Project "Development of creative abilities of preschoolers". Presentation on the topic: "The development of the creative abilities of children through various activities" Presentation of the development of the creative abilities of the child in preschool

Galina Anatolyevna Kucherova
Presentation "Development of creative abilities of children of senior preschool age"

Target: "Creating conditions for the formation of a comprehensively intellectual, aesthetically developed creative personality; assistance development initiative, fiction, creative abilities in children of senior preschool age, through different kinds applied activity.

Stages of implementation of the activities of the circle "SKILLY HANDS"

1. Collection and analysis of information on this issue

2. Statement of the problem

3. Drawing up a work plan

4. Monitoring at the beginning of the implementation of circle activities and its completion

5. WORK PROGRAM additional education children mug"SKILLY HANDS"

6. Creation developing environment

7. Working with parents

8. Practical implementation of circle activities

9. Methodological guide

Principles

1. From simple to complex.

2. Systematic work.

3. Individual approach.

4. The principle of thematic cycles. Here am I tried that the topics of our circle coincided with thematic planning.

5. Different types creativity.

Related publications:

Development of creative abilities of children of senior preschool age in dance art through improvisation Tasks: Raising love and interest in music; formation of expressiveness of movements; development of a creative attitude to music; development.

Card file of games for the development of artistic and creative abilities of children of senior preschool age Card file of games for the development of artistic and creative abilities and creative thinking children of senior preschool age Mosaic for children.

Consultation for teachers "Development of creative abilities of children of senior preschool age" Features of the development of creative abilities in children of senior preschool age At present, there is a need to develop creative abilities.

Generalization of the work experience "Development of creative abilities in children of senior preschool age" The leading position that determines the principles and content of the presented work experience is a methodological setting that upholds intrinsic value.

Project type: short-term, creative, group. Project participants: children, educators, parents. Duration: one month Quantity.

Information map of the project Participants: educator, children, parents, music director. Project type: creative, educational.

Development of artistic and creative abilities of children of senior preschool age in the process of non-traditional drawing Drawing is the most natural and exciting activity for preschoolers. This is the first experience of expressing one's attitude to the world around. According.

Development of creative abilities of preschool children through rhythmoplasty Development of creative abilities of preschool children through rhythmoplasty “The best thing in life is free movement.

Experience in the topic Development of creative abilities younger preschoolers in productive artistic and creative activity Municipal budgetary preschool educational institution kindergarten 8 of the combined type of the city of Severomorsk Educator Shestopalova Daria Alexandrovna

The development of the creative abilities of preschoolers is given particular importance in the context of the standardization of preschool education. Most effective tool for the development of creative thinking and imagination of children is a productive activity that contributes to: - the development of the ability to think outside the box; - readiness for creative activity; - the ability to create creative products of their own activities; - the formation of an aesthetic attitude to the world. Relevance of the chosen topic

The novelty of the experience lies in the rethinking of the target and content guidelines for the artistic and aesthetic development of younger preschoolers through: - using, along with traditional methods, non-traditional methods of productive artistic activity; - the relationship of directly educational with independent and joint activities of children with a teacher; - interaction with parents as active participants educational process. Novelty

To acquaint with the artistic features and design capabilities of various materials; Exercise in the transformation of materials into various designs (folding, crushing, molding, combining several images into one, etc.); To promote the development of basic and non-traditional techniques of drawing, application, artistic design and labor; Develop artistic perception, visual-figurative thinking, creative imagination and artistic taste; To form the position of the artist-creator, encourage them to independently choose image techniques when creating expressive images; support manifestations of initiative, individuality, reflection; Activate creative manifestations in the process of one's own productive activity in the course of creating an expressive original image; Align vision, action and planning in the process of executing collective creative works. Engage in creative experimentation with graphic materials, the use of methods for creating an image according to own initiative and in new conditions, the use of a variety of visual techniques and their combinations; To cultivate confidence, independence, initiative in productive artistic activity; Involve parents in joint creative activities, improve their pedagogical competence in the field of artistic and aesthetic development of children. Tasks

The experience is based on: - L.A. Wenger, N.S. Leites, O.M. Dyachenko, A.V. Zaporozhets, T.S. Komarova, N.P. Sakulina, E.A. Flerina on the study of psychological mechanisms for the development of the ability to perceive artistic images; - theoretical approaches of A.A. Bodalev, V. Yasvin, S.D. Deryabo, V.P. Lebedev on the role of the creative personality of an adult and developing educational environment as factors that ensure free and active self-development and realization of the creative potential of preschoolers; - scientific works ETC. Atutova, A.V. Khutorsky, L.A. Paramonova, V.B. Khoziev and others to the development of children's creative abilities in the process of vigorous activity that has a productive character; - modern technologies G.S. Altshuller, Yu. V. Ruzanova A.A. Melik-Pashaeva, E.L. Yakovleva, Yu.N. Kulyutkina, A.I. Savenkov on the development of the creative potential and creativity of preschoolers when creating their own personal significant creative “product”; - guidelines E.V. Polozova, L.V. Tomashevskaya, E.Yu. Gerts I. A. Lykova on the use of non-traditional methods and techniques of artistic and creative activity in work with preschoolers. Methodological basis

The system of work on the development of the creative abilities of preschoolers Work with children: Directly educational activities Joint activities of the educator with children Independent children's activities Increasing the competence of teachers: consultations; Master Class; seminar-workshop; round table etc. Interaction with parents: parent meetings; survey of parents; consultations; visual information; open classes for parents; workshops for parents; involvement of parents in the production of games and manuals; library for parents; joint trips to the cultural institutions of the city (museums, exhibition halls)

I. Preparatory stage: Analysis of the psychological and pedagogical and methodical literature about the impact of productive activity on the development of artistic and creative abilities of younger preschoolers; Organization and replenishment of the developing environment; Carrying out diagnostics of the development of creative abilities of children of primary preschool age; Selection and systematization of forms of organization of children, methods and techniques that contribute to the development of children's creative abilities. Development of a long-term plan for the development of creative abilities of preschoolers; Drawing up a plan of interaction with parents and teachers. II. Main stage: Implementation of planned activities with children (directly educational activities, joint activities); Interaction with parents and teachers. III. The final stage: Diagnostics, registration and analysis of results, summing up, forecasting further activities. Stages of work on the topic of experience

Thick wax and watercolor crayons; Colored chalk; plasticine, sets of paints, felt-tip pens, pencils; Sets with stencils for application and drawing; Color and White paper, cardboard, wallpaper, paper of different tones and textures; stickers; fabrics; adhesive tape; Paste; Type-setting canvas; Board, easel, magnetic board, flannelgraph or carpet; Non-standard equipment (pokes, blowing tubes, cotton buds, stamps, brushes, foam rubber, seals, clichés, etc. non-standard equipment for creative work; Educational games; albums on acquaintance with arts and crafts, types and genres of art); Coloring books; illustrative material; Cups for water, napkins for brushes. Equipping the corner of visual activity

Exercises and games that help children learn the properties of visual materials and the rules for using tools; Development games fine motor skills (finger games), game exercises for the development of skills to create simple forms (game situations “Wrapping a thread on a ball”, “We make koloboks”); Exercises that contribute to the development of skills to connect drawing elements (strokes, lines, strokes) with environmental objects; The use of co-creation techniques (children perform a drawing on a silhouette prepared by a teacher, complete the elements) and create collective compositions; The use of non-traditional techniques and materials: drawing with palms, fingers, stamps, applique with scraps of colored paper and drawing, gluing cotton balls, threads, crushed shells, modeling from multi-colored dough with drawing a picture with stamps or subsequent coloring; Games and exercises that contribute to the formation of children's sensory experience: tactile and visual examination of objects and toys; Examination of attractive toys, household items; Examination of bright books with illustrations for Russian folk tales, for fun. Games and exercises used to develop the creative abilities of younger preschoolers

MonthContent of work September Questioning of parents "Development of creative abilities of children in preschool educational institutions and in the family" Poster information "What are creative abilities and how to develop them?" October Joint exhibition of drawings "In the world of fairy tales" (non-traditional drawing techniques) November Round table "Game - as a means of developing the creative abilities of children" December Fair for the birthday of the kindergarten (joint activities of children with parents) January Master class "Drawing with fingers, fists, palms" February Round table "Developing creative imagination and thinking of preschoolers" March Master class " Bouquet for Mom" ​​(use of stamps, poke) April Seminar-practice "Non-traditional drawing techniques" May Creation of creative parent-child projects on the topic Perspective plan of work with parents

Planning work to improve the competence of teachers Month Content of the work September Consultation “Development of creative abilities in different age groups» October Master class “Drawing with palms and fingers” November Round table discussion “Playing as a means of developing children’s creative abilities” December New Year's toys» January Consultation "Lego - construction as a means of developing the creative abilities of preschoolers" February Workshop "Ship of flowers" March Seminar-practice "Non-traditional drawing techniques" April Round table "Developing creative imagination and thinking of preschoolers" May Consultation "Creativity of young children as figurative knowledge of the world "

Emotionally respond to expressive images, rejoice at a beautiful object, drawing, visual materials; see aesthetic manifestations, means of expression, feel the emotional expressiveness of forms, lines, colors; can express their assessment, explain the choice of the subject using available means. They can create the simplest images (subject, plot and decorative) based on lines, strokes, spots, simple shapes. They have mastered some visual-expressive and technical skills (according to the requirements of the program), ways of creating an image, convey the resemblance to real objects, enrich the image with expressive details. Show some independence in the choice of visual means and materials; Show interest in creative experimentation; Improved manual skill, fine motor skills; The level of development of artistic and creative abilities has increased. Achievements of children (according to T. G. Kazakova, T. S. Komarova):

Results of work with teachers and parents: Parents: Show interest in joint creative productive activities; They are interested in the life of children in a group, provide all possible assistance in the design of exhibitions; The level of competence in matters of artistic and aesthetic development of preschoolers has increased; There was a need to participate in joint projects. We enriched the subject-developing environment in groups, replenished the corners of creative activity; We systematized our own knowledge on the use of non-traditional techniques in working with younger preschoolers; They use a variety of forms of work with parents to develop the creative abilities of children. Teachers:

Criteria for the manifestation of creativity Mr. Mr. nsvnsv Enthusiasm, the ability to enter an imaginary situation Resourcefulness in solving new problems, combining familiar elements into new combinations, originality of methods of action Use means of expression when manifesting children's creativity and enrichment of the artistic image Monitoring of indicators of the development of creative abilities of younger preschoolers (%) (L.V. Panteleeva, I.A. Lykova) Analysis of monitoring shows consistently high results in the development of creative abilities of preschoolers with their positive dynamics, which allows us to conclude that the work carried out is effective .

For the development of creative abilities of preschoolers it is necessary: ​​Create conditions: prepare necessary materials for creativity and find time to play with them; Arouse the desire in the child to take the initiative, develop interest in the world around them, Show patience for unexpected ideas and solutions; Support the child when he is in the process creative search; Show interest in collaborative productive activities and experimentation with art materials; Show sympathy for the child's attempts to express their impressions in productive activities and the desire to make it understandable to others. Recommendations for teachers and parents

Conclusion: Purposeful productive artistic and creative activity contributes to the development of creative abilities of younger preschoolers. The use of non-traditional methods of artistic activity along with traditional ones stimulates creative activity, thinking, imagination, "immerse" the child in an atmosphere of creativity. The role of the teacher, firstly, is to form the ability to Look and See, Feel, Learn, Create, equip children with skills (what can be done, from what, with what materials and equipment); secondly, to involve parents in active joint activities. Only in this way the child will have a desire to show creativity in independent productive activities.

FOR KINDERGARTEN TEACHERS: 2012 - consultation "Methods and techniques of working with preschoolers on the development of children's fine arts" as part of a teaching hour; 2013 - master class "Drawing with stamps" within the framework of the round table "Creative development of preschoolers"; 2013 - generalization of work experience on the topic "Development of creative abilities of younger preschoolers in productive artistic and creative activities" at the pedagogical council (Protocol pedagogical council 5 from d.). AT THE MUNICIPAL LEVEL: 2013 - Consultation point "Familiarization of preschoolers with their native land." Speech with a presentation of the educational and creative project “My Favorite City” as part of the round table “Raising Little Citizens. The use of active forms and methods of organizing work with children in the education of moral and patriotic feelings. AT THE REGIONAL LEVEL: 2013 - Moscow State University for the Humanities, a round table "Development of the creative abilities of preschoolers in the context of the introduction of the Federal State Educational Standard of preschool education" for students of the Psychological and Pedagogical Institute of the Murmansk State University for the Humanities. Presentation with the report "Lego - design as a means of developing the creative abilities of preschoolers"; - Intermunicipal Correspondence Conference " Kindergarten in joy - the creation of optimal conditions for the physical development and mental health of preschool children educational institutions in the context of preparations for the introduction of the Federal State Educational Standard of Preschool Education”, Apatity. Presentation on the topic "Isotherapy as a means and method of forming the psychological health of preschool children." Dissemination of experience

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The development of the creative abilities of preschoolers in artistic and creative activities Educator: Kirsanova Galina Viktorovna MDOU "d / s No. 25", Kimry

“It is impossible to teach creativity, but this does not mean at all that the educator cannot contribute to its formation and manifestation” L.S. Vygotsky

: Relevance The development of creative abilities of preschoolers is given particular importance in the context of standardization of preschool education. The most effective means for the development of creative thinking and imagination of children is a productive activity that contributes to: - the development of the ability to think outside the box; - readiness for creative activity; - the ability to create creative products of their own activities; - the formation of an aesthetic attitude to the world.

Novelty Novelty consists in rethinking the target and content guidelines for the artistic and aesthetic development of younger preschoolers through: - using, along with traditional methods, non-traditional methods of productive artistic activity; - the relationship of directly educational with independent and joint activities of children with a teacher; - interaction with parents as active participants in the educational process.

Purpose Development of creative abilities of preschoolers through the use of traditional and non-traditional techniques of productive artistic activity.

Objectives To acquaint with the artistic features and design capabilities of various materials. Exercise in the transformation of materials into various designs (folding, crushing, molding, combining several images into one, etc.). To promote the development of basic and non-traditional techniques of drawing, application, artistic design and labor. Develop artistic perception, visual-figurative thinking, creative imagination and artistic taste. To support manifestations of initiative, individuality, reflection. To intensify creative manifestations in the process of one's own productive activity in the course of creating an expressive original image. To cultivate confidence, independence, initiative in productive artistic activity. Involve parents in joint creative activities, improve their pedagogical competence in the field of artistic and aesthetic development of children.

The system of work on the development of the creative abilities of preschoolers Work with children: 1. Work with children: - Directly educational activities - Joint activities of the educator with children - Independent children's activities 2. Increasing the competence of teachers: - consultations; - Master Class; - seminar-workshop; etc. 3. Interaction with parents: - parent meetings; - survey of parents; - consultations; - visual information; - involvement of parents in the production of games and manuals.

Stages of work I. Preparatory stage: Analysis of psychological, pedagogical and methodological literature on the impact of productive activity on the development of artistic and creative abilities of younger preschoolers; Organization and replenishment of the developing environment; Carrying out diagnostics of the development of creative abilities of children of primary preschool age; Selection and systematization of forms of organization of children, methods and techniques that contribute to the development of children's creative abilities. Development of a long-term plan for the development of creative abilities of preschoolers; Drawing up a plan of interaction with parents and teachers. II. Main stage: Implementation of planned activities with children (directly educational activities, joint activities); Interaction with parents and teachers. III. Final stage: Diagnostics, registration and analysis of the results, summing up, forecasting further activities. Stages of work on the topic of experience

Art corner equipment Thick wax and watercolor crayons; Colored chalk; plasticine, sets of paints, felt-tip pens, pencils; Sets with stencils for application and drawing; Colored and white paper, cardboard, wallpaper, paper of different tones and textures; Stickers, fabrics, self-adhesive film, glue; Blackboard, easel, magnetic board, flannelgraph Non-standard equipment (pokes, blowing tubes, cotton buds, stamps, brushes, foam rubber, seals, clichés, etc. Educational games; albums on acquaintance with arts and crafts, types and genres of art); Coloring books; illustrative material; Cups for water, napkins for brushes.

Games and exercises used to develop the creative abilities of preschoolers Exercises and games that help children master the properties of visual materials and the rules for using tools; Games for the development of fine motor skills (finger games), game exercises for the development of skills to create simple forms (game situations “Wrapping a thread on a ball”, “We make koloboks”); Exercises that contribute to the development of skills to connect drawing elements (strokes, lines, strokes) with environmental objects; The use of co-creation techniques (children perform a drawing on a silhouette prepared by a teacher, complete the elements) and create collective compositions; The use of non-traditional techniques and materials: drawing with palms, fingers, stamps, applique with scraps of colored paper and drawing, gluing cotton balls, threads, crushed shells, modeling from multi-colored dough with drawing a picture with stamps or subsequent coloring; Games and exercises that contribute to the formation of children's sensory experience: tactile and visual examination of objects and toys; Examination of attractive toys, household items;

Recommendations for teachers and parents To develop the creative abilities of preschoolers, it is necessary to: Create conditions: Prepare the necessary materials for creativity and find time to play with them. Arouse the desire in the child to take the initiative, to develop interest in the world around him. Be patient with unexpected ideas and solutions. Support the child when he is in the process of creative search. Show interest in collaborative productive activities and experimentation with art materials. Show sympathy for the child's attempts to express their impressions in productive activities and the desire to make it understandable to others.

Conclusion Purposeful productive artistic and creative activity contributes to the development of creative abilities of younger preschoolers. The use of non-traditional methods of artistic activity along with traditional ones stimulates creative activity, thinking, imagination, "immerse" the child in an atmosphere of creativity. The role of the teacher, firstly: to form the ability to LOOK and SEE;, FEEL, KNOW, CREATE; equip children with skills (what can be done, from what, with what materials and equipment); secondly: to involve parents in active joint activities. Only in this way the child will have a desire to show creativity in independent productive activities.

Thank you for your attention!

"Modeling as a means of developing the creative abilities of preschoolers."

Schukina Elena Anatolievna

educator MBDOU d - s No. 52

Taganrog

Relevance

• Implementation of the task of creating favorable conditions development of children in accordance with their age and individual characteristics and inclinations, the development of creative abilities and initiatives in accordance with the Federal State Educational Standard.
• Implementation of the basic tasks of aesthetic education, training and development of children at all stages of preschool childhood.
• A preschooler is very plastic and easy to learn, but a preschooler is characterized by rapid fatigue and loss of interest in the lesson. The use of modeling and schematization methods is of interest to children and helps to solve the targets of the GEF DO.
• Using a graphical analogy, we teach children to see the main thing, to systematize the knowledge gained.
• Preparing preschoolers for successful adaptation.

Objective of the project

Creation of conditions for the development of children's creative abilities in productive activities, using modeling and schematization methods.

Project objectives

• To increase competence in the issue of creative development of preschool children in artistic and creative activities.
• To promote the development of the creative abilities of pupils through models and schemes.
• Use a developing subject-spatial environment in the development of children's interest in artistic and creative activities.

• Increasing the level of development of creative abilities and creative initiative among pupils.
• Expansion and enrichment of artistic experience.
• Formation of prerequisites learning activities(independent planning of activities, self-control, self-assessment, generalized methods of action) and the ability to interact with each other.

• The presence of a developing subject - spatial environment, stimulating the creative activity of children.
• Creating a comfortable psychological and pedagogical climate in working with children.
• Joint organized activities within the circle work "Skillful Hands".

Stages of project implementation

Stage I (preparatory)

• Studying theoretical aspect problems of development of creative abilities in preschool children in artistic and creative activity (I.A. Lykova, T.S. Komarova, V.N. Lukyanenko, O.M. Dyachenko, N.G. Salmina).
• Analysis of the legal, organizational, methodological, material and technical base.
• Identification of the level of development of creative abilities in preschool children.
• Development of long-term planning of the circle "Skillful Hands".
• Creation of a developing subject-spatial environment.

Problem Status

Based on the classification of sign-symbolic means presented in the monographs of E.E. Sapogova and N.G. Salmina, we consider schematization and modeling as types of sign-symbolic activities that have their own functions and features, and as a means by which students can develop artistic and creative abilities. In schematization and modeling, specific code systems are used. Modeling differs from schematization in that in schematization the choice of means is based on spatial and graphical characteristics, in modeling - not only on spatially graphical, but also on alphanumeric ones. In principle, the schemes used in schematization and modeling can be the same. The difference between these types of sign-symbolic activity is rooted in their structural solution: schemes act as an instrument of activity, and models - as its object. In the structure of schematization as an activity, the following components of its operations can be distinguished: 1) preliminary analysis; 2) construction of the scheme (or perception of the finished scheme); 3) work with reality with the help of a scheme.

The construction of schemes, as noted by N. G. Salmina, is rare in traditional education. In pedagogical practice, only the last operation is usually used as an independent action - work with reality with the involvement of a scheme or model.

A model is a kind of framework, the structure of an object or phenomenon. In general, there are three stages of work on models: 1) simulation, which consists in repeating and memorizing the model; 2) manipulation, in which various changes are made to the model, resulting in its variants; 3) creative - pupils build a large number of new models and their variants, using not only a change in the model, but also the combination of two or more models.

When a pupil sees in a visual form, thanks to diagrams and models, the essential characteristics of objects (hidden properties and connections of objects), he carries out a more complete analysis of reality. When applying schemes and models, all possible resources of the child are included (in particular, perception, thinking, memory, imagination, speech). Thus, the systematic formation of the artistic and creative activity of pupils on the basis of modeling and schematization leads to the versatile development of all the resources (functions) of the individual, and not changes in the sphere of any one process - this, in our opinion, is one of the criteria for the effectiveness of training.

Implementation of the first stage Creation of a developing environment

II stage (about main) Content

• The content of the circle activities "Skillful hands" are implemented by the programs: "Colored hands" I.A. Lykova, T.N. Doronova "Rainbow".
• The following methods are used in the learning process:

• visual:

Use of ICT.

• practical:

Game;

Exercises.

For example:

"Forms"

Target: exercise children in creating different images based on the transformation of forms and creative imagination.

Options:

Sculpt several geometric bodies (ball, cube, brick, pyramid) or shapes (circle, square, triangle). Offer to combine them and turn them into different objects.

Blind two similar chickens (or another image) from different shapes.

“We read the shape” - a ball, disk, cylinder, straight and wavy flagellum, pyramid, cone, blot, etc. What does it look like? In this exercise, it is better to use a material of a neutral color so as not to cause color associations in children.

Assemble the figure according to the picture or diagram. For example: plane, dog, girl, tower, boat, etc.

"Dancing Men"

Purpose: to teach to analyze the simplest schemes (figures of men in different poses); create an expressive dynamic image based on the information read and convey a given movement in modeling.

Options:

Repeat the movement or take the same pose as the person depicted on the card. And then mold.

Sculpt a person in any pose at will.

Combine the molded figures into a common composition.

Algorithm for working with a model, diagram

Working with reference diagrams

several can be identified

I stage. This is the introduction

elements of schemes, symbols.

For example, notation:

Values:

Actions:

II stage. The use of elements of reference diagrams, symbols in all types of classes, in various activities, because the child should not have the "accustom" that this symbol is applicable only in one area, because the symbol is universal.

III stage. Introduction of negatives.

For example,

not big

not round

not edible

IV stage. A combination of characters, "reading" a chain of characters.

V stage. Children's independent search for images that symbolize any quality. The task of this stage is active search images, the ability to argue your choice.

VI stage. Examining the table and analyzing what is shown on it.

VII stage. Information is being recoded, i.e. transformation from abstract symbols to images.

Working with parents

• consultation for parents "Development of creative abilities in modeling";
• booklet "Schemes";
• holding exhibitions of children's works of the "Skillful Hands" circle;
• information on the kindergarten website (work report);
• holding a final lesson at the end of the year with the participation of parents;
• compiling a photo album of the best works.

Participation of pupils in the city competition "Gift for Mom".

Postcard "Congratulations to our defenders"

The final stage Content

• Summarizing.
• Drawing up an initial diagnosis with a final one.
• Presentation of project results.
• Participation in competitions and exhibitions of various levels (city, international).

Efficiency

1. Designed and created a subject-developing environment that promotes the development of creative abilities of preschoolers.

2. A project has been introduced to develop the creative abilities of preschoolers.

3. The level of development of children's creative abilities has increased.

4. Participation of pupils in III All-Russian competition of children's drawings "StranaSafety".

Comparative analysis The level of development of creative abilities

The level of mastery of preschoolers with visual modeling

Applications

Application No. 1

The essence and structure of the methodology for identifying the levels of mastery of a preschooler by visual modeling

Show-

bodies

Detection technique

Establishing the connection "reality - model"

“Magic Photography” technique (based on the techniques

G.A. Glotova and A.V. P avlyukova)

Levels

Choice of conditional substitutes

The child is shown a subject drawing; explain the

High: baby sa-

Medium: child

carefully laid out

Method "Choose similar" (based on the methods

the possibility of creating its spatial model (“Wave-

L.A. Wenger and O.M. Dyachenko)

figure and answered

Below average: child

experiencing difficulty

neck photography"), replacing objects with figures when

experiencing difficulty

The child is presented with a set of various objects: bru-

High: baby sa-

preservation of spatial relationships between them.

niya in the construction of figure-

did it meticulously

juice, stick, plastic ball, ring, and also

ry, uses the hint

Subject drawings are used with a small amount of

niya in the performance of the task

Medium: the child is old

objects (3 and 4) and substitutes-figures (straight

to complete the task

pictures with images resembling each of

who is an adult, answers

even after help

with a task or with

Below average: dey-

calves and squares of different sizes) (6 pcs.).

for practically everything

available items: clothes brush, soap, bus;

adult

a little hint

and fulfill it right

actions are

vile, but experiencing

adult

asks, strives to complete

pencil, fishing rod, spoon; tomato, apple, toy Kolo-

chaotic, inconsistent

side; donut, wheel, hoop. Color, dimensions and proportions

sew a job

difficulties, enjoy

Questions are asked: “What is it?”, “How are they different?”,

bulk samples

drawings are different.

prompted by an adult

“What is common?”, “How did you find out what is shown in the picture?”,

The child is offered to look at objects and pick up

How did you know what this figure means?

corresponding pictures to them.

Show-

bodies

Detection technique

Translation of the text into a sign-symbolic language

(coding)

Method "Pictogram" (based on the test of A.F. Luria)

Children are offered words and expressions, direct depiction

Levels

Taking Actions (Building and Using)

High: all drawings

which is difficult or impossible: a delicious dinner,

The "Fence" technique (based on the technique of L.A. Wenger). Two boxes with identical material are placed on the table: building parts of two shapes (cubes and "bricks") and chips of two colors (red and blue). One box is for the experimenter, the other is for the child. An adult builds a "fence" of 6-8 parts, alternating parts of different shapes. The child is offered a good look and remember how the "fence" is made. Then the building is closed with a screen, and the child is invited to reproduce it from his own details from memory. After the child expresses doubts about his ability to accurately reproduce the sample or, when compared with the sample, makes sure that he built the “fence” inaccurately,

hard work, kindness, strength, rest.

fit the meaning

with visual models

Medium: drawings

he is offered to see how an adult would act in a similar situation. The child builds his fence, and the inspector, looking at his construction, lays out a model of chips that conveys the number and alternation of the elements of the original, while one of the figures is replaced by a chip of one color, the other by a chip of a different color. Then, as in the first case, the original is covered with a screen, and the experimenter reproduces its design according to his own model.

partially correspond

They explain that it is not necessary to make an exact and specific drawing, but it is necessary to draw any image or icon that will help you remember the word.

Below average: drawings

given word, wear

After completing the work, the children must remember the coded words.

do not correspond to the meaning of the intended word, the drawings are detailed and specific, not generalized, monotony is clearly visible; words reproduced

generalized character;

designed, very specific and with a great degree of detail; the child reproduced all or part of the words

High: the child understands the meaning of the model built by the adult; explains the principle of replacing one of the

child reproduced

forms with a chip of one color, and the other with a chip of a different color; built a model

Medium: task you-

partially or not reproduced

all words

Low: Job completed

completes correctly

exhausted completely

reflecting the location of the details in the sample given by the adult; correctly and independently used

goes wrong

with the help of an adult

model when recreating a sample

or not fulfilled

IPM 1. Information about the author. IPM 2. Conditions for the formation of experience. IPM 3. Theoretical base of experience. IPM 4. Relevance and prospects of experience. IPM 5. Novelty of Experience. IPM 6. Targeting of experience. IPM 7. Labor intensity of experience. IPM 8. Technology of experience. IPM 9. The effectiveness of experience. IPM 10. Evaluation sheet of IPM 1. Information about the author – Piskunova Veronika Vladimirovna Education: secondary special Title educational institution, year of graduation: Aktobe Pedagogical College, 1993. Diploma: Primary School Teacher. Place of employment: municipal budgetary preschool educational institution "Kindergarten of a general developmental type with priority implementation of activities for the artistic and aesthetic development of children No. 109", Orenburg Position: Educator. Teaching experience: 14 years. Work experience in the current position: 14 years. Qualification: I qualification category. KIPM 2. Conditions for the Formation of Experience “The origins of children's abilities and talents are at their fingertips. Figuratively speaking, the thinnest threads come from the fingers - Streams that feed the source of Creative thought. In other words, the more skill in a child's hand, the smarter the child." VA Sukhomlinsky Drawing is one of the most important means of understanding the world and developing aesthetic perception, as it is associated with the independent, practical and creative activities of the child. V.A. Sukhomlinsky wrote: "Communication with art is one of the great joys of life." preschool age - this is the period when visual activity can become and most often is a stable hobby not only for "especially" gifted, but for all children. IPM 3. Theoretical base of experience "Drawing contributes to the versatile development of the child's personality." Aristotle The problem of visual activity has always been relevant, it was considered by L.S. Vygotsky, V.S. Mukhina, E.I. Ignatiev. A significant contribution to the development of the visual activity of children was made by G.V. Labunskaya, E.N. Flerina, N.P. Sakulina, T.S. Komarov, who argued that the children's visual activity of preschoolers, for all its originality, is similar to the similar activity of adults and gradually acquires a structure and life meaning that is the same with it; that children's creativity is a kind of original sphere of spiritual life. A significant contribution to the development of the issue related to teaching non-traditional drawing techniques was made by T.S. Komarova, I.A. Lykova, K.K. Utrobina, D.N. Koldin. A special place today is occupied by the works of K.K. Utrobina and D.N. Koldina. In their works, the role of non-traditional drawing techniques in the development of visual skills of preschoolers is determined, a system of knowledge on teaching children non-traditional drawing techniques is presented. The main approach in working with children is personality-oriented, which determines the degree of interaction between the teacher and the student by the features of their personal development. Leading methodological principles principle of creativity principle of activity principle of continuity principle of integrity of the picture of the world principle of variability principle of humanity Non-traditional imaging techniques require compliance with the sequence of actions performed. So, children learn to plan the drawing process. Working with non-traditional image techniques stimulates positive motivation in a child, causes a joyful mood, and relieves fear of the drawing process. Many types of non-traditional drawing contribute to an increase in the level of hand-eye coordination (for example, drawing on glass, painting on fabric, drawing on velvet paper, etc.). Correction of fine motor skills of the fingers is facilitated, for example, by such an unconventional image technique as drawing on paste with hands. This and other techniques require accuracy and speed of movements (you need to perform the next action before the paint dries), the ability to correctly determine the force of pressure on the material or tool (so that the paper does not tear, the crayon does not break), patience, accuracy of attention. IPM 4. Relevance and prospects of the experience The relevance of the project. The relevance of the experience lies in the fact that modern society has a need for a creative person. Many abilities and feelings that nature endows us, unfortunately, remain insufficiently developed and undiscovered, and therefore unrealized in the future life. The presence of a developed imagination in mature years determines the success of any kind professional activity person. Therefore, the development of creative abilities is one of the main tasks of preschool education. Perspective. 1. Encourage children to independent creative manifestations in independent activities. 2. To develop material for the development of children's creativity by means of non-traditional techniques in modeling, appliqué. 3 . Invite parents to participate in exhibitions of joint creativity using non-traditional techniques. IPM 5. Novelty of Experience The experience we offer embodies a new approach to the artistic and creative development of preschoolers, which consists in setting and implementing fundamentally new tasks of artistic pedagogy. The basis pedagogical experience- this is a gradual immersion in the world of art, in particular its connections with life. Each educational activity is a new step in cognition, and this cognition occurs both through the perception of art (professional and folk), and through the practical creative activity of the child. Their unity in every lesson is essential. All educational activities are built in the form of a game - traveling through fabulous countries (visiting paints, brushes, sticks, etc.). The main goal of these transformations into a fun game is to teach a growing person to think, fantasize, think boldly and freely, fully demonstrating their abilities. IPM 6. Targeting of experience These guidelines are intended for educators with different levels of pedagogical skills. The proposed work experience can be implemented as a separate educational activities and in the free activities of children. IPM 7. Labor intensity of experience Difficulties in applying this experience of non-traditional drawing techniques may lie in: planning and building a system of classes, taking into account the age and individual characteristics of children, selecting equipment and materials, applying methods and techniques of working with children, based on their individual characteristics, developing criteria for tracking the level development of knowledge, skills and abilities of children. IPM 8. Technology of experience The essence of experience: the process of artistic and aesthetic education of preschoolers is based on the formation of children's knowledge about the variety of techniques for reflecting the real world on a sheet of paper using non-traditional drawing techniques in combination with other methods and techniques of teaching and education. Participating in the creative process, children show interest in the world of nature, the harmony of colors and shapes. This allows you to look at all their surroundings in a special way, to instill love for all living things. Recently, a new classification of methods has been developed. The authors of the new classification are I.Ya. Lerner and M.N. Skatkin. It includes the following teaching methods: informative-receptive, reproductive, research, heuristic, method of problematic presentation of the material. Learning with the help of non-traditional drawing techniques takes place in the following directions: from drawing individual objects to drawing plot episodes and then to plot drawing, from using ready-made equipment, materials to using those that you need to make yourself, from using the simplest types of non-traditional image techniques to more complex ones. the use of the imitation method to the independent implementation of the idea from the use of one type of technique in the drawing to the use of mixed image techniques from individual work to the collective image of objects, plots of non-traditional drawing techniques Non-traditional drawing techniques Poke with a hard semi-dry brush Wax crayons + watercolor Foam rubber impression Watercolor crayons Foam plastic impression Inkblotography with a thread Impression with potato stamps Blotography with a straw Monotype object Blotography ordinary Leaf prints Poke Monotype landscape Printing on a stencil Impression with a cork Candle + watercolor Finger painting Print with crumpled paper Palm drawing Print with rubber stamps IPM 9. Efficiency of experience In the process of creativity, children learned how to create things with their own hands, learned the mysteries, joys and disappointments of creation - all these are important components of the learning and development process. creative process taught children to explore, discover and skillfully handle their world. Most of us have already forgotten about the joy that drawing brought us in childhood, but it was - no doubt. I consider the result of my work not only the process of development of a preschooler in all types of his creative activity, but also the preservation of skills that will help them improve their potential in the future. Thus, based on the work done, I saw that children have increased interest in non-traditional drawing techniques. Children began to look creatively at the world around them, find different shades, and gained experience in aesthetic perception. They create something new, original, show creativity, imagination, realize their plan, and independently find means for implementation. Children's drawings have become more interesting, more meaningful, the idea is richer. Masterpieces live, breathe, smile, and most importantly, each drawing seems to be a work of art. The children gained self-confidence, the timid overcome the fear of a blank sheet of paper, they began to feel like little artists.