Visual activities as a means of developing communication skills in children with autism. Visual activities as a means of children's development

Sharova Valentina Dmitrievna,
teacher of MBDOU kindergarten No. 365 Samara

One of the tasks of the educational field “Artistic and aesthetic development” in the Federal State Educational Standard for preschool education is the implementation of independent creative activity of children (visual, constructive-model, musical, etc.). The implementation of the curriculum for the artistic and aesthetic development of preschool children requires teachers to constantly improve their pedagogical skills. A systematizing method in artistic and aesthetic activity is to distinguish three main types of artistic activity for visual spatial arts: fine, decorative and constructive. The development of creative abilities is carried out in drawing, modeling, appliqué, and design.

Visual activity is the most important means of artistic and aesthetic development, as well as a specific children’s activity aimed at the aesthetic development of the world through fine art, the most accessible form of a child’s knowledge of the world. In classes in drawing, modeling, and appliqué, children develop an interest in artistic and creative activities, a desire to create a beautiful image, it is more interesting to come up with it and execute it as best as possible. The perception and understanding of works of art accessible to children: graphics, painting, sculpture, architecture, works of folk decorative art - enrich their ideas and allow them to find a variety of expressive solutions. Visual activity is a child’s cognitive activity, during which he deviates from the usual and familiar ways of manifesting the world around him, experiments and creates something new for himself and others. Visual arts are one of the most favorite activities for children in preschool age. Aristotle also noted that visual arts activities contribute to the diversified development of a child. Outstanding teachers of the past wrote about this - A.Ya Kamensky, I.G. Pestalozzi, F. Frebel and many domestic researchers. Their work shows that artistic activities create the basis for the all-round development of a child. Visual activity is perhaps the only area where complete freedom in the learning process is not only acceptable, but also necessary for the development of children’s creative abilities.
Each child, when creating an image of a particular object, conveys the plot, includes his feelings, and understanding of how it should look. This is the essence of children's visual creativity, which manifests itself not only when the child independently comes up with the theme of his drawing, modeling, appliqué, but also when he creates an image on the instructions of the teacher, determining the composition, color scheme and other means of expression, making interesting additions . For an adult, the result of an activity is important, but for a child, the process itself is of paramount importance.
Intensive changes in the surrounding life, the active penetration of scientific and technological progress into all spheres of human life dictate the need for us to choose the most effective means of training and education based on modern methods and new integrated technologies.
The use of new forms of organizing visual activities is aimed at developing creative abilities and solves the following problems:
formation of an activity algorithm in children (using the example of visual activity);
development of basic mental processes; satisfying the child’s need for productive creative project activities;
formation and improvement of technical skills; developing the ability to use various means of expression and product design;
development of the emotional sphere.
All forms of organizing visual activities require the active use of modern audiovisual teaching aids and new information technologies. Work in this direction is implemented, first of all, through training teachers, educational work with parents, and creating a subject-spatial environment in accordance with the requirements of the project method.
The following conditions are necessary for children’s visual activities:
organization of subject-development environment;
creating a situation of success;
a combination of individual and collective types of work;
building a game plot in class;
creating a situation of creative search;
stimulating children's creativity with entertaining content;
the use of a variety of artistic materials and techniques;
availability of creative tasks;
conducting observations before drawing from life;
integration of different types of art;
ensuring a positive family attitude towards the child’s creativity.
The following methods and techniques are used in visual arts work:
Visual method - using nature, showing reproductions of paintings, samples of visual aids, individual objects; demonstration of various image techniques; children's works at the end of the lesson, when assessing them.
The verbal method is a conversation, instructions from the teacher at the beginning and during the lesson, the use of a verbal artistic image. The purpose of the method is to evoke previously perceived images in children’s memory and arouse interest in the activity.
Game method - for preschool children, play occupies a greater place in education and training. Game teaching techniques help attract children's attention to completing a task and facilitate the work of thinking and imagination.
The method of stimulation with entertaining content is the selection of imaginative, bright, entertaining material and adding it to a number of tasks. The method allows you to create an atmosphere of elation, which, in turn, arouses a positive attitude towards visual activity and serves as the first step towards enhancing the creativity of students through the creation of a situation of emotional experience, as well as through a feeling of surprise from the unusual and effective use of artistic materials.
A method of “reviving” children's emotions with the help of literary and song images. The essence of this method is to “revive” children’s emotional memory with the help of specially selected literary and musical images. This method helps to activate previously experienced emotions.
A method for creating a situation of creative search. The method presupposes the presence of a task containing a creative component, for the solution of which the child needs to use knowledge, techniques or methods of solution that he has never used in drawing before. The greatest creative potential is contained in drawings made from the imagination.
Technological techniques used in the work are technologies that allow you to combine various materials in one creative work (watercolor, gouache, pastel, markers, crayons, plasticine and clay, cereals, threads, fabric, fur, leather, etc.). Options for combining materials can be very diverse. It is important to show children not the standard of correct depiction of objects, but the variety of possibilities in interpreting images.
As a result of completing such tasks, the child perceives the adult not as a controller who will check the correctness of the drawing, but as an assistant in achieving the desired result. New technological methods of work allow you to develop a child’s imagination, create more vivid images in his imagination, develop initiative, an emotional and strong-willed environment that allows him to boldly realize his own plans.
Thus, I would like to say that in order to organize visual activities in a preschool educational institution, it is necessary to fulfill special conditions, use a variety of methods and techniques and forms of work.

Anna Petrenko
Visual activities as a means of comprehensive education of preschool children

Artistic activity, is perhaps the most interesting species activities of preschool children. It allows the child to reflect fine art images of your impressions of the environment, express your attitude towards them. At the same time visual activity is invaluable for comprehensive, aesthetic, moral, labor, mental development children. Visual activities has not lost wide educational meanings at the present time. Artists, teachers, psychologists, Russian and foreign scientists write about this.

Visual activity is the most important means of aesthetic education. This is emphasized by many artists, art critics, teachers, psychologists, and scientists. This was also noted by the ancient Greeks, whose works and art still surprise and delight the world with beauty and perfection, and have served the aesthetic for many centuries. human upbringing.

In progress visual arts favorable conditions are created for the development of aesthetic and emotional perception of art, which contribute to the formation of an aesthetic attitude to reality. Observations and identification of the properties of objects to be transferred to image(shapes, structure, sizes, colors, location in space, promotes the development of children sense of shape, color, rhythm components of aesthetic feeling. Color and flavor are important means of expressiveness in the visual arts art and children's creativity. The color properties of objects and phenomena in the surrounding world attract the child’s attention early and have a strong impact on him. However, it happens that children are in the process of creating Images They don’t pay attention to color, they seem to ignore it. Only in some cases does color appear for children as an integral property of objects, for example, the greenness of pine needles, the color of certain types of flowers (daisies, cornflowers, forget-me-nots, etc.) It is widely believed that children love bright colors and use them as means of expression.

It is possible to purposefully develop a sense of color. To do this, it is necessary to ensure aesthetic color perception, color combinations, evoke a child’s emotional responsiveness to colors and their combinations, teach children color evaluation Images and the color combinations used. Various types activities decorative drawing, artistic design, acquaintance with works of color painting perception and ideas about color, as well as the ability to apply knowledge and practical skills in using color and shades in productive activities, and can also be developed in a variety of didactic games and exercises.

Important means artistic expression that children can master in class is rhythm. Many children's researchers fine art creativity drew attention to the fact that individual manifestations of rhythm, characteristic of realistic art, are found already in preschool drawing. At the same time, two forms of its manifestation are noted - in the process of drawing, that is, in the rhythm of drawing movements, and in the spatial organization of the sheet. Attaching great importance to the sense of rhythm, researchers will include it as a component in the ability to perform various artistic activities. activities, including drawing. Analysis of works fine art arts made it possible to identify rhythmic structures that act as "MEROK", standards:

1) repeatability - a combination of homogeneous elements in a drawing;

2) alternation - comparison of design elements of different shapes and sizes;

3) symmetry.

It turned out that during the learning process visual activities for children you can form a sense of rhythm, taking into account age specificity of manifestations of motor and spatial rhythm, to ensure the sequence of formation of children's perception and application of dedicated structures.

Visual activities- artistically creative activity, aimed not only at reflecting impressions received in life, but also at expressing one’s attitude towards depicted. When creating a drawing, modeling, or appliqué, children note why they like it image, what is interesting about them, why they make them happy, and vice versa, what causes a negative attitude. Therefore, the expression of attitude towards depicted- this is a manifestation of not only aesthetic appreciation, but also a social orientation preschool creativity, which is important for moral raising children. Social orientation of children's fine art creativity is also manifested in the fact that in drawing, modeling, and appliqué, children convey phenomena of social life and express their attitude towards them. This focus children's visual activity acquires and then when they create something for others (crafts, toys, drawings as gifts for mom, dad, etc.) In this case, children experience a special sense of responsibility, strive to complete drawing, modeling, appliqué as best as possible, and a positive emotional attitude towards activities. This helps them develop a sense of collectivism, attention and care for other children, loved ones, and the need for good deeds.

On moral parenting the collective nature of classes has a significant impact visual arts, which consists, first of all, in the fact that children work together, each creating their own image, then jointly review and evaluate all completed drawings, applications, and modeling. At the same time, in kindergarten classes, children often work together in small groups to draw an overall picture, cut out and paste one composition.

Class organization and instructions teacher should contribute to preschoolers concentrated, carried out their plans in depth, could coordinate their actions, treated their comrades kindly, took into account their interests, knew how to give in and help if necessary.

During classes children are brought up through visual activities moral - strong-willed qualities: the ability and need to finish what is started, concentrated and purposefully engage in overcoming difficulties, that is, visual activity contributes to the implementation of labor education.

When creating collective works children are being raised the ability to unite for a common cause, agree on the implementation of common work, the desire to help each other.

In the classes of drawing, modeling, appliqué, there are all conditions for the implementation of labor tasks education this connection between drawing and work education, emphasized N.K. Krupskaya, V.A. Sukhomlinsky. According to N.K. Krupskaya, in the process visual arts relationships are formed children to ore and the ability to work. It comes from the character itself visual activity as a productive activity, which makes it similar to labor. To get results, children must make an effort and apply work skills. Therefore, a special organization is required visual arts, including planning, preparation of materials and workplace, convenient and rational placement of materials for work, careful attitude towards materials and the result obtained. Visual activities, like many types of labor, - gun activity. Consequently, by carrying it out, children master instrumental actions. At the same time, children also learn manual techniques, which contributes to the development of fine muscles of the hands and fingers, making them more sensitive, mobile, and dexterous. In progress Images Visual-motor coordination of hand and eye movements seems to develop involuntarily.

There is often a misconception that drawing, modeling, appliqué is for children's only game, fun. However, without the use of labor effort, purposeful actions, the ability to complete what has been started, overcoming difficulties, the child cannot obtain image, which would leave him happy and would be liked by those around him. Overcoming difficulties and obtaining results that satisfy the child have much in common educational value. V. A. Sukhomlinsky considered drawing “mighty means of educational work": "A child who has never known the joy of learning, who has not experienced the pride of having overcome difficulties, is an unhappy person."

N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky, emphasized that children are keenly interested in everything what is happening around them, what people and their loved ones are doing. The work of adults attracts attention preschoolers. IN in visual activities, children strive to depict impressions of the work of adults. They enjoy drawing on Topics: “Who do you want to be”, “In the children’s clinic”, “They are harvesting the harvest on the collective farm” and many others. Familiarity with different types of work contributes to the emergence of children interest in the work of adults, understanding of its social significance.

Visual activity is a specific, figurative knowledge of reality. Therefore, it is of great importance for the mental raising children. Creation Images poses a number of tasks for the child, without solving which the process of drawing and modeling cannot be successful. Yes, in order to depict the child's surroundings, he needs to have a clear understanding that depict, you need to carefully examine the object, see its main parts, their location, size, color, and be able to identify what is common and different in different objects. This requires the ability to conduct a simple analysis of an object, compare its parts and different objects with each other, make the necessary generalizations, synthesis (combining objects based on similarity of shape, structure, color). It is known that the child himself cannot master the process of analysis without the targeted guidance of an adult. In the pedagogy of artistic creativity management preschoolers techniques have been developed that make it possible to make acquaintances in a lively, emotional, and often playful way children with objects. As a result, gradually children such a quality as observation is formed, which is necessary for any human activity.

Cognitive basis visual arts recognized as mandatory by both teachers and artists. According to K. D. Ushinsky, this activity is one of the best funds development of observation, and at the same time memory, thinking, imagination. Therefore, he recommended that drawing be more widely introduced into the learning process both as an independent subject and as an auxiliary means, teaching method when studying other subjects.

Visual activities for its successful implementation requires not only perception of objects, and identifying and recording them properties: shape, its features, size, proportions of objects, their color, characteristic details. It teaches children look closely at the life around you. Formed in the process perception ideas about objects are grouped based on their similarity and selected properties. Thus, visual activity promotes the development of thinking operations: analysis, comparison, synthesis, generalization.

Visual activities provides great opportunities for the development of a child’s speech – preschooler. First of all, his vocabulary is enriched due to the fact that children get acquainted with different visual materials: plasticine, clay, gouache, watercolor, etc., recognize and name their properties, learn such tools of human activities like pencils, brushes, stacks, palette. In the process of getting to know objects and phenomena, children listen to their figurative characteristics, remember them, and then use them in their speech.

Considering the role visual activities in solving problems of the comprehensive development of a child - preschooler, it is especially important to determine the possibilities of drawing, modeling and appliqué classes in preparation children in kindergarten to school. These are more productive activities like drawing, modeling, applique, are invaluable for comprehensive preparation of children for school. This preparation includes the formation of psychological readiness, consisting of educational components activities and ability to engage, as well as special training.

For readiness for school education, the formation of educational elements is of great importance. activities. A child’s ability to analyze a method of action is an important component of educational activities, without which it cannot be successfully implemented visual activity. Organizing your actions to create Images, the child must control them, compare them with the existing understanding of how these actions should be used, correct them if necessary, achieving the use of a variety of effective, appropriate pictorial task of image methods.

Research by T. N. Doronova showed that in the classroom, in the process of learning to draw, children of senior preschool age control actions of the three can be gradually formed species: control by result, control by method of action and prerequisites for anticipatory control. First, children are shown how to perform control actions. Teaching these actions is carried out using game techniques, in a figurative-emotional form and therefore does not contradict the figurative-creative nature visual arts, on the contrary, their use contributes to the improvement of created images, deepening their figuratively expressive solutions, improves the quality images in general, which causes children feeling of satisfaction, increases interest in activities, the desire to fulfill it as best as possible and apply it visual arts. At the same time, preparation for school is improving. Children acquire the skills necessary for learning at school, and the need to control themselves in any work is formed.

Another component of the training activities, for the formation of which in fine arts activities have all the conditions, is the evaluation of the result. Children learn to apply evaluation actions and in the process of creating Images, and upon its completion, comparing the resulting forms with existing ideas or nature. They develop the ability to evaluate results from the point of view of the level and quality of fulfillment of the assigned task. visual task.

The development of psychological readiness for learning is important in preparing for school. This cultivating a desire to learn, the desire to learn new things, master skills, study purposefully, listen carefully and follow the instructions of the teacher. Essential in providing psychological training children for school is education the ability to regulate one’s behavior, which consists of the ability to manage one’s desires, subordinate them to the interests of the case, give up what one wants to do (play, walk, and force oneself to study, prepare homework. All these qualities are formed in the process visual arts provided that it is properly organized and guided by the teacher.

Special training is also provided in kindergarten classes children to school. By mastering knowledge, skills and abilities in the field of drawing, modeling, appliqué, children have the opportunity to successfully master the material in the lessons fine art art and labor at school Research by scientists shows that successful mastery of graphic drawing skills facilitates the development of writing at school, since both of these graphic activities have much in common.

The experience of teachers has shown that comprehensive development and education in the process of visual activity does not happen on its own, but only if the teacher solves all the problems not dryly, not formally, but in accordance with the requirements of the visual arts using methods and techniques that evoke a positive emotional response children. The richer the impressions children, the more meaningful their life is, the more their imagination will develop, and provided that children timely master the ways Images their drawings and applications will be more varied, interesting and expressive.

Thus, in the process visual activities provide comprehensive education of a child - preschooler. And it is not without reason that one of the great thinkers of France of the 18th century - D. Diderot wrote: “A country in which they taught to draw in the same way as they teach to read and write would soon surpass all other countries in all sciences, arts and crafts.”

One of the first to define children's creativity was E.A. Fleurina: “We understand children’s visual creativity as a child’s conscious reflection of the surrounding reality in drawing, modeling, design, a reflection that is built on the work of the imagination, on displaying his observations, as well as the impressions he received through words, pictures and other forms of art. The child does not passively copy the environment, but processes it in connection with accumulated experience and attitude towards what is depicted.”

Further research into children's creativity further clarified this definition. N.P. Sakulina considers a child’s visual activity as the ability to depict, that is, the ability to correctly draw an object, and the ability to create an image that shows the attitude of the person drawing to it. This ability of expression is an indicator of children's creativity.

Visual creativity is a reflection of the surrounding world in the form of specific, sensually perceived visual images. The created image (in particular, a drawing) can perform different functions (cognitive, aesthetic), since it is created for different purposes. The purpose of the drawing necessarily influences the nature of its execution.

The combination of two functions in an artistic image - image and expression - gives the activity an artistic and creative character, determines the direction of the indicative and executive actions of the activity. Consequently, it also determines the orientation of abilities for a given type of activity.

IN AND. Kiriyenko considers the ability for visual activity as certain properties of visual perception, namely:

The ability to perceive an object in the combination of all its properties as a stable systemic whole, even if some parts of this whole cannot be observed at the moment. For example, seeing only a person’s head in a window, we do not perceive it as separate from the body (integrity of perception);

Ability to evaluate deviations from vertical and horizontal directions in a drawing;

The ability to evaluate the degree of approximation of a given color to white;

Ability to evaluate prospective reductions.

However, the selected abilities only allow one to form a more or less accurate idea of ​​​​the depicted object and do not make it possible to depict it. Moreover, abilities of this kind do not allow one to create an expressive creative image.

In order to create an expressive creative image, you need the ability for artistic expression:

Aesthetic perception of real world phenomena, i.e. It is not just the sensory perception necessary for the image, but the aesthetic assessment of the perceived phenomenon, the emotional response to it, the ability to see and feel the expressiveness of the object. It is this quality that creates the basis for expressing in graphic form what particularly struck, surprised, delighted, etc.

Intellectual activity. This quality is manifested in the processing of impressions, the selection of what struck the consciousness and feelings, and the child’s focus on creating a new, original artistic and expressive image.

N.P. Sakulina also highlights other properties of special abilities for art creativity: active imagination, imaginative thinking, feelings, perception. A necessary condition for this activity is the presence of a conscious goal: the desire to create an original image and master a system of visual skills. The following components are very important for the manifestation of abilities: experimentation (search actions), seeing a problem (image) in new connections, relationships (associative thinking, imagination), updating unconscious experience.

In the studies of T.O. Komarova, on the problem of sensory education of preschoolers, studied the relationship between sensory education and teaching children visual activities, presented the content, and proved the possibility of developing a number of their sensory abilities.

T.S. Komarova noted manual skill as a unique complex sensorimotor ability that can and should be developed in preschool age. The structure of this ability has three components:

Drawing technique (methods of correctly holding a pencil, brush and mastering rational techniques for using them, mastering the technique of line, stroke, spot).

Shaping movements (movements aimed at conveying the shape of an object).

Regulation of drawing movements according to a number of qualities (tempo, rhythm, amplitude, pressure force) smoothness of movements, continuity, maintaining the direction of movements in a straight line, arc, circle, the ability to change the direction of movement at an angle, transition from one movement to another, the ability to subordinate movements to the proportions of segments by the length of the images or their parts by size.

Having developed a detailed methodology for developing these complex abilities in children, T.S. Komarova considers them as a means, having mastered which a child will be able to expressively and without much difficulty create any image, express any idea.

Visual activity is one of the first and most accessible means of self-expression of a child, in which the originality of many aspects of the child’s psyche is manifested. Visual activity is a powerful means of cognition and reflection of reality; the drawing reveals the features of thinking, imagination, and the emotional-volitional sphere. Just like a game, it allows you to more deeply comprehend the topics that interest the child.

According to A.V. Zaporozhets, as the child masters visual activity, an internal, ideal plan of activity is created, which is absent in early childhood. Visual activity acts as a material support for the further activities of a preschool child.

V.S. Mukhina notes that visual activity, having a specific impact on the development of perception and thinking, organizes the ability not only to look, but also to see, and allows the child to convey the objective world first in his own way and only later - according to accepted visual laws. The use of color gradually begins to influence the development of direct perception and, more importantly, the child’s aesthetic feelings.

Thus, visual arts classes contribute to the optimal and intensive development of all mental processes and functions, teach the child to think and analyze, measure and compare, compose and imagine.

A condition necessary for creativity is mastering skills in this type of art, since otherwise the artist will not be able to translate the conceived images into real forms.

To implement creative ideas, hard work is also necessary. Without it, the most beautiful plan may not be realized. All human forces must be mobilized and directed towards achieving the goal. I.E. Repin wrote: “And with genius talent, only great workers can achieve absolute perfection of forms in art. This modest need for work forms the basis of every genius.”

By older preschool age, the child increasingly develops the level of analytical-synthetic thinking, which is important for the image process.

Imagination begins to play an increasingly important role in activity. But the younger preschooler’s imagination is still unstable and fragmentary, which also affects his drawings. With age, imagination becomes richer; children can independently think through the content of their work and introduce new images.

For further visual activity and the development of creativity, this period plays an important role, since the child gets acquainted with the material with the help of which he can embody his ideas in images.

When he begins to understand that the marks left by a pencil can mean something, and, at his own request or at the suggestion of an adult, tries to draw some object, then his activity takes on a pictorial character. The child has a plan, a goal that he strives to achieve.

The fundamental task of visual activity is not so much to teach children to depict any objects and phenomena, but rather to optimally use it as an important pedagogical tool aimed at overcoming or weakening the problems inherent in children. It is associated with the development of the intellectual properties of a preschooler’s personality.

In the process of practicing visual arts, in addition to the main task, a number of special interrelated tasks are solved.

The 1st task is the upbringing of the child, aimed at the formation of sensations, perceptions, ideas based on the use of all intact analyzers and their compensatory capabilities.

The 2nd task is the formation in children of ideas about what is perceived, the combination of what is perceived with the word, the accumulation of images (visual, motor, tactile) with which the child can operate and which he can identify by word.

3rd task - aesthetic education of children (meaning the formation of good taste, the ability to correctly evaluate a work of art that is accessible in content, have an emotional attitude towards beauty, etc.)

The 4th task is to develop in children the skills and abilities of visual activity to the extent that they are necessary to correctly reflect what is perceived.

creative imagination figurative

This article discusses the importance of visual arts classes in preschool age for the speech and aesthetic development of a child. Various means of visual activity for preschoolers of different age groups are described.

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“Visual activities as a means of developing speech in preschool children”

Visual activity of preschoolers plays a key role in the development of a child’s personality, since for a child it is the joy of learning and creativity. In the process of engaging in visual arts, preschoolers develop moral and volitional qualities. Children learn to concentrate, finish what they start, overcome difficulties and support their comrades.

Visual activity of preschoolers is the development of thought, analysis, synthesis, comparison and generalization. It promotes the acquisition of coherent speech, enrichment of vocabulary and the development of sensory functions.

The inclusion of speech in cognitive processes (perception, representation, imagination, etc.), without which visual activity cannot develop, organizes and activates children’s thinking, helping them establish semantic connections between parts of the perceived material and determine the order of necessary actions. Speech contributes to the formation of graphic skills. Drawing, according to L. S. Vygotsky, “is a kind of graphic speech, a graphic story about something.”

Psychologists say that the development of fine motor skills is more effective in certain types of children's activities. Drawing, modeling, appliqué, and design classes 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.

The development of children's speech in the process of visual activity is carried out in several directions:

• enriching the vocabulary of preschoolers with terms that are initially used by them, as a rule, in visual arts classes, and then become part of their active vocabulary;
• formation and development of speech as a means of communication;
• the regulatory function of speech is improved.

The first form of communication of primitive people was gestures, and the role of the hand was especially important here. The development of hand and speech function proceeded in parallel. The development of a child’s speech is approximately the same. First, subtle movements of the fingers develop, then articulation of syllables appears. All subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements. Thus, “there is reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand is another speech zone of the brain.” Therefore, drawing, modeling, appliqué, design, and various types of manual labor are effective ways of child development that can be used to prepare a child’s hand for writing and to correct impaired functions.

In childhood development, the word precedes the image, and at 2–3 years old the child can already communicate using speech with other people, and drawing at this time is still in the pre-graphic scribbling stage of dynamic graphic exercises and has no obvious semantic meaning. But when the drawing becomes “similar” and recognizable, then the child strives to name it, the image acquires a name. He discovers and begins to master a new language of communication - through an image that can be perceived and corresponded by others. Drawing has long become the leading activity of children, having a multifaceted impact on their development.

Drawing is one of children's favorite activities, giving great scope for the manifestation of their creative activity. The themes of the drawings can be varied. The children draw everything that interests them: individual objects and scenes from the surrounding life, literary characters and decorative patterns, etc.

Direct educational activities highlight some forms:

• Decorative drawing – depiction of ornaments, patterns, elements of folk art,
• Subject drawing – consisting of individual images;
• Subject drawing – reflecting a set of actions and events.

Mostly when working with children, colored pencils, watercolors and gouache paints, which have different visual capabilities, are used.

A linear shape is created with a pencil. When drawing with a pencil, the rhythm of movements develops, the fingers and visual coordination are trained. It is useful to exercise the child's hand in the process of drawing images that combine horizontal, vertical straight lines, closed shapes, and concave lines. At the same time, one part after another gradually emerges, various details are added. The linear image is then colored. The development of fine motor skills is helped by children performing sweeping, confident movements without lifting their hands from the sheet of paper. This is an exercise to practice hand movements, left to right and right to left. This sequence of drawing creation facilitates the analytical activity of the child’s thinking and develops the planning function of speech. Having drawn one part, he remembers or sees in nature which part he should work 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 world with paints. In the process of painting with paints, children have the opportunity to experiment creatively - paint with their fingers, cotton swabs, and use various typing techniques. This allows you to more fully convey the features of the depicted objects and their texture. When done with pencils, these topics are labor-intensive, require well-developed technical skills, and are sometimes overwhelming for preschoolers with problems.

When teaching children to draw, we are faced with the task of not just developing a certain drawing technique in them. In order for classes to also have a corrective effect, it is necessary to pay attention to formative movements and regulation of drawing movements according to a number of indicators: smoothness, continuity, the ability to change the direction of movements at an angle, the transition from one movement to another. Having thus formed manual skill, we prepare the child’s hand for mastering writing, and also expand the range of his visual capabilities. The child will be able to express any of his ideas without difficulty, the range of his ideas will expand, and new concepts will enter his vocabulary.

In the process of direct educational activities on appliqué, children become familiar with simple and complex forms of various objects, parts and silhouettes of which they cut out and paste. Application classes contribute to the development of mathematical concepts. Preschoolers become familiar with the names and characteristics of the simplest geometric shapes, gain an understanding of the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (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 entertaining activities, preschoolers develop a sense of color, rhythm, symmetry, and on this basis, artistic taste is formed. They don’t have to make up the colors or fill in the shapes themselves. By providing children with paper of different colors and shades, they develop the ability to select beautiful combinations.

Performing applicative images promotes the development of hand muscles and coordination of movements. The child learns to use scissors, cut out shapes correctly by turning a sheet of paper, and lay out the shapes on the sheet at an equal distance from each other.

Children are attracted by the opportunity to make paper crafts that can be used in games and performances - this is origami. The attractive power of this art is its ability to awaken children's imagination, memory, spatial thinking, develop fine motor skills of the fingers, revive a flat and dumb sheet of paper, in a matter of minutes, turn it into flowers, birds, animals, striking with the verisimilitude of their forms and the intricacy of silhouettes.

In the process of sculpting, manipulation with plasticine or clay, there is a natural massage of biologically active points located on the palms and fingers, which has a positive effect on the general well-being of the child. General hand skill is formed, including fine motor skills - hand movements are improved under the control of vision and kinesthetic sensations, therefore the acquired skills have a tremendous impact on the development of physical and mental processes and on the entire development of the child as a whole. In addition, most mental problems are solved - the hand acts, and the brain records sensations, connecting them with visual, auditory, and tactile perceptions into complex, integrated images and ideas.

Thus, the conclusion is that all types of visual activities used in correctional work have a positive effect on the state of fine motor skills of the hands and the level of speech development. Each of these types of visual activity has special, unique features, and we used these features to develop the requested aspects.

Preschool age is the age of intensive development of the child’s personality. It is during the preschool period that many mental processes develop, including creative development. If due attention is not paid to creative development during this period, then subsequently there will be a rapid decrease in the activity of this process. At the same time, the joy of creativity disappears, it is more difficult to develop the ability to perceive and appreciate everything good, which impoverishes the personality and reduces the possibilities of developing creative thinking. Therefore, creative development is one of the main tasks of preschool education. In the concept of preschool education, special emphasis is placed on this [FSES BEFORE Art. 1.6]. Currently, creative development is understood as the development of the creative foundations of personality in different spheres of a child’s life: in his relation to the natural world, objects, the world of people, in relation to himself, which is actively manifested in the child’s activities, especially clearly in visual activities.

In his works A.V. Brushlinsky defines creativity as a process as a result of which a person finds something new, previously unknown. The essence of the creative process is to create new combinations based on existing experience. The characteristic features of creativity are:

• 1. The presence of a contradiction, problematic situation or creative task;
• 2. Social and personal significance and progressiveness;
• 3. The presence of objective (social, material) prerequisites and conditions for creativity;
• 4. The presence of subjective (personal qualities, knowledge, skills, positive motivation, creative abilities of the individual) prerequisites for creativity;
• 5. Novelty and originality of the process or result.

A different definition is given by Ya.A. Ponomarev, believing that creativity is a characteristic feature of a person, destined to be his creator. That is, creativity for a scientist is a property of both living and inanimate matter, inherent in both man and society. According to Ya.A. Ponomarev, creativity is a necessary condition for the development of matter, the formation of its new forms; along with their emergence, the very form of creativity changes.

Yu.A. Bychkov defines creativity as the activity of creating qualitatively new values ​​for a person that have social significance, searching for new solutions, creating something new, manifested in innovation and initiative.

The opposite opinion is put forward by the philosopher A.M. Korshunov, putting forward the position that the creation of something new is not creativity, but the most direct reflection of reality. “Representations of absent things created by man are also a reflection. The reproduction of the present, past, and future is merged in the reflection.” However, reflection, although it is a broader category, does not imply the designation of all human activities. That is, “creativity” is a specific type of reflective human activity.

Many psychologists define creativity as a process in the cognitive, emotional, and volitional spheres of the human personality. A.N. Leontyev interprets the concept of creative abilities as follows: “Creative abilities are a qualitatively unique and individually expressed combination of abilities necessary to create a new, original, subjectively or objectively significant creative product […]. Creativity is a synonym for original thinking, that is, the ability to constantly break the usual framework accumulated experience. Creativity is based on free will and imagination. And imagination is part of the individual’s consciousness, one of the cognitive processes. The world is reflected in it in a unique, unique way."

From the definition we can conclude that imagination is included in the cognitive activity of the subject, reflects the phenomena of reality and helps to create the base of accumulated experience on the basis of which creative works are created. The same position is characteristic of other domestic psychologists, such as L.S. Vygotsky notes: “imagination is an impulse to creativity. Imagination transforms reality in the direction of needs, forming specific ways to satisfy them.” According to L.S. Vygotsky, creativity is a necessary condition for existence, which is personal in nature. “Creativity is the norm of child development,” concludes L.S. Vygotsky.

N.S. agrees with the opinion of L. Vygotsky. Leites, pointing out that creativity is characteristic of every healthy child. The stimulus for creativity is the child’s emotional state, expressed in the drawing. It is important for a child to express his feelings. Therefore, the criterion may not be the quality of the child’s work itself, but the stimulus that pushed the child to creative activity.

Analyzing the research of domestic psychologists and his own, V.V. Davydov comes to the conclusion that a person is not every subject of individual activity included in a system of relationships, but one who acts creatively. Personality is a creatively acting individual, creatively transforming the world around him, and through this creatively creating himself.

That is, the criterion of personality is the presence of creative capabilities, the ability to create. Accordingly, V.V. Davydov identified the traits of a creative personality. The first is the individual’s need for active creation. This need is the main one, meaning-forming, as V. Davydov notes, and subordinates all others. Another sign of a creative personality is a sense of the new, understood as the ability to grasp new social needs.

Problems of the relationship between personality and creativity are also presented in the works of N.N. Poddyakova. He views creativity as a way of individual existence. He believes that the basis of human psychological development is search activity. Therefore, children should master human culture through search, which acts as the basis of children's creativity. The scientist defines the activity of experimentation as the most exploratory in childhood and divides it into two types: 1) cognitive creative experimentation aimed at obtaining new information, new knowledge; 2) productive creative experimentation (creation of new buildings, drawings, fairy tales, etc.). The scientist emphasizes that play and experimentation are two genetic sources of individual creativity.

Thus, summarizing the above, a person is presented as an active creative figure, capable of searching, independently choosing methods of action, occupying a certain status in society, who creatively transforms the world, and therefore himself.

During preschool age, the process of formation of the image of “I” takes place; it includes not only knowledge about oneself, but awareness of oneself as an individual, one’s place in society, in the system of social relations. The image of “I” includes a person’s attitude towards himself, that is, self-esteem is formed. It is formed in the process of communication, as a result of comparing oneself with others. Thanks to which a person focuses on the group (person) that is most significant to him, its ideals, values.

Enormous opportunities for such development lie in visual arts.

Communication with art helps a person (child) to better understand themselves, to become aware of their thoughts and feelings. Thanks to works of art, a person gets acquainted with the author’s position, a different point of view. He can accept her, argue with her. The process of one’s own creativity also promotes self-awareness, since it is associated with awareness of one’s desires, interests, capabilities, and evaluation of something. This is facilitated by the presence of a specific product, an artistic image.

One of the most important conditions for a child’s development is the renewal and improvement of his activities. The process of development of activity means the gradual formation of all its structural components: motives, goal setting, and a set of actions.

Visual activity begins at an early age and continues to develop in preschool age. If conditions are created in time for its appearance and development, it will become a bright and beneficial means of self-expression and development of the child. With the development of activity, the child himself grows, develops, and changes.

The leading activity of preschoolers is play. The game meets the needs of the child that dominate at this age. Visual activities show the influence of priorities in the child's needs. This influence affects the leading motives, content and form of children's visual activity. . Thus, the child’s leading attitude to the world (“child is an object”, “child is an adult”) significantly determines the content of not only the leading (playing) activity, but also the visual activity (theme and design).

A preschooler, stimulated to visual activity by passion for one or another content (as in a game), can draw for a long time not for others, but for himself. Although the assessment and attitude of an adult to a drawing begins to interest children early. The basis of shared experience is content artistic image, not form drawing that is understandable to others. When a child draws for himself, he is not bothered by whether he has drawn something similar or not, whether it is clear or not to others.

In preschool age, the influence of the leading motives of the game affects not only the content of the motive of visual activity, design, theme, but also the form of manifestation of the activity, the features of the development of the design.

In the drawing, the child can resort to playful methods of action. Such drawings are usually schematic and half-finished. They are drawn hastily, the rest is completed by the child, unfolding the plot.

Thus, the system of pedagogical influences should be aimed at consolidating and preserving social motives specific to visual activity. These include the desire to reflect an exciting phenomenon; express your attitude towards him; the desire to be understood and accepted in one’s activities by adults and other children; a taste for artistic creativity, transforming one's impressions and expressing them in a productive form. Such motives, while expressing and developing the spiritual needs of the child, at the same time stimulate his imaginative vision, imagination, and the focus of his activities on the result.

Domestic teachers consider the creative development of children of senior preschool age as a purposeful process, paying attention to quality. E.A. Flerina writes: In assessing children's visual activity, one should also beware of overusing the term “creativity.” True, also K.D. Ushinsky noted that, despite the underdevelopment of children's imagination, its share in the psyche of a child is greater than in the psyche of an adult. The mobility of the imagination with the active motor activity of the child favorably emphasizes the creative moment in the child’s activity. But this lightness and carelessness, which gives abundant production, should not be regarded as a force of creativity. Children still have little knowledge, few truly creative ideas and efforts; easily, cheerfully and often, as if playfully, the child creates his own naive images. This is good, but subject to a gradual shift of interest and attention to the results, to the quality of what he creates. N.I. Sakulina, a Soviet teacher, puts it this way: “We believe that the pedagogical guidance of children’s drawing consists of influences aimed at nurturing a creative personality, and from educational work, as a result of which the child masters the volume of skills that will allow him to creatively express his ideas "The teacher teaches children in a way of doing activities that necessarily require creativity." . The same approach is found in the method of T.S. Komarova. “Children’s visual creativity can develop successfully only under the condition of targeted guidance from the teacher.”

T.S. Komarova also concludes that children's creativity is the same complex process as the creativity of adults. It combines conscious and intuitive thinking, creative imagination, work, and originality. Based on this, Komarova gives her definition of children's creativity - this is “the creation by a child of a subjectively new (meaningful for the child) product, inventing new, previously unused details for the known, characterizing the created image in a new way (in a drawing, story, etc. ), coming up with your own beginning, end of actions, characteristics of characters, etc., using previously learned methods of depiction or means of expressiveness in a new situation, the child showing initiative in everything, coming up with different options for depiction, situations, movements. By creativity we will understand and the very process of creating images of a fairy tale, story, etc., searching in the process of activity for methods, ways of solving a problem (visual, playful, musical)."

Summarizing all the definitions, we can conclude that creative development is the process of mastering universal abilities: realism of imagination, the ability to see the whole before the parts, the supra-situational-transformative nature of creative solutions, experimentation. Creative activities should focus on developing these abilities.

So, an analysis of the problem of creative development of preschool children in the scientific and pedagogical literature showed that most researchers consider this process as:

• - underlying the development of the child’s personality;
• - carried out in vigorous activity;
• - including the development of creative imagination, emotional-volitional sphere, readiness for supra-situational and transformative actions. The creative development of a preschooler lies in the intrinsic value of this process and its result for the child himself. By discovering something new in creativity, a child discovers something new about himself for adults. Organized artistic classes can help him, through which, through communication with art, mastering knowledge, skills, and enriching his emotional experience, the child develops his universal and creative abilities, forms self-esteem and attitude towards the surrounding society.