kinds of practical children's work. They are aimed at consolidating the information received from the outside world, and developing such qualities as:

• observation,
• activity,
• purposefulness,
• independence,
• patience, ability to listen and assimilate the information received,
• the ability to bring everything you started to the end.

A productive method, which consists in the process of the image, allows you to fix the relationship to what is depicted. At this moment, the child especially vividly experiences all the feelings that he experienced in the process of perception. Nature itself gives us a wide palette of colors and colors, various shapes of objects, rare and unusual natural phenomena.

The physical development of the child does not stand aside, and a proven productive technique also plays an important role in this process. Thanks to this, the level of vitality rises, mood, general state of behavior and character improve. The child becomes more mobile, cheerful, active.

In the process of training, the correct posture, gait and other important physical qualities of the little man are developed. In addition, the muscles are strengthened, the overall coordination of movements improves.

The system of working with children of senior preschool age with productive activities is described in detail by Marina Shekalina.

Outcome

In addition to the positive factors listed above, there are many other progressive indicators of the correct development of a preschool child. And the productive activity itself is an important part of the correct, comprehensive education and upbringing of preschoolers.

Thanks to seemingly simple activities - learning to draw and sculpt, design and create applications - the most complete and harmonious development of positive qualities occurs in the following areas:

• mental education,
• aesthetic development,
• physical strengthening of the body,
• moral and spiritual formation of the personality.