Presentation on the development of creative imagination in preschool children. Presentation on the topic “Developing creativity in preschool children” (imagination). What does creativity give to a person - a child?
Relevance of the work.
Fine productive activities using non-traditional drawing techniques are most favorable for the creative development of children's abilities. An unconventional drawing technique gives a child the opportunity to see the world “in a new way.” Visual productive activity using non-traditional visual means is the most favorable for the development of children's creative thinking, because It especially reveals different aspects of the child’s development.
Working with different materials expands the child’s capabilities, ensures his liberation, develops imagination and fantasy. Daily hand massage and finger exercises accelerate speech development. Motor activity of the hand increases the vocabulary, promotes their meaningful use, forms grammatically correct speech, develops memory, contributes to the automation of sounds and prepares the hand for writing. During classes, drawing with non-traditional techniques liberates children and allows them not to be afraid of doing something wrong. Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Emotions are both a process and a result of practical activity - artistic creativity. Drawing using non-traditional image techniques does not tire preschoolers; they remain highly active and efficient throughout the entire time allotted for completing the task. Non-traditional techniques allow the teacher to take an individual approach to children, taking into account their desires and interests.
Their use contributes to:
Intellectual development of the child;
Corrections mental processes and personal sphere of preschool children;
Develops self-confidence;
Develops spatial thinking;
Teaches children to freely express their ideas;
Develops fine motor skills of the hands.
Goals:
Formation of creative thinking of preschool children through familiarization with non-traditional methods of artistic activity
.Tasks:
introduce children to unconventional drawing techniques.
generate interest in performing creative works different materials and methods
consolidate children's knowledge of materials that can be worked with and be able to use them correctly
Development in children creativity(in all the diversity of this concept)
Development and improvement of fine finger motor skills
Formation of skills and abilities to work with various materials,
fixtures and tools
Getting to know new techniques and technologies
Ability to apply them in practice
WORK PLAN FOR SELF-EDUCATION ON THE TOPIC: “Use of non-traditional drawing techniques to develop creative imagination in children 3-4 years old”
Stages of work. Contents of work. Timing of implementation I.
Information and analytical - selection and study of pedagogical and methodological literature on the topic, accumulation of material;
Memo on the topic “Introduction to non-traditional drawing techniques and their role in the development of preschool children”
Card index of popular, methodological literature and journal articles on the topic.
- studying the work experience of other teachers on the designated topic in educational institutions and on Internet sites; 2017-2018 academic year
II Practical 1. Methodological work on self-education
- systematization methodological material on the topic of self-education;
Memo:
"Unconventional drawing techniques."
- development of a long-term lesson plan for circle work on non-traditional drawing techniques; Thematic lesson plan for children.
- compiling lesson notes for the circle work “Drawing without a brush...”; Lesson notes.
- preparation of consultations for teachers on the topic: “Non-traditional drawing techniques in kindergarten and their role in the development of preschool children”; 2018-2019 academic year.
2.Working with children “Funny Fingers” Introducing and mastering the “finger painting” technique Exhibitions of children’s works, designing a folder with drawings,
collective work.
“Bright palms” Familiarization and mastery of the technique of “drawing with palms” “Colored PRINTS” Familiarity and mastery of the technique of “signet imprinting” (foam rubber, cotton swabs, corks, pipettes) “Spiky brush” Familiarity and mastery of the technique of “poking with a hard, semi-dry brush” “Drawing without a brush" Acquaintance and mastery of the technique of "drawing with wax, "wet", semolina" "Paper lumps" Acquaintance and mastery of the technique of "drawing with crumpled paper"
“Magic Blots”Introduction and mastery of techniques
“blotography” and “monotype” 2019-2020 academic year
3.Working with parents - preparing a consultation “Drawing in non-traditional ways”
Preparing and conducting a master class for parents on non-traditional drawing techniques: “We draw with unusual things without difficulty”
2019-2020 academic year
III Summing up - a report on the work done. Giving a report at the teachers' meeting. A folder of children's works using non-traditional drawing techniques. Photo album of collective works and collages created together with children. 2021-2022 academic year.
2017-2018 academic year. Information and analytical stage of work on the topic of self-education: Studying methodological literature on the topic: 1. A. A. Fateeva “Drawing without a brush” 2. T. N. Davydova “Drawing with palms” 3. G. N. Davydova “Unconventional drawing technique in kindergarten" - M. 2007. 4. G. N. Davydova "22 drawing classes for preschoolers." Non-traditional techniques. - M.: 2016. 5. I. A. Lykova "Colored palms" 6. Magazines "Preschool education", "Educator". 7. A. V. Nikitina "Non-traditional drawing techniques in kindergarten" 8. I. A. Lykova - "Methodological manual for specialists of preschool educational institutions."
2. Introduction into practice: - 2018-2019 academic year “Development of a long-term plan for non-traditional drawing techniques in the second junior group. Make a lesson plan for non-traditional drawing. – 3.2019-2020 school year. Consultation for parents “Development of creative imagination in preschool children through non-traditional drawing techniques.” - Exhibitions of children’s drawings for parents. - Consultation for parents “Observing children’s creativity at home” - Consultation “How to teach a child draw if you don’t know how to do it yourself?”
3. Presentation of work experience: - 2020-2021 academic year. Development of notes for activities with children. - Master class for parents on conducting a lesson on unconventional drawing techniques “We draw with unusual things without difficulty” Consultation for parents “Developing a child’s hand” - 4.2021-2022 academic year Report on the topic of self-education
Expected results.
Studying educational, reference, scientific and methodological literature:
1. A. A. Fateeva “Drawing without a brush”
2. T. N. Davydova “Drawing with palms”
3. G. N. Davydova “Non-traditional drawing techniques in kindergarten” - M. 2007.
4. I. A. Lykova “Colored palms”
5. Magazines "Preschool education", "Educator".
6. A. V. Nikitina “Non-traditional drawing techniques in kindergarten”
7. I. A. Lykova - “Methodological manual for specialists of preschool educational institutions.”
8. Studying from Internet resources
Goals:
To develop the ability to implement acquired knowledge about means of expression in one’s own creativity;
- Develop the ability to perform a collective composition, coordinate your actions with peers;
- Develop the need to create a new, unusual product of creative activity;
- Develop aesthetic appreciation, the desire for creative self-realization.
Tasks:
- expand the understanding of the variety of non-traditional drawing techniques;
- to form an aesthetic attitude to the surrounding reality based on familiarization with non-traditional drawing techniques;
- to form aesthetic taste, creativity, imagination;
- develop associative thinking and curiosity, observation and imagination;
- improve technical and drawing skills;
- cultivate artistic taste and a sense of harmony.
Relevance of the topic:
“Childhood is an everyday discovery of the world, so we must make sure that it becomes, first of all, a knowledge of man and the Fatherland, their beauty and greatness.”
“The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.” V. A. Sukhomlinsky.
All children love to draw. Having experienced an interest in creativity, they themselves find the necessary ways. But not everyone succeeds in this, especially since many children are just beginning to master artistic activities. Children love to learn new things and study with pleasure. It is by learning, gaining knowledge and skills that a child feels confident.
Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. Unconventional drawing gives children a lot of positive emotions, reveals new possibilities for using familiar objects as artistic materials, and surprises them with its unpredictability. Original drawing without a brush or pencil relaxes the child, allows him to feel the colors, their character, and mood. Unbeknownst to themselves, children learn to observe, think, and fantasize.
The teacher must awaken in every child faith in his creative abilities, individuality, uniqueness, the belief that he came into this world to create goodness and beauty, to bring joy to people.
The relevance is that knowledge is not limited to the program. Children get acquainted with a variety of unconventional drawing methods, their features, the variety of materials used in drawing, and learn to create their own drawings based on the knowledge gained. Thus, a creative personality develops, capable of applying their knowledge and skills in various situations.
Drawing with non-traditional techniques is the most important aspect of aesthetic education. Visual activity is one of the most interesting for preschool children: it deeply excites the child and evokes positive emotions.
Non-traditional drawing techniques are ways of creating a new, original work of art in which everything is in harmony: color, line, and plot. This is a huge opportunity for children to think, try, search, experiment, and most importantly, express themselves. The problem of the development of non-traditional drawing techniques was dealt with by R. G. Kazakova, T. I. Saiganova, E. M. Sedova, V. Yu. Sleptsova, T. V. Smagina, O. V. Nedorezova, V. N. Volchkova, N. V. Stepanova and others. During their stay in the group, children have time to learn various image technologies such as: poking with a hard semi-dry brush, finger painting, cork imprinting, wax crayons + watercolor, object monotype, regular blotography, straw blotography, string blotography, spraying, poking, landscape monotype .
The inclusion of non-traditional drawing techniques in working with children makes it possible to develop the sensory sphere not only by studying the properties of depicted objects and performing appropriate actions, but also by working with various visual materials. In addition, the child’s cognitive interest is stimulated (using objects that surround the baby every day from a new perspective - you can draw with your own palm, fingers, or use a spikelet or birch leaf instead of a brush). There is a development of visual-figurative and verbal-logical thinking, and the activation of children’s independent mental activity. (What else can I draw? What can I draw with this material) Through the use of various visual materials, new technical techniques that require precision movements, but do not limit the child’s fingers to a fixed position (as when holding a brush or pencil correctly, conditions are created for the development of general motor awkwardness, development of fine motor skills. After all, instead of the traditional brush and pencil, the child uses his own palms, various signets, stencils, and the “blotography” technique to create an image. The “monotype” technique contributes to the creation of a complex symmetrical image.
It is non-traditional drawing techniques that create an atmosphere of ease, openness, relaxedness, contribute to the development of initiative and independence of children, and create an emotionally positive attitude towards activity. The result of visual activity cannot be good or bad; each child’s work is individual
Stages of self-education
1. Selection and study of methodological literature: during the year.
2. Participation in events dedicated to the topic of self-education: during a year
3. Formation of experience on the topic. Implementation into practice: within a year 4. Presentation of work experience on the topic during the year.
Visual activity, in particular, children's drawing, contains great opportunities. As noted by researchers of children's fine arts (Sakulina N.P., Komarova T.S., Grigorieva G.G.), it is a means of mental, graphomotor, emotional, aesthetic and volitional development of children. In the process of drawing, all mental functions are improved: visual perception, representation, imagination, memory, mental operations.
The choice of non-traditional drawing techniques as one of the means of developing children's visual creativity is not accidental. Most non-traditional techniques relate to spontaneous drawing, when the image is obtained not as a result of the use of special artistic techniques, but as the effect of playful manipulation. This method of unconventional depiction can be called “happening” (translated from English as “happening”). With it, it is not known what kind of image will be obtained, but it is certainly successful in terms of the result and thereby increases the interest of preschoolers in visual activities and stimulates the activity of the imagination. In addition, non-traditional techniques expand the visual capabilities of children, which allows them to realize their life experience to a greater extent, free themselves from unpleasant experiences and establish themselves in the positive position of a “creator”.
The basis of creativity is the combinatorial activity of the imagination. Creative imagination depends on many factors: age, mental development and developmental characteristics (the presence of any disorder of psychophysical development), individual characteristics personality (stability, awareness and direction of motives; evaluative structures of the image of “I”; communication features; degree of self-realization and assessment of one’s own activities; character traits and temperament), and, very importantly, on the development of the learning and education process.
A child’s experience develops and grows gradually; it is deeply unique compared to the experience of an adult. The child’s attitude to the environment, which with its complexity or simplicity, its traditions and influences stimulates and directs the creative process, is again completely different. The interests of a child and an adult are different, and therefore it is clear that a child’s imagination works differently than an adult’s. The child lives in a fantasy world more than in the real one. But we know that the interests of a child are simpler, more elementary, his relationships with the environment also do not have the complexity, subtlety and diversity that mark the behavior of an adult, and these are all the most important factors that determine the work of the imagination. As a child develops, his imagination also develops. What are the stages of imagination development in preschool children? French psychologist T. Ribot presented the basic law of imagination development in three stages:
Childhood and adolescence - the dominance of fantasy, games, fairy tales, fiction;
Youth is a combination of fiction and activity, “sober, calculating reason”;
Maturity is the subordination of the imagination to the mind and intellect.
The ability to imagine is not given at birth. Imagination develops with the accumulation of practical experience, acquisition of knowledge, and improvement of all mental functions. IN modern science There are many studies devoted to the development of imagination in ontogenesis.
Drawing using the “blotography” technique. The children were provided with ready-made stimulus material to work with, as the children reacted negatively to the offer to draw the blots themselves. The children themselves chose the stimulus material from the one offered (abstract shapes made from plasticine, pieces of fabric, painted with paint). From the proposed visual material, all children chose felt-tip pens to complete the task, motivating their choice by the fact that they are brighter than pencils and easier to draw with than paints.
Most of the works are not original; the children added only the most essential details to the image, but at the same time they paid great attention to creating the plot of the drawing. All the children completed the task independently, not only completing the drawing of the spot to a certain image, but also adding new images, presenting a detailed object environment in the drawings.
Drawing using the monotype technique. The children mastered the monotype technique themselves. Lopanova Dasha carried out the work in the way she proposed - combining it with the “blotography” technique: splashing colored spots of paint on both halves of the sheet and then folding them. The second part of the work caused more difficulties: the children could give a name to their drawings, say what image they see in it, but they either refused to complete the drawing, or began work only after discussing with the teacher what they wanted to depict.
“Drawing with colored threads.” This drawing technique evoked positive emotions in the children and a desire to work in this technique. Only one child was able to name his work and complete the complete image. Despite this, this technique is useful in working with children as a psychotherapeutic tool.
Thus, all the proposed non-traditional techniques aroused interest in the children and a positive attitude towards them, however, they began to complete the task only after a conversation with the teacher, in the first lessons they felt insecure, the images were created of the same type. In subsequent lessons, the children quickly became involved in the activity, showed more independence, and when looking at given forms, they offered options for images. This indicates that this work must be carried out in the system
This technique activates the activity of the imagination, revealing one of its properties - seeing the whole before the parts. In this case, the figures (forms) obtained as a result of the “happening” non-traditional technique heighten the child’s sensitivity to shortcomings, missing elements, and provide an opportunity for ambiguous task performance, which is manifested in the creation of various drawings in children.
We consider it not only possible, but also necessary for teachers and parents to use such tasks, since tasks maintain mental balance, provide an opportunity for a safe outlet for emotions, while the child has the opportunity to realize his creative potential, create the way he wants, to be free from any pressure, imposition of someone else's opinion. The child’s faith in his own strength is also strengthened, individuality and autonomy are developed. Such creative tasks can be used not only in working with preschoolers, but also with children of primary, middle and senior preschool age. The ones described above are also useful for adults, since they not only activate the imagination, but also have a psychotherapeutic effect.
Maimakova
Imanbekovna.
State Public Enterprise "Nursery - Garden No. 24"
“The origins of children’s abilities and talents are at their fingertips. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child’s hand, the smarter the child.”
V.A. Sukhomlinsky
Teacher's business card
FULL NAME. Maimakova Botagoz Imanbekovna.
Date of birth: 04/07/1980.
Education: Higher - pedagogical.
Name of educational institution where she graduated: Novosibirsk State Pedagogical University
Karasuk Pedagogical School.
Diploma specialist: Teaching in primary school, specialization in psychology, teacher.
Work experience: general, pedagogical, in this institution.
When and where did I improve my qualifications: NCPC “Orleu” 2017
The direction of work that is better: Cognition. Creativity.
What problem am I currently working on in depth: “Development of creative imagination through non-traditional drawing techniques”
Subject:“Development of creative abilities of preschool children through the use of non-traditional drawing techniques in project activities”
Tasks:
Teach children to choose material for unconventional drawing and use it skillfully.
Help children master various technical skills when working with non-traditional techniques.
To instill an interest in drawing using non-traditional techniques.
Develop creativity and imagination.
Encourage children to be active when choosing a topic.
To develop in children the ability to work individually and create collective compositions, to develop emotionally positive emotions when asked to draw, to develop the ability to use experience to achieve a goal.
To develop children's aesthetic sense of form, color, rhythm, composition, proportion.
Develop a sense of collectivism, camaraderie, and the desire to help each other.
2017-2018 academic year
Work with children:
Development of group work with children first junior group"Magic fingers"
Mastering with children the technique of drawing with palms, fingers, fists, and pokes.
Exhibition of creative works “Miraculous transformations of the palm”
Development and selection of material for finger games for visual arts classes in the first junior group.
Development and implementation of a stamp painting project
"Funny seals - prints"
Conducting didactic games “Assemble a picture” - develop the ability to assemble a whole from parts.
Working with parents:
Master class for parents “Drawing with fingers and palms.”
Design of an exhibition of works by children and parents: “Wonderful transformations of the palm.”
Create a folder - moving "Drawing materials for children 2-3 years old."
Presentation for the final parent meeting on the topic: “How we learned to draw.”
Working with teachers:
Develop a work program for art activities in the first junior group.
Tell teachers about the book “Fascinating drawing using the poking method with children 3-7 years old” - K.K. Maternal
Attend drawing classes from experienced teachers. Fill out the visit sheets.
Open drawing lesson “Autumn, autumn - leaf fall” for preschool teachers.
Speech at the teachers' council "Non-traditional drawing techniques for children of primary preschool age."
Present to teachers options for organizing a corner for visual arts.
2018-2019 academic year
Work with children:
Development of group work with children of the second junior group “Rainbow of Colors”
Development and implementation of a project on various techniques for drawing trees in the second junior group.
Entertainment "Merry Snowman".
Didactic game: “Select by color” - fixing the shades of primary colors.
Drawing lesson “Snowflakes Festival”.
Individual work to develop creative abilities with the help of entertaining material. Didactic game “Fold the pattern.”
Working with parents:
Joint entertainment “Autumn Festival”.
Photo exhibition: “How we do things in kindergarten.”
Consultation: “Collecting and storing natural material for crafts and drawing."
On parent meeting present the presentation “First steps into the world of art.” - introduce you to the variety of exhibitions and museums in Nizhnekamsk and Naberezhnye Chelny.
Master class for parents “Stamps for drawing with your own hands.”
Working with teachers:
Round table: “Sharing experience” - generalizations of the experience of teachers.
Tell teachers about the book by A.V. Nikitina “Non-traditional drawing techniques in preschool educational institutions. A manual for educators and parents."
Workshop: “Introducing children to the Pointillism technique.”
Presentation of the project “Such different trees” - familiarization with the techniques of depicting trees in various techniques.
Present to teachers a homemade game “match by color” to reinforce shades of primary colors and logical thinking.
Consultation for teachers “Games for visual activities”.
2019-2020 academic year
Work with children:
Development of group work with children middle groups s "Watercolor"
Didactic game “Butterflies” - fixing shades of color and shape. Development of fantasy.
Development and implementation of the “Magic Background” project - to encourage children to create a background for creative work using non-traditional drawing techniques.
Individual work to develop creative abilities with the help of entertaining material. Didactic game “Draw a portrait”.
Open lesson on visual arts “Snowflakes” - to consolidate the ability to use the spraying technique in activities.
Working with parents:
Create a moving folder “Material for teaching spraying techniques.”
Evening of entertainment “Sorceress Winter”.
Presentation at a parent meeting: “I’m learning to create.”
Seminar-workshop for parents “Marbling a sheet or drawing on shaving foam.”
Replenishment of the corner on visual activities in the group.
imagination
in extracurricular activities
students of artistic and aesthetic orientation
Author: fine arts teacher Lukyanova L. B.
Development of creative imagination in extracurricular activities of artistic and aesthetic students
Tell me -and I will forget
Show me -
and I will remember
Get me involved
GBOU
Secondary school with. ELKHOVKA
Samara region
Teacher
visual arts
Lukyanova Lyudmila Borisovna
process-
and I will understand.
Step aside and I'll be there
act
(Confucius)
What is creative imagination?
Creative imagination is a typeimagination, during which a person
independently creates new images and
ideas that represent a certain
value. These ideas can be embodied in
specific products creative
activities.
The difference between logical and creative thinking
The main difference between logical andcreative thinking is that
with patterned logical thinking
logic rules the mind, whereas in
process of creative thinking it only
plays a serving role (search, selection
and analysis of new ideas)
In the tactics of a creative teaching style, the following lines of teacher behavior are visible:
ability to deliver educational and cognitiveproblems (for example: is it possible at home or in
school to create their own little puppet theater?)
stimulation to search for new knowledge and
non-standard ways of solving problems and
problems;
supporting the student on the path to independence
conclusions and generalizations
All this involves creating an atmosphere
creativity in the classroom.
Methods for developing creative imagination
1. Neology - methodusing other people's ideas
For example, you can implement
form based search
spatial re-arrangement
some kind of prototype. But in the process
borrowing is necessary
answer the questions:
What needs to be changed in the prototype?
What's the best way to do this?
Does this solve the problem?
task?
Borrowing an idea without changing it
can lead to
accused of plagiarism.
2. Heuristic methods
For example, come up with an image, makeunder the tree.
This is a way to create a previously unknown product in
the result of creative actions. Sketch –
an integral part of any creative project
3. Organizational methods
Student Planning MethodsThis method helps you plan your
creative activity
Extracurricular activities in 6th grade on the topic “Making puppets for the puppet theater” 1. Create motivation! 1.
Generate motivation! It should be interesting to fantasize. Then, receivingpleasure, the child will master the skill faster
fantasize, and then the ability to imagine, and then
think rationally. Schoolchildren are not interested in
reasoning, but to events.
Putting children in difficult situations. Let them think for themselves and find a way out. Here, for example, is the task: how and from what to make
dragon wings?“Give” children interesting plots and ask them to compose stories, fairy tales, and histories based on them.
Give children interesting stories andask them to make up stories based on them,
fairy tales, stories.
For a more entertaining transition from words to deeds
offer to come up with an ending to the fairy tale.
Creative work is an opportunity to express or show your delight in the world around you in the language of various materials.
rejection.The activity of creative imagination almost never occurs without the help and participation of a teacher. However, the role of the teacher is not
to teach, but to work together withchildren to build an activity so that children can create and
realize the ideas of your creative works.
Further development of the project
Creation of sceneryStaging a fairy tale
Working on the doll's costume (image)
Work on scenery (painting on large format)
Work on the script (competition for the best composition of a fairy tale in pictures with comments)
Conclusion
Imagination is keycreative scheme factor
thinking. The better developed
imagination the wider
a person's worldview than
he is able to find faster
necessary associations in your
head, the more creative his ideas. Test “Determining the level of imagination”
Instructions:
You are offered 12 test questions. They must be answered either “yes” or “no”.
The first number in brackets (the number of points) means a positive answer, the second - a negative answer.
1.
Are you interested in painting? (2, 1).
2.
Do you often get bored? (12).
3.When telling a story, do you like to decorate it with a colorful detail added
Push? (10).
4.
Are you proactive at work and at school? (2, 1).
5.
Do you write “broadly” and take up a lot of space on paper? (1.0).
6.
Are you guided by the laws of fashion or your own taste when choosing clothes? (2, 1).
7.
Do you like to draw the same things on a piece of paper during meetings or lectures?
figurines? (O, 1).
8.
When listening to music, do you imagine any images associated with it? (1.0).
9.
Do you like to write long letters? (2, 1).
10. Do you sometimes see colored dreams? (10).
11. Do you like to mentally visit those dreams that you know only from stories? (10).
12. Do you often cry or get upset at the movies? (10).
So, count your points.
14-17 points: You have a rich imagination. If you can apply it in life, you will achieve great things.
creative success.
9-13 points: average imagination. This kind of imagination occurs in many people. From you and only from you
it depends on whether you can develop it.
5-8 points: you are a realist in the full sense of the word. You don't have your head in the clouds. However, a little imagination never fails
no harm. So think about yourself.
Seminar “Developing the creativity of preschool children” (imagination)
What is creativity?
Every person has a need for creative activity and creative abilities. Unfortunately, they often remain unrealized. In childhood, a person seeks opportunities to realize his creative potential, but sometimes encounters resistance from the environment and his immediate environment. If a child does not gain positive experience in creative activity, then in adulthood he may form the belief that this direction of development is not available to him. But it is through creativity that a person can reveal himself as a person.
What does creativity give to a person - a child?
Creativity gives you the experience of your integrity. It reflects his inner world, his aspirations, desires, experiences. At the moment of creativity, a person most fully and deeply experiences himself as a person and realizes his individuality.
“Creativity,” writes psychologist V.V. Davydov, “is the lot of everyone, ... it must necessarily be a normal and constant companion of child development.”
What needs to be done to develop children's creativity?
How do you understand the statement “. since everyone has their own hands, eyes, feelings and thoughts, and are not similar to anyone else, then the technique of creativity cannot but be individual, unless an outsider, depersonalizing, interferes with it.”
In what type of activity can these two areas in a child’s development be combined? (productive activity)
As is known, the basis of an individual’s creative potential is imagination, which “manifests itself in all aspects of cultural life, making artistic, scientific and technical creativity possible. In this sense, everything that surrounds us and what is made by the hand of man, the entire world of culture, in contrast to the world of nature, is all a product of human imagination and creativity based on this imagination” Vygotsky L.S.
The need to develop imagination in children is emphasized by all domestic scientists.
So, E.E. Kravtsova writes: “The child failed to become a wizard in childhood, did not learn to imagine, and various problems begin to grow like a snowball - groundless fears, low learning ability, lack of plans, poor development of activities and, as a consequence of all this, psychological unpreparedness for learning at school"
Psychologists and teachers are looking for effective ways and means of developing creative imagination in various types of children's activities: artistic productive (visual, constructive, musical, verbal creativity), in the leading play activity of preschoolers, as well as in the process of physical development, perception of works of art, familiarization with the environment nature, etc.
Exercise “Drawing on the back”
Target: activating participants, creating a positive emotional mood using finger painting techniques.
Teacher: Now, I will tell you a fairy tale that we will draw on each other’s backs. Let's prepare a sheet of paper and smooth it out (participants stroke the back of the player in front with their palms). Once upon a time there was a boy (draw a little man with a finger). He loved to walk in the forest (they draw trees). One day he went for a walk (depict walking legs). The bright sun was shining (draw the sun on the partner’s back). The sun's rays gently caressed his back (they stroke each other's backs with their palms). Suddenly clouds appeared (draw clouds). It started to rain heavily (they show raindrops falling). The rain has calmed down. Large puddles appeared (puddles are drawn). The boy’s favorite pastime was to look into puddles and smile at his reflection (participants turn their faces in a circle and smile at each other)
Games to develop children's creative abilities.
Games to develop associative thinking
Game "What does it look like"
3-4 people (guessers) go out the door, and the rest of the game participants agree on which item will be compared. The guessers come in and the presenter begins: “What I guessed is similar to...” and gives the floor to the one who first found the comparison and raised his hand: For example, a bow can be associated with a flower, with a butterfly, with a helicopter rotor, with the number “8” ", which lies on its side. The guesser selects new guessers and offers the next item for association.
"Surreal game"
(drawing by several hands)
The first participant in the game makes the first sketch, depicting some element of his idea. The second player, starting from the first sketch, makes an element of his image, etc. until the finished drawing.
"Magic Blots"
Before the game, several blots are made: a little ink or ink is poured into the middle of the sheet and the sheet is folded in half. Then the sheet is unfolded and now you can play. Participants take turns speaking. What object images do they see in the blot or its individual parts? The one who names the most objects wins.
Game "Word Association"
Take any word, for example, loaf. It is associated:
with bakery products.
with consonant words: baron, bacon.
with rhyming words: pendant, salon.
Create as many associations as possible according to the proposed scheme.
Associative thinking can be developed what is called “on the go.” While walking with your children, you can think together about what clouds, puddles on the asphalt, and pebbles on the shore look like.
Games to develop dialectical thinking.
Game "Good - Bad"
Option 1. An object that is indifferent to the child is chosen for the game, i.e. does not evoke strong associations in him, is not associated with specific people and does not generate emotions. The child is asked to analyze this object (subject) and name its qualities, from the child’s point of view, positive and negative. It is necessary to name at least once what is bad and what is good about the proposed object, what you like and don’t like, what is convenient and not convenient. For example: pencil.
I like that it's red. I don't like how thin it is.
It's good that it's long; the bad thing is that it is sharply sharpened - you can prick yourself.
It is comfortable to hold in your hand, but inconvenient to carry in your pocket - it breaks.
A specific property of an object can also be examined. For example, it is good that the pencil is long - it can serve as a pointer, but it is bad that it does not fit into a pencil case.
Option 2. An object is offered for play that has specific social significance for the child or evokes persistent positive or negative emotions in him, which leads to an unambiguous subjective assessment (candy is good, medicine is bad). The discussion proceeds in the same way as in option 1.
Option 3. After children learn to identify the contradictory properties of simple objects and phenomena, they can move on to considering “positive” and “negative” qualities depending on the specific conditions in which these objects and phenomena are placed. For example: loud music.
It's good if it's in the morning. You wake up quickly and feel refreshed. But it’s bad if at night it prevents you from falling asleep.
One should not be afraid to touch upon categories in this game that were previously perceived by children exclusively unambiguously ("fight", "friendship", "mother"). Children’s understanding of the inconsistency of properties contained in any objects or phenomena, the ability to identify and explain the conditions under which certain properties appear, only contributes to the development of a sense of justice, the ability in a critical situation to find the correct solution to a problem that has arisen, the ability to logically evaluate one’s actions and choose from many different properties of an object that correspond to the chosen goal and real conditions.
Option 4. When identifying contradictory properties no longer causes difficulties for children, one should move on to a dynamic version of the game, in which for each identified property the opposite property is called, while the object of the game is constantly changing, a kind of “chain” is obtained. For example:
Eating chocolate is good - it’s tasty, but it can make your stomach hurt;
A stomach ache is good, you don’t have to go to kindergarten;
Sitting at home is bad, boring;
You can invite guests - etc.
One of possible options The game “Good - Bad” may have become its modification, reflecting the dialectical law of the transition of quantitative measurements into qualitative ones. For example, candy: if you eat one candy, it’s tasty and enjoyable, but if you eat a lot, your teeth will hurt and you’ll have to treat them.
It is desirable that the game “Good - Bad” become part of the child’s daily life. It is not necessary to set aside special time to carry it out. You can finish playing it while walking, during lunch, before going to bed.
The next stage in the formation of dialectical thinking will be the development in children of the ability to clearly formulate a contradiction. First, let the child select the opposite meanings for the given words. For example, thin - (?) fat, lazy - (?) hardworking, sharp - (?) stupid. Then you can take any pair of words, for example, sharp - dull, and ask the children to find an object in which these properties are present simultaneously. In the case of “sharp - dull” - this is a knife, a needle, all cutting and sawing instruments. At the last stage of development of dialectical thinking, children learn to resolve contradictions using TRIZ methods for resolving contradictions (there are more than forty of them in total).
Systematic thinking
Game "Teremok"
Children are given pictures of various objects: accordions, spoons, pots, etc. Someone is sitting in a “tower” (for example, a child with a drawing of a guitar). The next child asks to go to the little house, but can only get there if he says how the object in his picture is similar to the owner’s object. If a child asks for an accordion, then both of them have a musical instrument in the picture, and the spoon, for example, also has a hole in the middle.
"Collect the figures"
The child is given a set of small figures cut out of thick cardboard: circles, squares, triangles, etc. (about 5-7 figures). 5-6 pictures are prepared in advance depicting various objects that can be folded from these figures: a dog, a house, a car. The child is shown a picture, and he puts together the object drawn on it from his figures. The objects in the pictures must be drawn so that the child can see which of the figures is where, that is, the drawing must be divided into parts.
"Nonsense"
A picture is drawn based on any subject - a forest, a yard, an apartment. There should be 8-10 errors in this picture, that is, something should be drawn in a way that does not actually happen. For example, a car with one wheel, a hare with horns. Some errors should be obvious, while others should be subtle. Children must show what is drawn incorrectly.
Methodology "How to save a bunny"
Base. The supra-situational-transformative nature of creative solutions.
Target. Assessment of ability and transformation of a choice task into a transformation task in conditions of transferring the properties of a familiar object to a new situation.
M a t e r and a l. Bunny figurine, saucer, bucket, wooden stick. deflated balloon, sheet of paper.
Instructions for carrying out.
In front of the child, on the table there is a bunny figurine, a saucer, a bucket, a stick, a deflated balloon and a sheet of paper. Psychologist, picking up a bunny: “Meet this bunny. Once such a story happened to him. The bunny decided to sail on a boat on the sea and sailed far, far from the shore. And then a storm began, huge waves appeared, and the bunny began to drown. Help we can only bunny we are with you. We have several objects for this (the psychologist draws the child’s attention to the objects laid out on the table). What would you choose to save the bunny?"
Data processing.
During the examination, the nature of the child’s answers and their rationale are recorded. Data are assessed using a three-point system.
First level. The child chooses a saucer or bucket, as well as a stick with which you can lift the bunny from the bottom, without going beyond a simple choice; the child tries to use objects in their finished form, to mechanically transfer their properties to a new situation. Score – 1 point.
Second level. A solution with an element of simple symbolism, when a child suggests using a stick as a log on which the bunny can swim to the shore. In this case, the child again does not go beyond the choice situation. Score – 2 points.
Third level. To save the bunny, it is suggested to use a deflated balloon or a sheet of paper. For this purpose, you need to inflate a balloon (“A bunny on a balloon can fly away”) or make a boat out of a sheet. For children at this level, there is an orientation toward the transformation of available subject material. They independently turn the original choice task into a transformation task, which indicates the child’s supra-situational approach to it. Score – 3 points.
Game "Magic Wand"
Here's a magic wand, it can increase or decrease whatever you want.
So, the first team will talk about how they want to increase, and the other will decrease.
Here is what the children answered: I want to reduce winter, increase summer;
I want to increase the candy to the size of a refrigerator, etc.
MAGIC PIPE"
Benefit. Painting, paper rolled into a tube.
Progress of the game: Offer to look at the picture through the pipe and name as many objects seen as possible. Offer to find an object according to the description of an adult and a child.
« WHO WILL NAME MORE? Goals. Learn to highlight an object against a “noisy” background.
Benefit. Painting, real images of objects in the painting. Name who you see in the picture.
Progress of the game As objects are named, clarifying questions are asked to clarify the color,
spatial location, belonging, etc.) “WHY?”
Goal: develop logical thinking, establish connections between objects,
construct simple sentences. "WHAT DO YOU NEED?"
Goal: To develop initiative in speech, activate and expand vocabulary. In the middle group we already use symbols and signs to draw up a graphic plan as a kind of visual support reflecting the sequence of the story.
1. To achieve good results, you need to start as early as possible - from newborns.
2. Strive to fill the space surrounding the child with a wide variety of objects and stimuli that are new to the child in order to develop his curiosity.
3. Be patient, do not turn help into a hint, do not deprive the child of the difficulty and pleasure of doing something small, but own discovery.
4. Get your child interested in creative play, but do not force him to play.
5. Try not to make offensive remarks or offend the child in the game.
6. For young children, you need to enliven the game with a fairy tale or story.
7. Do not restrain the child’s physical activity so that he can tumble and jump with delight.
8. Be sure to start with tasks that are feasible or with their simpler parts.
REMINDER FOR TEACHERS:
DEVELOPING CREATIVITY IN A CHILD
1. Don't instruct, help children act independently.
2. Based on careful observation and assessment, identify children's strengths and weaknesses.
3. Do not restrain children’s initiatives and do not do for them what they can do on their own.
4. Learn not to rush to judgment.
5. Teach children the skills of independent problem solving, research and analysis of situations.
6. Be creative with everything!
Development of creative imagination in preschoolers
When a child is born, he does not yet have an imagination. The older a child gets, the more time adults devote to games and special exercises to develop his imagination, the more the ability to fantasize and the ability to create develops.
Imagination begins to develop by age 2. The first, still quite simple, fantasies can be seen in the games of children. In the future, fantasy and imagination begin to actively develop after 3 years, because the baby’s experience becomes richer, his interests expand, and the range of actions becomes more complex. A 3-4 year old child sometimes confuses the imaginary with the real - what he imagined with what really happened.
At the age of 4-5 years, the imagination becomes creative - the plots of children's games, drawings, and fictional stories become richer and more diverse. The child writes stories, creates new characters, looks for ways to realize his creative ideas, and invents new games. But it is still difficult for children to imagine without acting. That is, in order to imagine, fantasize, children 4-5 years old need to act (build, tell stories, draw, etc.)
At the age of 5, a child can already fantasize mentally - invent extraordinary stories, fantastic animals, fairy-tale plots and much more. At this age, the foundations of creative imagination begin to be laid. Adults must definitely help each child develop this unique ability, without which further life in modern world will not be able to become successful.
How can we help preschoolers with ODD develop their creative imagination? There are many different ways:
1. To develop creative imagination, it is necessary to enrich the life experience of preschoolers - read fairy tales, poems and fiction to children, look at illustrations in books. Advise parents to take their children to theaters, museums, go on excursions, etc.
2. Imagination is formed in the process of creative processing of what happened. Teach children to draw everything they saw, talk about everything they experienced.
3.Encourage drawing and sculpting by design. If necessary, discuss the planned plot with your child and help him mentally see what was planned.
4. Encourage children's writing in all its forms: fairy tales, stories, poems.
5. Children should play as much as possible. Play is the best activity for a preschooler to develop creative imagination.
6. Preschoolers should have access to all kinds of construction sets. The more types of construction toys a child is offered, the more his creative imagination develops.
7. Use special games and exercises to develop creative imagination in preschoolers.
It is advisable to carry out games and exercises for the development of creative imagination in preschoolers systematically. It is recommended to schedule them weekly.
Games and exercises for development
creative imagination in preschool children with ODD
1.Exercise “What our palms look like”
Target: development of imagination and attention.
Invite children to trace their own palm (or two) with paints or pencils and come up with, fantasize, “What could this be?” (tree, birds, butterfly, etc.). Offer to create a drawing based on the circled palms.
2.Game - exercise “Three colors”.
Target: development of artistic perception and imagination .
Invite the children to take three colors that, in their opinion, are most suitable for each other, and fill the entire sheet with them in any way. What does the drawing look like?
3. Exercise “Magic Blots”.
Target: development of creative imagination; learn to find similarities between images of unclear outlines and real images and objects.
Suggest that you drop any paint onto the middle of the sheet and fold the sheet in half. The result was various blots; children need to see in their blot what it looks like or who it resembles.
4. Exercise “Magic thread”.
Target: development of creative imagination; learn to find similarities
images of unclear outlines with real images and
objects.
In the presence of children, dip a thread 30-40 cm long in ink and place it on a sheet of paper, curling it randomly. Place another sheet on top of the thread and press it to the bottom one. Pull out the thread while holding the sheets. A trace of the thread will remain on the paper; children are asked to identify and name the resulting image.
5. Game – “Unfinished Drawing”.
Target:
Children are given sheets with images of unfinished objects. You are invited to complete the drawing of the object and talk about your drawing.
6. Exercise “Wizards”.
Target:
Without a preliminary conversation, invite the children to use pencils to transform two completely identical figures depicted on the sheet into an evil and a good wizard. Next, ask them to figure out what bad the “evil” wizard did and how the “good” one defeated him.
7. Exercise “Dance”.
Target: development of emotionality and creative imagination.
Invite children to come up with their own image and dance it to certain music. The rest of the children must guess what image is intended.
Options - the image is given, all children dance at the same time (“blooming flower”, “affectionate cat”, “snowfall”, “cheerful monkey”, etc.). Complication – to convey feelings in dance (“joy”, “fear”, “surprise”, etc.)
8. Exercise “What the music told you about.”
Target: development of creative imagination.
Classical music is playing. Children are asked to close their eyes and imagine what the music is saying, and then draw their ideas and talk about them.
9. Game “What is this?”
Target: teach children to create new images in their imagination based on the perception of substitute objects.
Circles of different colors and strips of different lengths are used. Children stand in a circle. The teacher shows one of the colored circles, puts it in the center and asks them to tell what it looks like. Answers should not repeat each other.
10. Game “Pebbles on the Shore”.
Target: learn to create new images based on the perception of schematic
images.
A large painting depicting a seashore is used. 7-10 pebbles of different shapes are drawn. Everyone should have a resemblance to some object, animal, person.
The teacher says: “A wizard walked along this shore and turned everything that was in his way into pebbles. You have to guess what was on the shore, say about each pebble, who or what it looks like.” It is desirable that several pebbles have almost the same contour. Next, invite the children to come up with a story about their pebble: how did it end up on the shore? What happened to him? Etc.
11. Exercise “Magic mosaic”.
Target: teach children to create objects in their imagination based on
schematic representation of the details of these items.
Sets of geometric shapes cut out of thick cardboard (the same for each child) are used: several circles, squares, triangles, rectangles of different sizes.
The speech therapist hands out the kits and says that this is a magical mosaic from which you can put together a lot of interesting things. To do this, you need to attach different figures, as you wish, to each other so that you get some kind of image. Offer a competition: who can put together the most of their mosaics? various items and come up with some story about one or more objects.
12. Game “Let's help the artist.”
Target: teach children to imagine objects based on a given pattern.
Material: a large sheet of paper attached to a board with a diagram of a person drawn on it. Colored pencils or paints.
The teacher says that one artist did not have time to finish the picture and asked the children to help him finish the picture. Together with the teacher, the children discuss what and what color is best to draw. The most interesting proposals are embodied in the picture. Gradually, the diagram is completed, turning into a drawing.
Then invite the children to come up with a story about what they drew.
13. Game “Magic Pictures”.
Target: teach to imagine objects and situations based on schematic
images of individual parts of objects.
The children are given cards. Each card contains a schematic representation of some object details and geometric shapes. Each image is located on the card so that there is free space for finishing the picture. Children use colored pencils.
Children can turn each figure depicted on the card into the picture they want. To do this, you need to draw whatever you want to the figure. After finishing painting, children write stories based on their paintings.
14. Game “Wonderful transformations”.
Target: teach children to create objects and situations in their imagination
based on visual models.
The speech therapist gives children pictures with images of substitute objects, each with three stripes of different lengths and three circles of different colors. Children are invited to look at the pictures, come up with what they mean, and draw the corresponding picture (several are possible) on their sheet of paper with colored pencils. The teacher analyzes the completed drawings together with the children: notes their correspondence to the depicted substitute objects (in shape, color, size, quantity), the originality of the content and composition.
15. Game “Wonderful Forest”.
Target: learn to create situations in your imagination based on them
schematic image.
Children are given identical sheets of paper, several trees are drawn on them, and unfinished, unformed images are located in different places. The speech therapist suggests drawing a forest full of wonders with colored pencils and telling a fairy tale about it.
For the assignment, you can use material on other topics: “The Wonderful Sea”, “The Wonderful Glade” and others
16. Game "Changes".
Target: learn to create images of objects in your imagination based on
perception of schematic images of individual parts of these
items.
Children are given sets of 4 identical cards, with abstract schematic images on the cards. Assignment for children: each card can be turned into any picture. Stick the card on a sheet of paper and draw whatever you want with colored pencils to make a picture. Thus, you can turn a card with the same figure into different pictures. The game lasts until all the children finish drawing the figures. Then the children talk about their drawings.
17. Game “Different Tales”.
Target: teach children to imagine different situations using a visual model as a plan.
The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.) Children are asked to come up with a fairy tale based on the pictures, observing their sequence.
You can use various options: the child independently composes the entire fairy tale; the next child should not repeat its plot. If this is difficult for children, you can compose a fairy tale for everyone at the same time: the first one starts, the next one continues. Next, the images are swapped and the new fairy tale.
18. Exercise “Come up with your own ending to a fairy tale.”
Goal: development of creative imagination.
Invite children to change and create their own ending to familiar fairy tales.
“The bun did not sit on the fox’s tongue, but rolled further and met...”
“The wolf didn’t manage to eat the kids because...”, etc.
19. Game “Good-Bad” or “Chain of Contradictions”.
Target: development of creative imagination through searches
contradictions.
The teacher begins - “A” is good because “B”. The child continues - “B” is bad because “B”. The next one says - “B” is good because “G”, etc.
Example: walking is good because the sun is shining. The sun is shining - it's bad because it's hot. Hot is good because it’s summer, etc.
20. Game “Fairy-tale animal (plant).”
Target: development of creative imagination.
Invite children to come up with and draw a fantastic animal or plant that is not like the real thing. After drawing a picture, each child talks about what he drew and comes up with a name for what he drew. Other children look for features of real animals (plants) in his drawing.
21. Exercise “Fairy tale - story”.
Target: development of creative imagination, the ability to distinguish reality from fantasy.
After reading a fairy tale, children, with the help of a teacher, separate in it what can really happen from what is fantastic. It turns out two stories. One is completely fantastic, the other is completely real.
An infinite number of similar games and exercises can be created; it all depends only on the creative imagination of adults who have set themselves the goal of helping every child grow into a creatively gifted, unconventionally thinking, successful person.
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1 Development of creative imagination in the visual activities of preschool children (presentation for parents) Compiled by: teacher additional education Sapronova Yulia Viktorovna GBDOU 115 Nevsky district of St. Petersburg
2 The creative imagination of children represents enormous potential for realizing the reserves of an integrated approach to teaching and upbringing. Children's visual activities provide great opportunities for the development of creative imagination. Introduction
3 What is imagination? Imagination is the ability to construct in the mind from elements of life experience (impressions, ideas, knowledge, experiences) through new combinations and relationships something new that goes beyond what was previously perceived. Imagination is the basis of all creative activity. It helps a person free himself from the inertia of thinking, it transforms the representation of memory, thereby ultimately ensuring the creation of something obviously new. In this sense, everything that surrounds us and that is made by human hands, the entire world of culture, in contrast to the natural world, all this is a product of creative imagination.
4 Why do you need to develop your imagination? Imagination and fantasy are the most important aspect of a child’s life. It is the highest and most necessary ability of a person. At the same time, it is this ability that needs special care in terms of development. And imagination develops especially intensively between the ages of 5 and 15 years. And if the imagination is not specifically developed during this period, then subsequently there will be a rapid decrease in the activity of this function. Along with a decrease in the ability to fantasize, children’s personality becomes impoverished, the possibilities of creative thinking decrease, and interest in art and creative activity fades. In order to develop creative imagination in children, a special organization of visual activities is necessary.
5 What does the development of creative imagination depend on? Creative imagination depends on many factors: age, mental development and developmental characteristics (presence of any disorder of psychophysical development), individual personality characteristics (stability, awareness and focus of motives; communication features; degree of self-realization and assessment of one’s own activity; character traits and temperament), and, what is very important, on the development of the learning and education process.
6 Visual activity as a way to develop creative imagination So what is “visual activity”, or, in other words, drawing? First of all, one of the first and most accessible means of self-expression for a child. Children draw what they think about, what attracts their attention, put their attitude towards it into what is depicted, and live in the drawing. Drawing is not only fun, but also creative work. At the same time, visual, motor, and muscular-tactile analyzers are included in the work. Visual activity reveals the uniqueness of many aspects of the child’s psyche. Drawing helps us get to know the child better and makes it possible to obtain material that reveals the characteristics of thinking, imagination, and the emotional-volitional sphere.
7 Visual activity as a way to develop creative imagination. Period of pre-visual activity Imitating the actions of adults, a child already in early childhood begins to manipulate pencils and paper, creating scribbles. Gradually, the child moves away from mindlessly scribbling on paper. He begins to understand the function of pencils, his movements become more precise and varied. This is the period of pre-visual activity.
8 From Doodles to Drawing Drawing occurs when a child associates some of his doodles with objects and deliberately creates imaginary objects. The verbal formulation of intention is the beginning of visual activity. Initially, the desire to depict a familiar graphic image with memory. Most often these are circle-like curves in which the child “sees” uncle, aunt, etc. Gradually, such an image no longer satisfies him, and he begins to look for new graphic images. "Cheadopods" appear. A significant leap in development, both of the child himself and of drawing, occurs in preschool age. Under the influence of adults, images of houses, trees, flowers, and cars appear. The child overcomes patterns and begins to draw what interests him. The child tries to draw everything that he can imagine, imagine in his fantasy. Many people are interested in the fantasy world; they draw wizards, princesses, fairies, sorcerers, etc. Children draw and what happens in real life adults. Drawing, like play, helps a child to master his social environment, the world in which he lives.
9 The role of adults in the development of creative imagination in children All necessary qualities imagination (breadth, arbitrariness, stability, brightness, originality) do not arise spontaneously, but under the condition of systematic influence from adults. The influence should enrich and clarify the child’s perception and ideas about the world around him, and not be reduced to “imposing” ready-made topics on him. The child needs to be helped to get acquainted with reality in order to depict it, to develop the ability to operate with images in order to create new ones based on them. It is important to develop cognitive interests in children.
10 Stages of working with a child Work that stimulates children’s creativity can be carried out in three stages: Stage I is educational. Goal: direct training in the basics of imagery through the unconventional use of traditional materials; mastering technology as a language of artistic images using various materials.
11 Stage 2 of working with the child Stage II, reinforcing. Goal: use of working techniques, materials and equipment in accordance with the solution of the creative problem (watercolor and watercolor chalk, gouache and wax chalk, wax chalk and watercolor, etc.). At the second stage, tasks are related to the comprehension of color, the nature of the graphic line, mastering the techniques of working with a brush, stick, pencil, etc., and are directly related to the compositional solution: Transfer of the first and second plans (what is closer is larger and is located lower on the sheet paper, which is further smaller and located higher on the sheet of paper). Transfer of movements; Highlighting the main thing by size and color; Balance of the composition, including the compositional balance of large decorative spots; Expressing character with line and color.
12 When teaching adults, it should be remembered that Top, Middle, Bottom is a model of the world. For adults, it is important to understand that such a strip composition is the child’s first attempt to build a system of spatial coordinates that organizes the picture of the world he creates on a sheet of paper. In this world, the main structure-forming principle is the vertical division of the sheet into top, middle and bottom. This is the oldest principle in the history of mankind of the symbolic organization of space, which is embodied in various cultures in the image of the World Tree with its crown (top), trunk (middle) and roots (bottom). And this is also the earliest spatial scheme in ontogenesis, with the help of which the child tries to build a model of the inhabited world. Training should be carried out taking these features into account!
13 Stage 3 Stage III independent activity of children in working with art materials and the implementation of creative ideas. The goal of the third stage is to stimulate the creative activity of children through the free choice of art materials and equipment.
14 Conditions for stimulating creative imagination Thus, the leading conditions for stimulating creative imagination are: Providing freedom to act (experiment) with various materials while simultaneously enriching ideas about their properties and methods of action; Awakening emotions (experiences) in the process of perceiving reality; Organization of observations of the creative process of adults.
15 Let's remember that Numerous studies by psychologists and educators show that one becomes a creator, just like an intellectual, and creative abilities are not created, but are released both spontaneously and in a specially organized environment (people and materials). Let's help our children become true creators!
16 Thank you for your attention! We wish you success!
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Administration of the municipal formation of the urban district "Vorkuta" municipal budgetary preschool educational institution "Kindergarten 26 "Mayachok" Vorkuta (MBDOU "Kindergarten 26" Vorkuta)
Work program for a circle on non-traditional drawing techniques for junior and middle groups “Multi-colored palms.” Explanatory note Drawing is an interesting and useful form of creativity, during which a variety of
Explanatory note. The work program of the circle was created on the basis of the program “ art» developed under the leadership of B.M. Nemensky and practical experience of working with children. The program uses
Project “Non-traditional drawing techniques” Completed by: O.V. Otradnykh. Rykunova I.N. About the project: Project type: creative, research Project duration: short-term (01/09/2019 01/18/2019)
Explanatory note “The origins of children’s abilities and gifts are at their fingertips. From the fingers, figuratively speaking, come the finest threads of streams that feed the source of creative thought. The more skill
Presentation of the program of additional education of artistic and aesthetic orientation “WORLD OF COLORS ON THE PALM” Duration of the program: 3 years Age of children: 4 7 years Authors: Kozyun Margarita Borisovna
Voronezh region, Novousmansky district, village Orlovo MKDOU Child Development Center Kindergarten "ORLYONOK" PROJECT - master class On working with parents on the topic: non-traditional drawing techniques for preschool children
ESSAY OF TEACHER MBDOU 99 MARINA IVANOVNA ORLOVA INDIVIDUAL EDUCATIONAL ROUTE AS A TECHNOLOGY FOR IMPLEMENTING AN INDIVIDUAL APPROACH IN FINE ART CLASSES Individual educational
PROJECT Topic: “Monotype. Unconventional drawing technique" Performer: Kharchenko E.Yu. MADOU DS 60 Blagoveshchensk 2016 Monotype. Unconventional drawing technique. Monotype is a graphic technique.
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Non-state Educational Preschool Institution Private early development school “Rodnichok”, 400082, Volgograd st. 50 Let Oktyabrya, 17, phone 98-94-99, [email protected], website-http://detskii-centr-nodu.ru/
Municipal state-owned preschool educational institution kindergarten 2 in Tatarsk Topic: “Development of creative abilities in students in fine art activities within the framework of the Federal State Educational Standard for Education” Executor:
Development of mental processes in visual arts classes in kindergarten Presentation by teacher MBDOU DSKV 40 Kryukovskaya G.V. Introductory part Children with developmental disabilities need special
Abstract to the testoplasty program. Modeling from salt dough is an ancient pastime that has come down through the centuries to the present day. Maybe due to the simplicity and low cost of production, or maybe due to the plasticity of the material.
State budget educational institution Moscow city "School 2065" structural subdivision“Kindergarten 9” Report on the work of the “Colorful steps” circle Senior group. Educator
Development of spatial thinking junior schoolchildren Vasiliev Sergey Nikolaevich, Filinberg Irina Nikolaevna, Spiglazova Nadezhda Ivanovna Novelty and originality Confirmed by patents and certificates
Municipal budgetary preschool educational institution "Child Development Center - Kindergarten "Solnyshko" in Biryucha" Krasnogvardeisky district, Belgorod region Educational program additional
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Municipal budgetary preschool educational institution, a general developmental kindergarten with priority implementation of activities in one of the areas of child development 4 “Star” Thematic
ABSTRACT TO THE ADDITIONAL EDUCATIONAL PROGRAM “COLORFUL WORLD” for children from 3 years to 8 years old Rationale for the need to develop and implement the proposed program in the educational process Fine
Department of Education of the City of Moscow State budgetary educational institution of the city of Moscow “School 1505 “Preobrazhenskaya” “Approved” Director L.A. Naumov ADDITIONAL GENERAL EDUCATION
“Games with paper” Master class Vasiliev S.N., teacher of additional education MKOU “Special School 20” Novokuznetsk Spiglazova N.I., teacher - psychologist “Lyceum 34” Nominees of the XIV, XV, XVII National
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GBDOU kindergarten 31 combined types of Krasnoselsky district of St. Petersburg Master class for parents Developed by teacher Zhdanova Olga Valerievna 2012-2013 academic year Drawing in the life of a child
EXPLANATORY NOTE The program was developed on the basis of “Recommendations for the organization of educational and methodological activities in the implementation of general development programs in the field of arts” aimed
SUBJECT DRAWING CLASSES AS A MEANS OF TEACHING CHILDREN OF PRE-SCHOOL AGE THE BASICS OF VISUAL LITERACY S. L. Ulanova FSBEI HPE “Mordovian State Pedagogical Institute named after
II interregional scientific and practical conference, V regional scientific and practical conference “Theory and practice of implementing the Federal State Educational Standard in the general education system” Direction: Organization of educational
Explanatory note In any field of human activity, a specialist is valuable who is a harmonious personality, who, in addition to his own profession, is familiar with the wealth of world culture and artistic
Designing an educational program in accordance with the Federal State Educational Standard for preschool education The educational program determines: volume; content; planned results; organizational and pedagogical conditions. PLO is aimed at creating: conditions for social
Preschool pedagogy PRESCHOOL PEDAGOGY Buyanova Alla Yuryevna teacher psychologist Zimukova Tatyana Ivanovna teacher speech therapist Pimenova Zinaida Nikolaevna teacher, MDOU "D/S "Ryabinka" r.p. New Maina,
Life in the era of scientific and technological progress is becoming more diverse and complex; it requires from a person not stereotyped, habitual actions, but flexible, creative thinking. Therefore, in the modern world there is a demand for creative individuals who have the ability to effectively and innovatively solve new life problems.
Raising a creatively active young generation is one of the main tasks of modern society. And it needs to be solved already in preschool age. Therefore, great attention in educational process In kindergarten, attention should be paid to the development of creative imagination.
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M A DOU "Kindergarten No. 13 of a combined type with education and training in the Tatar language" Privolzhsky district of Kazan
Self-education topic “Development of creative imagination in preschool children through visual activities”
The relevance of the topic is determined by the following problems: Socio-economic transformations in society dictate the need for the formation of a creatively active personality. School learning requires a fairly developed level of imagination. Imagination is a prerequisite for children to effectively learn new knowledge. No type of creative activity can do without imagination.
Purpose: to study the features and possibilities of developing and activating the creative imagination of preschool children in the process of engaging in visual arts. Objectives: Analyze psychological and methodological literature on this topic. Explore the process of developing creative imagination. To reveal the features of the imagination of preschool children and its connection with interests and emotions. Determine the features of children’s artistic activity and its significance for the development of creative imagination. Determine possible ways to develop children's creative imagination in the process of artistic activity.
Objectives in working with children: To develop the imagination and creative abilities of children. Enrich and expand children's artistic experience. Encourage your child to experiment. Encourage and support creative ideas. To cultivate a child’s positive attitude towards cooperation with adults, with children, towards their own activities and their results.
When a child imagines, all kinds of images appear in his mind. Depending on the nature of their origin, it is customary to distinguish between reproductive (or recreating) and productive (or creative) imagination. Further
Back Images of the reproductive imagination arise on the basis of a verbal or graphic description (when reading a book, the imagination helps the child imagine the situation in which the hero is, “see” his appearance based on the verbal description).
Back Images of creative imagination are always original. They are synthesized by the child independently, without relying on any description.
Conditions for stimulating creative imagination Providing freedom to act (experiment) with various materials while simultaneously enriching ideas about their properties and methods of action; Awakening emotions (experiences) in the process of perceiving reality; Organization of observations of the creative process of adults.
Unconventional drawing techniques Finger painting Painting with palms Rolling paper Drawing with plasticine Tearing paper
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Let's remember that... Numerous studies by psychologists and educators show that one becomes a creator just like an intellectual, and creative abilities are not created, but are released both spontaneously and in a specially organized environment. Let's help our children become true creators!
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