The development of creative activity in the study of public discipline. Formation of creative activity of younger schoolchildren. The state of development of the creative activity of children in the process of additional education
Article for psychology. Features of the development of the creative activity of children of senior preschool age
Description of work: I propose an article about the peculiarities of the development of the creative activity of children of senior preschool age. This article It will be useful to teachers - psychologists, educators kindergarten, students.Creative activity of senior preschoolers
In the concept of long-term socio-economic development Russian Federation For the period up to 2020 it underlines that today is required to ensure maximum accessibility for citizens of Russia cultural goods and education, including the improvement of the support system for children and youth creativity, as well as maintaining the creative activity of young people. Also federal state Educational standard Preschool education among many tasks that it decides, highlights the following:
- preservation and support of the individuality of the child, the development of individual abilities and creative potential Each child as a subject of relations with people, peace and himself.
A favorable period for the development of creative activity from a psychological point of view is pre-school childhood because at this age children are extremely inquisitive, they have a lot of desire to know the world around them. In research L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontyev, are confirmed by the idea that in the senior preschool age A new type of activity appears - creative. And his peculiarity lies in the fact that he gives rise to the opportunity to go from thought to the situation, and not the opposite, as it was before. However, teachers and psychologists note the specificity of this activity in children of senior preschool age. So, many of the components of creativity at this age are just beginning to develop, although subjective child constantly opens something new.
In research on development issues children's creativityIt is noted that in the preschool age, the child shows a number of features characterizing him as a creator. This is a manifestation of activity and initiative to apply already developed techniques for the new content, finding original ways to solve the tasks, the use of different types of transformations.
It is known that the psychological basis creative activity It is imagination - a mental process, which consists in creating images of objects and situations based on the results of their perception and understanding. Imagination in preschool childhood is manifested in three stages Development, and in the third stage, in the senior preschool age in children develop creative imagination.
In the senior preschool age, logical thinking begins to intensively. As it were, thereby determining the closest perspective of creative development. The accumulation of practical action experience, a certain level of development of perception, memory, imagination creates a situation of confidence in their own purposes. The child for 6-7 years can strive for a distant (including imaginary) goal, withsting a strong volitional voltage for quite a long time.
An analysis of scientific literature allowed me to allocate the indicators of the creative activity of children:
1. High level of interest.
2. Ability to fantasy, imagination and modeling.
3. Manifestation of guessness, intelligence and opening new knowledge, ways of action, search for answers to questions.
4. Manifestation of joyful emotions in the course of work.
5. The ability to experience the situation of success, enjoy the process of creativity.
6. The desire for originality.
7. Manifestation of independence in work.
8. The ability to overcome the difficulties arising.
The upbringing of creative activity among senior preschoolers has its own features caused by the psychological and physiological characteristics of their development.
Studies of teachers and psychologists have established that the creative activity of the child in various fields is depending on the specifics age Developmentand fully determined by it.
For the formation of the ability to creativity, there are optimal sensitive periods. These include how research shows (LS Vyotsky, L.V. Zankov, V.V. Davydov, D. B. Elkonin, A.Z. Zack), senior preschool age, because It is during this period that the psychological basis for creative activity is laid.
One of the most important mechanisms for the successful creative development of the child is the teacher. The role of the teacher is to contribute to his own creative activity of the child. This is possible, subject to interaction, which implies authenticity (sincerity), the unconditional adoption of the child and the ability to empathic understanding (empathy) by the teacher. Without these conditions, it is impossible to talk about the creative development of the child. The main task of the teacher is the ability to interest him, light the heart, develop creative activity in it, not imposing his own opinions and tastes. The teacher must awaken in the child faith in his creative abilities, individuality, uniqueness, faith in what to create good and beauty, brings people joy.
One of the defining factors of the creative development of children is to create conditions, creating such an atmosphere when children arise inquisite and interest, the need to defend their creative positions, a sense of passionism, the desire for creative achievements, a situation of success in creative activity is created.
Thus, summarizing all the above, it can be concluded that the senior preschool age is sensitive period Development of logical thinking, creative imagination and creative activity.
In a holistic pedagogical process, the formation of creative activity is a necessary condition for the comprehensive development of the person, which can be carried out in various activities. One such species is project activities.
"Food modern education The child's development requires identifying the identification of those properties, the impact on which contributes to the development of the person as a whole. As one of them, creative activity is considered, which is a system-forming property of the individual, determining the characteristic of its movement to self-improvement, the condition for the implementation of itself as a person at all stages of ontogenesis. "
Activity - multidimensional concept. It is not by chance, therefore, the problems associated with its study are considered by philosophy, pedagogy, psychology.
Much attention to the study of the problem is paid in philosophical literature. Already in Plato and Aristotle's studies there are attempts to find personality activity mechanisms leading to creativity. The concept of "personality activity" is determined how the ability to change the surrounding validity in accordance with their own needs, views, goals.
Activity, according to N.A. Berdyaeva, as a philosophical category reflects the "ability of non-life facilities and wildlife and subjects of social life to a natural, intensively directed or conscious interaction with a medium, change and transformation of it and itself, as well as the intensity of this process, its measure."
According to M.V. Bodunov activity, considered as an integral identity parameter, has two sides - high-quality and quantitative. The qualitative, meaningful side of activity is determined by the complex of existing motives, installations, interests and motives that determine the commission of certain actions. The quantitative side is characterized by tempo, intensity, time distribution.
Druzhinin V.N. It believes that the concept of "general activity" is united by a group personal qualitiesAccident in the internal need, the tendency of the individual to the effective development of external validity, in general, for self-expiration relative to the outside world.
In the study of the activity problem for us, the main findings of HP are of interest. Vygotsky about the "human activity system" and labor activity. "In the process of public life, a person has created and developed the most complex psychological communication systems, without which labor activity and all social life There would be impossible. These funds of psychological communication on nature itself and the function of the essence of the signs, i.e. Artificially created incentives, the appointment of which is to affect the behavior, in the formation of new conditional bonds in the human brain "Vygotsky, referring to the specifics of activity, revealed its social nature.
The philosophical approaches designated above are based on the consideration of the problem of developing activity in pedagogy. Still Ya.A. Komensky considered activity prerequisite learning. Moreover, the leading factor in the activity of the child, they considered the content of training, although the results of his personal interaction with the surrounding world were also taken into account.
The approach of J. - J. Rousseau is also based on the development of amateur activities, intestinal activity, the activity of the student, but the emphasis in it is shifted to the individual experience of the child as a source of its activity. It is important for our research and its idea about the need to take into account the age characteristics of children when creating an environment, as well as the maximum support in teaching an individual child experience, the use of the results of his personal interaction with environmental.
Domestic teachers - K.D. Ushinsky, N.I. Pirogov, L.N. Tolstoy and others - considered various aspects of activity. K.D. Ushinsky understood training as an active, volitional process. "The child needs to learn to overcome and uninteresting, and difficult." The necessary condition for learning was considered activity and N.I. Pies, who spoke about the need to stimulate activity through the use of productive learning methods. L.N. Tolstoy special place in learning assigned to the development of the creative activity of students by providing the expanser of their amateurness, not suppressing their natural development.
Later, the idea of \u200b\u200bactivity in the domestic pedagogy was considered by P.P. Blonsky, A.S. Makarenko, S.T. Shatsky and kras.t. Shacksky rightly noted that the development of the activity of children should occur in the process of direct active participation in life. For the development of creative and cognitive activity, students need to organize their cognitive activity in such a way as to orient students for independent or partially independent receipt of the new information for them.
V.G. Belinsky and A.I. Herzen were convinced that the curiosity of children and their activity should first of all develop with the help of natural sciences, books that are acquainted with land, nature, which most of all can interest children, as Nature is close to them.
After analyzing all the above, under activity, we will consider the active state of a person, its inner motivation, the desire, mental tension and the manifestation of volitional efforts in the process of mastering knowledge.
creative activity Dance Aerobics
Activity is one of the most common categories in nature studies. mental Development, cognitive and creative personality abilities. G.I. Schukin allocates two extreme types of activity - adaptive and creative. The adaptive form of activity characterizes the needs underlying the motivation of achievements, direct regulation on the principle of feedback, submission to the law of optimum Motivation of Yerks - Dodson
The creative forms of activity are caused by reference to the novelty of the situation and the overall curiosity of a person, the contradiction of the learned stereotypes of past experience, the requirements of new conditions. Creative forms of activity cannot be considered without the definition of such a concept as creativity.
The problem of creativity has a long and controversial story. At all times, it was the object of intelligent attention of thinkers and scientists (philosophers, psychologists, teachers). The concept of "creativity" goes back to the works of Plato and Aristotle. In the philosophical literature, the use of the concept of "creativity" is multifaceted. It is considered "activity", "process", "type of activity", "form of activity".
In the philosophical understanding (N.A. Berdyaev, K. Jung, V.F. Ovchinnikov, etc.) the phenomenon of creativity is defined as what is characteristic of living and inanimate nature, man and society, and acts as a mechanism of productive development. Psychologists (D.E. Bogoyavlenskaya, A.N. Leontiev. Ya.A. Ponomarev, etc.) consider creativity as a product of mental activity, which is of fundamental importance for our research, as one of the most important personal development mechanisms.
The characteristic of creativity from the point of view of a personal approach is presented in the works of L.S. Vygotsky, who notes that already at the earlier age we find children creative processes that are best expressed in the children's games. The creative principle and the need for the creation arise from preschoolers due to their gaming activities and develop further junior schoolchildren.L. Vygotsky resolutely objects to the fact that creativity is a lot of chosen. He says that the typical features of children's creativity are found to be best not at the wunderkind, but in ordinary normal children.
In the pedagogical literature, creativity or creative activity is defined as an activity that gives new, first created original products that have public importance (V.I. Andreev, Yu.L. Kozyreva. Yu.N. Kudutkin et al.). Researchers (L.K. Veretennikova, S.G. Glukhova, P.F. Kravchuk, etc.) consider the essence of creativity, both through personality, its characteristics and through processes that take place in creative activity. However, most scientists allocate novelty, originality and uniqueness as characteristic signs of creativity, and determine the creativity as an activity that generates something new, never previously had a place.
Expressing a generally accepted understanding of creativity, I.B. Gutein writes: "Creativity is targeted human activity, creating new values \u200b\u200bpossessing a public value."
Creativity always contains elements of novelty and surprise. Stressing the difference between the development of nature and the productive activities of man, K.A. Timiryazev noted the chief distinctive feature of human creativity - his focus. In nature, the development process takes place, but not creativity.
Some authors (Ya.a. Ponomarev, etc.) interpret creativity quite widely and even identify it with the concept of "development". "The universal criterion of creativity acts as a development criterion." Creativity is characterized by productive activities in which climbing from more simple forms To more complex.
Creative activity is impossible without reproductive activities, because thinking is generally impossible without memory. Creativity is the moment of the relationship, dialectical unity of productive and reproductive. Based on the general methodological principle of understanding the development of both the dialectical unity of the old and new, creativity is considered as a process of creative transformation.
A prerequisite for the development of creativity is its diverse ties with cultural whole. The development of an individual outside society is impossible without activity. Therefore, the formula "human development as an end of creativity" means the following:
a) the development of a public person, society that creates more favorable conditions for the heyday of each individuality:
b) self-realization of the individual, the defining of its creative abilities, the achievement of certain objective results, due to which society is developed.
A number of researchers (V.G. Rindak. N.A. Berdyaev Yul. Kulyuttin.A.L. Schnirman, etc.) Human creativity is considering in the aspect of self-realization of a man of the Creator, the manifestation of its higher potencies, the highest form of human activity; As the process of achieving the result, in which personality implements and approves, its potential forces and abilities and in which it itself is implemented.
Modern domestic researchers of creativity (PA Trkov, B.S. Mailah et al.) Complete from understanding the creative process as a complex mental act due to objective factors and connecting elements of figurative and logical knowledge, synthesizing analytical and directly sensual moments of perception and reality reproduction.
Modern foreign scientists are somewhat suitable for the definition of creativity. For example, in understanding P. Torrens, this is a natural process generated by the strong need of a person in removing the voltage arising in the situation of incompleteness and uncertainty.
American scientists (J. Gilford, A. Masu, D.I. Nyberg, E. Trenz) Consider creativity as a process, "the logical development of ideas and mental images that convert the elements of reality into something new." The concept of Creativity R. Sternberg, as well as some other theories, along with cognitive, includes affective and motivational elements. Newell, J. Show, G.S. Simon, analyzing the procedural side of creativity, believe that the solution to the problem can be called creative if strong motivation and stability occurs. R. Muni allocates four main approaches to creativity, depending on which of the four aspects of the problem comes to the fore: Wednesday in which creativity is carried out; creative product; creative process; creative person .
Until now, the subject of the dispute between the researchers of creativity is the aspect in the definition of creativity to consider as the main one. Some believe that creativity should be determined "in terms of the product", others believe that the main thing in the work is the process itself. The look, according to which the essence of creativity should be disclosed through the process, the most sharply expressed in the works of R. Arnheim, who claims that it is impossible to judge the work only on the object produced. Creativity is "full deployment of knowledge, actions and desires."
Novelty, as a criterion of creativity, enters almost all definitions and is a key word. However, the idea of \u200b\u200bthe novelty of various authors is greatly different. Some emphasize the subjective nature of novelty, that is, its significance for the subject itself - the Creator, considering it unimportant, is the idea of \u200b\u200bsociety recognizes. Another approach notes that novelty can characterize only certain moments of activity, for example, creative development of an already known idea. Third views focus on the social significance of novelty. But in any case, it is the term "novelty" is the system-forming in relation to the idea of \u200b\u200bcreativity (J. Gilford, A. M. Matyushkin. Ya.a. Ponomarev, N. Torrens, etc.). It is impossible to create a new whatever to something, in general. New can be new only in comparison with the old, with a stereotype.
Analyzing all of the above, it is possible to conclude that children's creativity is one of the forms of independent activity of the child, in the course of which he retreats from the usual and familiar ways to him manifestations of the surrounding world, experiments and creates something new for himself and others.
Creativity has an individual nature of the manifestation of targeted activities, where the key role is played by the activity of the personality, the so-called Berdyaev "Free Spirit". "Activity as a search for the meaning of human being. The personality creates itself throughout human life."
The formulation and preliminary study of the problem of the development of creative activity found its multifaceted, complexity and insufficient development in the theory and practice of education. To solve this problem, it is important to determine the essential sides of the concept of "creative activity", reveal ways to develop this personality quality. The development of creative activity of the personality was reflected in the works of psychologists A.V. Petrovsky, MG Yaroshevsky et al.
Creative activity can be defined as the integrity for which many of its manifestations are characterized: the unity of internal and external creative activity, the mutual conditionality of the motivational and operating components, imagination and productive thinking As the basis of a single executive mechanism of mental creative activity (L.S. Vygotsky), the inclusion of search activity due to the fact that the result of creativity is not specified initially. Reflects the integrity of creative activity and transferring methods and features of creative activity from the structure of one direction of creativity into the structure of another, manifested, in particular, in "universal" creative abilities (B.M. Heat).
A number of scientists (MA Danilov, A.V. Petrovsky, T.I. Shamova, etc.), giving an assessment of the concept of "creative activity" in the context of activity, determine it as an installation on transforming and search methods of activity.
Creative activity expresses the desire and readiness of the person consciously and voluntarily, according to inner conviction, improve initiative innovative actions in a wide variety of areas of human activity.
We consider creative activity as a sustainable integrative quality, simultaneously inherent in the personself, and its activities, expressing in a targeted unity of needs, motives, interest and actions characterized by the conscious search for creative situations. Creative activity involves theoretical understanding of knowledge, independent search for solving the problem.
The development of the creative activity of children remains one of the psychological and pedagogical problems of modernity. An analysis of some of the main directions makes it possible to present in general as a form of some important points for the development of the creative activity of the individual. In particular, the following of them can be noted:
1. The manifestation of creative abilities in man is personally indirectly, i.e. His psychological-pedagogical "history" of development is a peculiar key that opens the manifestation of creative activity, covering all aspects of existing knowledge, skills and a living experience, i.e. Personality manifests itself in creative activity. This determines the relationship and interdependence of the characteristics of the identity and creative processes;
2. The most important component of the creative process is the intellectual activity of a person manifested in the creative initiative. Naturally, the level of creative activity is associated with the personality characteristics of a person, and often the nature of mental processes in a person predetermines the level of manifestation of activity.
Druzhinin V.N believes that creative activity in one way or another is inherent in each person, and its manifestation is hampered by the influence of the environment, prohibitions, social patterns, it is possible to interpret the role of elements of open education, strengthening the emphasis on independent work of trained as a very positive moment. And on this basis, the development of creative activity is the release of the creative potential from those "clamps" that they purchased earlier.
In the process of studying and analyzing philosophical, psychological and pedagogical literature on the issue of research, we concluded that the indicators of creative activity in children can be considered those that are highlighted in the characteristics of psychology creativity: novelty, originality, removal, deposit from the template, breaking traditions, Surprise, expediency, social value. If you share the point of view that creative activity is in one way or another to every person, and its manifestation prevents the impact of the environment, prohibitions, social patterns, it is possible to develop creative activity by inclusion in the organization of creative activities that contribute to the development of creative activity.
Development of creative activity of students
Methods and development techniques
Creative activity of students in class
The pedagogical profession is creative in nature. Changes in the ideology of education in modern conditions It is expressed in the creation of a personality-oriented position of self-determination and self-development, self-improvement. This strategic position causes the teacher to identify priorities in another educational activities, first place to put, first of all, the personal development of students.
Let the motto of every teacher today will be the words of Emil Zola, concerning all the spheres of our life: "The only happiness in life is a constant desire forward ..."
It is well known that the creative activity of students can develop creatively working teachers. It is necessary for their creative interaction and creative cooperation. We understand creative cooperation as the process of interaction between teachers and students in achieving a common goal. In joint activities, the creative abilities and the possibilities of participants in activities (partners) are fulfilled most fully: complementing each other, they achieve a qualitatively new level of development.
| Development of creative cognitive activity - The topic is very relevant for elementary school and it is her a special role. After all, in elementary school, the foundation of knowledge is laid, the identity of the child is formed. Unfortunately, you have to observe that by the middle school year At first grader, so hard to go to school, thirsting for something new, unknown suddenly goes out of joyful wait school day, It is the initial thrust for the teaching. Maintaining cognitive creative activity - important condition of success educational process. Teacher's task - to teach the child to independently allocate the learning task, to see it for individual, not similar to each other, tasks. Support for students' creativity is one of the main techniques for creating a positive doctrine motivation. There are no universal techniques for the formation of creative cognitive interests and independence in the practice of learning. Each, creatively working teacher, achieves this using his techniques for the development of creative cognitive interests. The development of activity, inquisitive, independence, initiatives, creative attitude to the case, to cognitive activity is an important and necessary task of the teacher. To form the creative cognitive activity of schoolchildren, it is possible to use all methods that have didactics. Explanively - an illustrative - story, explanation, experiments, tables, schemes - contribute to the formation of initial knowledge from younger students. The use of the reproductive method contributes to the development of practical skills and skills. Problem - search, partly - search, together with previous ones, serve the development of schoolchildren's creative abilities. The need to form creative cognitive activity makes the teachers look for means of enhancing and managing educational and educational activities. Means that allow organizing targeted and systematic work on the development of students in the learning process are training tasks. Performing them, students master new knowledge, techniques of mental activity, are fixed and improving skills and skills. Each lesson is a specific task system that leads a student to mastering certain concepts, skills skills. From what tasks is selecting a teacher for this lesson, in which sequence it builds them, the achievement of the lesson purposes, activity, independence of students depends. The teacher must select such assignments to the lesson who would have served a certain goal or were based on the use of any concepts, rules, establishing certain links, identifying patterns based on observations. The tasks of this type allow not only to carry out lessons effectively, but also serve the development of mental activity and the development of strong knowledge, skills and skills of students. From how skillfully the teacher will be able to pick up and group tasks for the lesson, so consciously, creatively, with the desire, children will learn in elementary school. It depends on the future independence of their thinking, the ability to associate theoretical material with practical activities. Sustainable cognitive interest is formed on different objects In elementary school with different means. The best assimilation of the material contributes to the means of visibility, reference schemes, tables that are used at each lesson. A very important means is the enraged. Elements of entertainment are made in a lesson something unusual, unexpected, cause children rich in their consequences a sense of surprise, living interest in the process of knowledge, help them easily assimilate any educational material. The brightest emotional means of forming cognitive interests is the game. Using the lesson in the lesson, elements of educational and educational games, students rise to the step above: the game - entertainment turns into the game - work. In the process of the game in the lesson, students are imperceptible for themselves to perform various exercises, where they have to compare, exercise, train. The game puts the child in the search terms, awakens interest to victory, and from here - the desire to be fast, collected, clever, resourceful, be able to clearly fulfill tasks, follow the rules of the game. In collective games, moral qualities are formed. Children learn to provide assistance to comrades, reckon with the interests of others, restrain their desires. Including in the process of learning schoolchildren games, game moments, we should not forget that the game is worth a lesson - familiarity with the new material, its fixation and repetition, work with a textbook and notebook. Many games and exercises are built on the material of various difficulties, which makes it possible to carry out individual approach, Ensure participation in students with different levels of knowledge. This makes the learning process more interesting, children more often show activity, intelligence and achieve sometimes the highest results. An important means of enhancing the creative activity of students is to establish the connection of the material being studied with their surrounding reality. Huge opportunities for the development of creative cognitive activity of guys, self-realization, self-expression has a Russian language, which contains assignments aimed at the development of these qualities. A huge role in the development of creative cognitive activity in the Russian language lessons is given to work with the textbook. The textbook organizes the cognitive activity of students, systematizes knowledge, forms spelling skills, develops speech, promotes moral and aesthetic education. The textbook contains tasks that develop the ability to argue, prove, compare, draw conclusions. A lot of time in the lessons of the Russian language is given to independent work of students. For this, tasks are also applied that allow not only to check the knowledge over the material passed, but also have the ability to constantly repeat the material studied, learn with ahead. Great importance In the development of cognitive activity in the lessons there are riddles, proverbs, patters, games, poems. All these forms help in developing thinking, intelligence, imagination, enrich speech and memory of children. Riddles in the lessons are used both in oral and in writing for various topics studied in the Russian Primary School Program. Tasks may be very different. Here and familiarity with the meaning of the word, and with the types of transport, and the connection with the surrounding life and the development of students' speech. In any form of work, the riddles, proverbs, sayings have an emotional impact on the development of cognitive abilities of children, which has a positive effect on their knowledge, skills and skills. Of particular interest from the guys appears if they do not fulfill these tasks in a simple notebook, but on colorful drawings or figures in the form of leaflets of trees, cucumbers, pictures of the tree, i.e. Depending on how the topic is intertwined. All this makes it possible to be interested in children with the meaning of studied words, enriching the vocabulary and form a conscious skill of writing and the correct use of difficult words in oral and written speech. Based on the above, it is possible to draw conclusions about the importance of the development of cognitive activity of the guys: 1. Creating a positive motivation in the lesson. 2. Ensuring active and intensive work on the semantic analysis of information. 3. Development of the semantic guessed and intensification of the lexical experience of the student and enrichment of the vocabulary stock. 4. Promotion of an optimal organization of attention. 5. Armament of rational memorization methods. 6. Development of the necessary rate of perception of information. 7. Increase the pace of work. 8. Development and development of the information space The content of the lesson. 9. Accustomation to the self-assessment of the process and the result of its own activity in the lesson in comparison with other students. |
Developing the structure of the lesson, extracurricular sessions, you need to take into account that
· development The creative activity of students depends on the training impact on him from the teacher, comrades, parents, as well as the personal experience of the student itself;
· sources Creative activity can be:
o The process of exercise, which acts as the process of organizing cognitive activity of students,
o student's personality reserves and teachers;
· forms The manifestations of creative activity in the lesson are:
o independence
o Individual creativity;
· conditions The formation of creative activity is:
o Maximum support for active mental activity of students,
o conducting the educational process at an optimal level of student development,
o emotional atmosphere of learning, positive emotional tone of the educational process.
The end result of the teacher's efforts is to transfer a specially organized student's activity in his own, that is, the teacher's strategy should be to reorient the consciousness of students: the teaching from everyday compulsory duty should be part of a shared acquaintance with the outside world.
Of great importance for the development of creative activity of students has competent use by the teacher of the following receptions:
· Creating a situation in which the student should justify his opinion, bring the arguments in its protection, facts, use acquired knowledge and experience;
· Creating a situation that encourages a student to ask questions to the teacher, comrades, find out unclear, to understand the knowledge deeper;
· Review of tests, writings, creative work, which is associated with advice, asked, active search for the main one;
· Assistance to comrades in difficulty, an explanation of unclear;
· Perform the maxima tasks designed to read additional literature, scientific sources and other search activities;
· Imagination to finding various ways to solve the problem, consideration of the issue from various points of view;
· Creating a situation of free choice of tasks, mainly search and creative;
· Creating situations for sharing information between students;
· Creating a self-test situation, analyzing your own knowledge and practical skills.
Non-standard lessons
Non-standard lessons are extraordinary teaching approaches. academic disciplines. The goal is extremely simple: to revive the boring, captivate creativity, interest ordinary, as interest is the catalyst for all learning activities. Non-standard lessons are always holidays when all students are active when everyone has the opportunity to express themselves in the atmosphere of success and the class becomes a creative team. These lessons include all the variety of forms and methods, especially those such as problem learning, search engines, intergovernmental and domestic communications, reference signals, abstracts and more. The tension is removed, thinking is animated, the interest in the subject in general is engaged and increases.
Types of non-standard lessons:
1. Lessons - games. Not opposing the game work, and their synthesis is the essence of the method. In such lessons, an informal situation is created, the games are developing the intellectual and emotional scope of students. The features of these lessons is that the educational goal as a game task, and the lesson is subject to the rules of the game, mandatory passionism and interest in the content from schoolchildren.
2. Lessons - Tales, Lessons - Travel Rely on the fantasy of children and develop it. Conducting lessons - fairy tales is possible in two versions: when a folk or literary fairy tale is taken as the basis, the second is composed by the teacher himself. The form of a fairy tale is close and understandable to children, especially younger and middle age, but and high school students respond to such a lesson.
3. Lessons - Competitions, Quiz It is carried out in a good pace and allow you to check the practical and theoretical knowledge of most schoolchildren on the chosen topic. Games - Competitions can be invented by a teacher or be an analogue of popular television competitions.
Lesson type "What? Where? When?"
The group of students is divided into three groups in advance, their homework is distributed, team numbers, sheets of accounting with the names of players for captains. The game consists of six stages.
1. introduction Teachers.
2. Workout - Repetition of all key issues theme.
3. Set the time to think about the question and the number of points for the answer.
4. "What? Where? When?".
5. Summing up.
6. Final teacher's final word.
Lessons - Business Games
Such a lesson is more convenient to carry out the repetition and generalization of the theme. The class is divided into groups (2 - 3). Each group gets a task and then tells them the solution. The exchange of tasks is carried out.
KVN type lessons
1. Greeting teams (homework).
2. Warming up. Teams ask each other questions.
3. Homework (checking on the codecline).
4. Performing 3 to 4 tasks to team members at the board.
5. Settings to the captains of the commands (on cards).
6. Summing up.
4. Lessons based on imitation of activities of institutions and organizations. Lesson - Court, Lesson - Auction, Lesson - Exchange of Knowledge etc. Students are subject to problematic tasks, they are given creative tasks, these lessons perform a vocational guidance role, the artistry of schoolchildren is manifested, the originality of thinking.
Lesson - auction
Before the start of the "auction", experts determine the "selling value" of ideas. Then the ideas are "sold", the author of the idea that received a large price is recognized by the winner. The idea moves to developers justifying their options. The auction can be held in two rounds. The ideas that have passed on the second round can be tested in practical tasks.
5. Internet - lessons Performed in computer classes. Pupils perform all tasks directly from the computer screen. The form is close to the middle and older school age.
6. Song in English lesson. The use of a song material stimulates motivation and therefore contributes to the best absorption of the language material due to the action of mechanisms of involuntary memorization, allowing to increase the volume and strength of the stored material.
7. Educational cinema in English lessons. Develops the skills and skills of perception and understanding of foreign language speech by rumor, which requires a teacher and students of considerable effort and time costs.
8. Lesson "Over the Round Table"
The lead and 5 - 6 commentators on the subjects of the topic are selected. Teacher's introductory word. The main directions of the topic and the teacher offers students questions, whose decision depends on the solution of the whole problem. The host continues the lesson, he gives the word commentators, attracts the whole class to discussion.
Collective discussion teachs independence, activity, sense of involvement in events.
9. Lesson - Seminar
The lessons of such a form are carried out after completing the topic, sections. In advance, the issues of the seminar occupation reflecting the material of this section and the interdisciplinary communication are given. After hearing exhaustive responses to the issues of the seminar, the teacher summarizes the lesson, and aims to prepare for the lesson - a test on this topic.
10. Lesson - Offset
It is possible to conduct it in different versions. The first - when the examiners are free from lessons teachers. The second - examiners are more erudible, well-learned the subject of students, links of each link. At the end of the lesson, the result is summarized. A collective way of learning is used. For example, solving exercises with subsequent mutual test. The class is divided into several groups, a consultant is assigned. Each group receives cards - tasks. The first example decides and explains the consultant, and the remaining students perform themselves. Consultants coordinate and keep records. The teacher monitors the work of all.
11. Using computer programs in the lessons. It is characterized by the individualization of learning and the intensification of independent work of students, an increase in cognitive activity and motivation.
12. Lessons based on forms, genres and methods of work known in social practice: study, invention, original source analysis, comment, brain attack, interview, report, review.
"Brain attack"
The lesson is similar to the "auction". The group is divided into "generators" and "experts". Generators are offered a situation (creative nature). During a certain time, students offer various solutions to the proposed task, fixed on the board. At the end of the allotted time, "experts" join the battle. During the discussion, the best offers and teams change roles. Providing students in the lesson the opportunity to offer, to discuss, exchange ideas not only developing their creative thinking and increases the level of confidence in the teacher, but also makes learning "comfortable".
13. Lessons, main on a non-traditional training material organization: the lesson of wisdom, revelation, the lesson "Dubler begins to act."
14. Lesson - Excursion Nowadays, when everything is wider and wider, the links between different countries and nations, familiarity with the national culture becomes the necessary element of the process of learning a foreign language. The student should be able to spend a tour of the city, tell foreign guests about the identity of culture.
15. Effective and productive form of training is lesson playing. The preparation of the performance is a creative work that helps develop the skills of language communication of children and the disclosure of their individual creative abilities. This type of work is activated by the mental and speech activity of students, develops their interest in the subject.
16. A very interesting and fruitful form of conducting lessons is lesson-holiday. This form of the lesson expands the knowledge of students on the traditions and customs of peoples.
17. Lesson - Interview. The lesson interview is a kind of information exchange dialogue. This form of the lesson requires careful preparation. Students independently work on the task of the literature recommended by the teacher, they are preparing questions that they want to get answers.
18. Lesson-Essay. The dictionary of brief literary terms is interpreted by the concept of "essay" as a type of essay, in which the main role does not play the fact of the fact, but an image of impressions, thought, associations. This form of the lesson develops the mental functions of students, logical and analytical thinking.
19. Big (integrated) lesson
Lessons of this type are carried out at once 2 - 3 teachers. For example:
· Mathematics, physics and computer science
· Mathematics, drag teachers, production training.
Algorithms for solving the problem with the use of knowledge in mathematics, physics, etc. are compiled.
The main advantage of the dummy lesson is to create a knowledge system among students, help submit the relationship of objects. Bidar lessons require the activity of each student, so the class must be prepared for their holding: to offer literature on the lesson, advise to summarize practical experience. They help to rally the pedagogical team, put in front of it common tasks, develop uniform actions and requirements.
20. Musical Lesson Promotes the development of socio-cultural competence and familiarization with the cultures of English-speaking countries. Methodical advantages of song creativity in foreign language training are obvious. It is known that Ancient Greece Many texts have learned singing, and in many schools of France it is practiced now. You can also say about India, where at present in primary school the alphabet and arithmetic learns singing. The lesson-musical promotes the aesthetic and moral education of schoolchildren, more fully reveals the creative abilities of each student. Thanks to the singing of the musical in the lesson, a favorable psychological climateFatigue decreases. In many cases, it serves as a discharge that reduces the stress, restores the performance of students.
21. Project method It becomes more and more supporters lately. He aims to develop an active independent thinking of a child and teach him not just to memorize and reproduce the knowledge that the school gives him, but to be able to apply them in practice. The design technique is characterized by the cooperative nature of the tasks when working on a project, activities that are carried out is inherently creative and student-oriented student. It involves a high level of individual and collective responsibility for the implementation of each project development task. The joint work of the group of students on the project is inseparable from the active communicative interaction of students. The project technique is one of the forms of organizing research cognitive activity in which students occupy an active subjective position. When selecting the topics of the project, the teacher should focus on the interests and needs of students, their capabilities and personal significance of the upcoming work, the practical significance of the results of the project. The project performed can be presented in the most different forms: Article, recommendations, album, collage and many others. Diverse and form of project presentation: report, conference, competition, holiday, performance. The main result of the project will be the topicalization of the available and acquisition of new knowledge, skills and skills and their creative use in the new conditions. Work on the project is carried out in several stages and usually goes beyond the framework of training activities: the choice of the topic or project problem; Formation of a group of performers; development of a project work plan, definition of timing; distribution of tasks among students; Making tasks, discussion in the group of results of each task; Registration of the joint result; project report; Evaluation of the project. Work on the project technique requires highly independence of search activity, coordinating their actions, active research, performing and communicative interaction. The role of the Teacher is to prepare students for work on the project, choosing the topic, in providing assistance to students when planning work, in the current control and consulting of students in the course of the project on the rights of partner. So, the basic idea of \u200b\u200bthe project method is to move the focus with the various types of exercises on the active mental activity of students in joint creative work.
22. Video Tutorial - Torture communicative competence In English, not being in the country studied language, it is very difficult. Therefore, the important task is to create real and imagined situations of communication in a foreign language lesson using various techniques of work. The use of a video help also helps the development of various sides of the mental activity of students, and, above all, attention and memory. While viewing in the class, the atmosphere of joint cognitive activity arises. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, schoolchildren need to make certain efforts.
The upgrade of education is impossible to submit without the use of information and communication technologies (ICT).
The rapid development of society, the dissemination of multimedia and network technologies allow us to expand the possibilities of using ICT in the lessons in the modern school.
Using ICT when teaching schoolchildren to general education subjects in school leads to improving the quality of education. Practice shows that children
The training material is learned with great success if ICTs are included in the lesson;
The role of ICT in terms of intellectual and aesthetic development of students is becoming more significant;
Their information culture is formed, which is so necessary for schoolboy for its future sociologicalization;
The spiritual, social, cultural horizon of children is expanding.
V.G. Belinsky said: "There is no life without a desire for a new one, there is no progress." These words are told for a very long time. Then no one has thought about computer technologies. But, it seems to me that these words about the modern teacher who is ready to master everything new, innovative and successfully apply in the practice of its work.
Currently, ICT came to the help of the teacher, which make it possible to revive the lesson, cause interest in the subject, better learning the material.
ICT implementation in lessons allow the teacher to implement the idea of \u200b\u200bdeveloping learning, raise the rate of lesson, reduce the loss of working time to a minimum, increase the volume of independent work, make a lesson more bright and fascinating.
Construction of schemes, tables in the presentation allows you to save time, more aesthetically draw up learning material. Tasks followed by checking and self-test activate the attention of students, form spelling and punctuation diseases. The use of crosswords (sometimes students are invented), training tests, bring up interest in the lesson, make lesson more interesting and allow you to begin preparations for the CT examinations.
The use of ICT at each lesson, of course, is not real, and no need. The computer cannot replace the teacher and the textbook, so these technologies must be used in the complex with the teacher available by other methodological means. You need to learn how to use computer support productively, appropriate and interesting. Information Technology Not only facilitate access to information, open the possibilities of variable learning activities, its individualization and differentiation, but also allow in a new way, at a more modern level to organize the learning process itself, to build it so that the student would be active and equal member.
Modern teacher must learn to work with new training tools at least in order to ensure one of the most important rights of the student - the right to high-quality education.
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Schulpina love Nikolaevna. Development of creative activity of children in the process of additional education: the dissertation ... Candidate of Pedagogical Sciences: 13.00.01. - B. m., B. G. - 142 p. RGB od
Introduction
Chapter 1. Creative activity of children in educational process as a pedagogical problem 14
1.1. Essence of the creative activity of children 14
1.2. Opportunities for additional education in the development of creative personality activity 38
Chapter 2. Pedagogical conditions for the development of the creative activity of children in the process of additional education 55
2.1. The state of the development of the creative activity of children in the process of additional education 55
2.2. Characteristic and implementation pedagogical conditions Development of the creative activity of children in experimental work 72
2.3. The results of experimental work on the development of the creative activity of children in the system of additional education 109
Conclusion 115.
Bibliography 119.
Appendices 137.
Introduction to work
The development of a creative personality in the process of learning and education is one of the socially significant tasks of modern russian society. As the highest goal of education, the formation of self-developing and self-determined personality capable of open creative interaction with the environment and society is determined.
Pedagogical science considers the effect of education on creative personality development as one of the central problems. Another K.D. Shushinsky, S.T.Shacksky, P.P. Blonde and other teachers noted the importance of the unity of training and education in the educational process, taking into account the interests, abilities, opportunities and needs of the child.
One of the priority tasks of pedagogical science is currently the study of qualitatively new relations between the individual and society, the search for the most optimal ways of education, training, creative development of children. one
In the system of continuous education recently, a special place is owned by additional education, which acts as a means of motivating the development of the personality to knowledge and creativity through a wide variety of activities. The development of the child is supported by the possibilities of creating a situation of success and freedom of changing the type of activity. It is an additional education that is intended to satisfy the permanent requests of children, help reduce the negative consequences of the unemployment of children in extracurricular time, the increase in crime, vagrancy, strengthen attention to socially disadvantaged children.
Of particular importance for the development of the person is pre-school and younger school age, when the foundation is laid, intensively
socially important qualities, the foundations of the worldview, habits, are developing cognitive abilities, develop diverse relations with the surrounding world. The study of these problems was engaged: Ya.A. Komensky, I.G. Pestalotzi, K.D. Shushinsky, L.N. Tolstoy, S.T.Shatsky, Sh.A.Monashvili, B.G. Ananyev, A.E. .Dmitriyev, S.P.Baranov, L.I. Borovich, L.S.Vugotsky, V.V. Dvalov, L.V. Zankov, E.V. Zvoragin, L.F. Cucukhova, A.I. Savenkov , L.Slavina, V.A.Somhomlinsky, S.L. Novoselova.
The task of creative personality development cannot be performed by the efforts of the school system alone, in its implementation it is intended to participate with rich work experience in our country (extracurricular) education, designed to satisfy constantly changing individual socio-cultural and educational needs of the child. Naturally, the history of the development and formation of this formation gives a lot of material for its improvement. In the works of modern researchers (E.V. Bondarevskaya, A.K. Krudnov, B.Z.Vulfov, O.S. Gazman, M.B. Koval, S.Valtseva, A.I.Shtishinskaya et al.) A deep analysis of various aspects of (out-of-school) additional education of children was carried out. At the same time, there was a number of unresolved issues: the place of extracurricular additional education of children in general System continuous education; The main directions of additional education of children and their development in educational institutions of all types and species; The impact of additional education on the creative development of the identity of the child and its self-determination.
As practice shows, the real possibilities of most modern schools insufficient to solve problems of development of the creative activity of the identity of the child,his self-determination.There are a number of contradictions between:
increasing the requirements of life to the formation of a creative, initiative personality and the absence of a special system
pedagogical work providing this process; mass education system and the individual nature of the process of developing the creative activity of the child; the objective necessity of innovative and integration processes in the educational sphere and the absence of pedagogical personnel prepared for this activity;
existing experience of many years of work in this direction and
the lack of scientifically based mechanisms for using it in
massive practical activity.
Permissions of these contradictions can contribute to additional
education of children. Having the main goal of creating pedagogical conditions for
self-education, self-education and personality self-realization, additional
education is a specific environment that is important as for its
creative development, socialization, formation of life experience and for
self-determination (E.V. Bondarevskaya, V.G. Bocharova, B.Z.Vulfov, L.S.Vugotsky,
O.S. Gazman, V.V. Dvalov, V.A. Karakovsky, M.B. Koval, D.I. Voshina.
A.V. Mudrick, L.I. Novikova, A.V.Petrovsky, S.D. Polyakov and others). Together with
moreover, the current state of education gives rise to another contradiction:
between the need to integrate the main and additional education in
the interests of the child's personality and the underestimation of the role of the teacher.
Of course, significant transformations occur in modern education, not only individual parties, but also general conceptual approaches are changed. One of the effective ways to solve the problem of creative development of the identity of the child is the integration of the main and additional education, the implementation of personality-oriented, personal activity capable of playing a significant role in the life of a child in achieving the peaks of their creative development, the definition of life path (S.A. Amonashvili, V.V. Dvalov, L.V. Zankov,
I.Zimnya, V.A. Karakovsky, V.M. Korotov, A.V. Mudrick, L.I. Novikova, A.V.Petrovsky, V.A. Petrovsky, I.S. Yakimanskaya, E.A. Lamburg and others).
It must be emphasized that this relationship is able to solve the strategic objectives of modern education:
ensure the continuity of education;
to develop fully technologies and ideas of personal-oriented education;
exercise social and psychological adaptation programs;
carry out career guidance;
develop the creative abilities of the personality and create conditions for the formation of the experience of creative amateur and the creative activity of the child.
The study of philosophical and psychological and pedagogical literature shows that the development of the creative potential of the personality has paid and pays close attention. However, the problem of forming the creative activity of children in additional education institutions has not yet been a subject of special scientific research. Meanwhile, additional education is designed to solve this problem.
First, as statistical data provided by the Ministry of Defense of the Russian Federation show, in the agencies of the additional education of Russia, a significant number of children and adolescents are engaged in (up to 60% of the total number of schoolchildren).
Secondly, the research materials suggest that the needs of children in the implementation of their interests are not fully satisfied with the family and school. Institutions of additional education, providing the child with the possibility of active participation in various types of activities, opening it to him to perform various social roles, including it in diverse relations with the outside world, can and should be the full factors for the implementation of children's interests.
Thirdly, the institutions of additional education, having qualified personnel and material base, are capable not only to satisfy, but also to develop the needs and interests of the child.
At the same time, the analysis of psychological and pedagogical literature shows that so far has not been conducted special research on the development of the creative activity of children in the process of additional education. The problems of special pedagogical conditions and the peculiarities of the development of the creative activity of children in the process of additional education remain unmountable.
Based on the above, it can be argued that on the one hand, there is an objective need to develop the creative activity of children in the conditions of additional education, and on the other - the insufficient development of the problem in the pedagogical theory. This circumstance led to a choice topicsresearch: "Development of the creative activity of children in the process of additional education."
The problem of this study:What are the pedagogical conditions for the development of the creative activity of children in the process of additional education?
The solution to the extended problem is targetresearch.
Object of study- Development of creative activity of younger schoolchildren.
Subject of study- The process of developing the creative activity of children in additional education institutions.
Hypothesisresearch is based on the assumption that additional education, as a certain system, can have a significant impact on the process of developing the creative activity of the child in the presence of appropriate pedagogical conditions:
creation of variable programs of additional education, providing creative development of children with a free choice of them
directions of their activities;
orientation of the teacher for the development of the creative potential of each
child in favorite areas of the activities carried out
Thanks to the special selection of forms and working methods;
Selection of teachers possessing creative abilities and skill
send children's efforts to non-standard solutions in selected video
activities;
^ - ensuring a positive family relationship towards the work of the child,
the type of activity expresses in support of voluntary choice, providing the necessary materials for it, emotional support for its success. In accordance with the problem, the goal, the object, the subject and advanced hypothesis of the study were determined research tasks:
1. Remove the essence, content and structure of creative activity
Children.
Disclose the possibility of developing the creative activity of children in the process of additional education.
To identify pedagogical conditions that contribute to the development of creative activity in the process of additional education.
4. Experimentally check the effectiveness of the proposed
Pedagogical conditions for the development of children's activity in the process
additional education.
Methodologicalfoundation researchmake up: psychological and pedagogical ideas and concepts about the essence and nature of man as a subject: ne activity and relationships(Yu.K. Babansky, L.I. Borovich, I.F. Gerbart, A.Distersveg, Ya.K. Komensky, I.G. Pestalotski, S.L. Rubinshtein, K.D. Shushinsky,
V.D.Shadrikov, etc.), on the leading role of activities as a source of personality formation(P.P.Blovsky, L.S.Vigotsky, V.V. Dvalov, N.K. Krupskaya, A.N. Lyontiev, A.S. Makarenko et al.); personality theory(A.G.asmolov, A.V. Petrovsky, I.I. Rosvitsky, V.I. Sobodchikov, D.I.Feldstein, etc.); Psychological and pedagogical studies in the field formation of the personality and processes of the self-determination of the child(A.A. Bodalev, Yu.P.V. Verov, U. Hessser, V.S. Ilin, E.A. Klimim, I.S.Kon, E.I. Malikina, A.V. Mudrick, G.P. .Nik, V.F.Safin, V.Frank, G.I. Bhukina, etc.).
The consequences of the theory of educational systems were the commonabloyal foundation(Yu.K. Babansky, I.F. Herbart, V.A. Karakovsky, L.I.Novikova, K.D. Shushinsky, etc.); methodological principles of pedagogical research(F.D.Batvinnikov, V.I. Zagyvsky, V.V. Krayevsky, V.M. POLONSKY, M.N.Catkin, etc.), modern concepts Development of additional education of children(E.V. Bondarevskaya, A.K.brudnov, M.B. Koval, D.I. Voloshina, A.I.Shtishinskaya et al.).
To solve the tasks and verification of the initial assumptions, the following were used research methods:theoretical -theoretical analysis, generalization and interpretation of scientific data, retrospective analysis; empirical -observation, surveillance, conversation, analysis of scientific psychological and pedagogical literature and pedagogical practice, learning and generalization of pedagogical experience in the field of additional education of children; experiment,as well as methods of mathematical statistics.
Experimental research base:studying the experience of creating the creative activity of children in the system of additional education, the definition of the formation of creative activity, the implementation of pedagogical conditions was carried out on the basis of children's creativity houses No. 1 and 2, Palace of Children's Art Penza, secondary schools No. 57, 63, 68, 74.
The main stages of the study:The study was conducted in several stages.
First stage(1996 - 1998) - search. The study of philosophical, methodological, psychological and pedagogical literature on the problem of research. Analysis and evaluation of the current state of the problem in theory and practice. Conducting a statement experiment to identify formation levels in children of creative activity. Development of the scientific apparatus of the study.
Second phase(1998 - 2000) - experimental experimental. Clarification of hypothesis. Conducting an emerging experiment, the use of pedagogical conditions in the process of developing the creative activity of children,
Third stage(2000 - 2001) - generalizing. Completion of the forming experiment. Correction, systematization and generalization of its results. Approbation of the main ideas and research provisions.
Scientific noveltyand the theoretical significance of the study is as follows: the essence is first disclosed, the content and structure of the creative activity of younger students in the process of additional education are determined; The components of creative activity are revealed and the levels of its development are identified. The pedagogical conditions necessary for the development of the creative activity of younger students in the process of additional education are determined and experimentally confirmed, and the components of creative activity are identified and the levels of its development are identified. The pedagogical conditions necessary for the development of the creative activity of younger students in the process of additional education are substantiated and experimentally confirmed in the process of additional education (variability of education, adequate to the selection of forms and work techniques, the creativity of the teacher of additional education, the positive attitude of the family to the work of the child).
Practical significance of the studyit is that, in accordance with the reasonable theoretical provisions, the pedagogical conditions for the development of the creative activity of children were experimentally proven and confirmed in the practice of additional education.
Developed in connection with these conditions, scientific and methodological recommendations for additional education teachers are introduced into practice. Created and passed testing program of the special course "The role of an additional education teacher in the development of the creative activity of children" for students pedagogical University, Pedagogical college, in which theoretical conclusions and recommendations of the author are reflected.
The results of the study can be used in higher and secondary special educational institutions When studying the course of pedagogy.
Reliabilitystudies are provided with a methodological approach,
resting on the position of philosophy, psychology and pedagogy about the essence and
the role of creativity, the concept of personality development; using the technique
adequate subject and objectives of the study; a combination of high quality I.
quantitative analysis, representativeness of experimental data,
a variety of research procedures and techniques, their
complementarity, numerous data verification, as well as statistical methods Data processing and analysis.
Testing and implementation of research results.
The main provisions and research results were discussed at meetings of the Department of Pedagogy Initial Training of the Moscow Pedagogical state University; On All-Russian scientific and practical conference "Additional education of children is a factor in the development of a creative person" (St. Petersburg, 1998); At the All-Russian Scientific and Practical Conference "Additional education of children in Russia: the state and development prospects in the XXI century" (Moscow, 2000).
The following provisions are made on the defense:
The development of the creative activity of children in additional education is aimed at solving the tasks of their preparation for creativity in conscious life and implies the voluntary inclusion of junior schoolchildren in extracurricular times in the artistic and aesthetic, physical education, environmental and educational, tourist or technical classes and obtaining productive results. .
The structure of the creative activity of the younger schoolboy consists of motivational, substantive operational and emotional-volitional components; The pedagogical leadership of children in the process of additional education is directed to their development, and the availability of them ensures the success of the activities of younger students.
Pedagogical management of the development of creative activity in the process of additional education is carried out differentially for each child, depending on the formation level of this personality quality.
The development of the creative activity of children in the process of additional education is ensured by the presence of the following conditions: the creation of variable programs of additional education, ensuring the creative development of children with the free choice of their activities; The orientation of the teacher to develop the creative potential of each child in their chosen areas of activity, carried out due to the special selection of forms and working methods; Selection of teachers who have creative abilities and the ability to send children's efforts to non-standard solutions in favorite activity; Ensuring a positive family attitude towards the work of a child expressing in support
voluntary choice of activity, providing the necessary materials for it, emotional support for its success.
The dissertation structure.The work consists of administration, two chapters, conclusion, a list of references, which includes 226 names of the work of domestic and foreign authors, and applications containing test tasks for the diagnosis of creative activity in younger students and special courses "The role of the teacher of additional education in the development of the creative activity of children in the process of additional education." The main text of the thesis is set forth on 118 pages, contains 11 tables. The total scope of the dissertation study is 142 pages of typewritten text.
Essence of the creative activity of children
The development of a creative person, ready to implement significant social functions, to socio-converter activities, becomes one of the essential tasks modern society. We consider the problem of developing a creative personality in the context of the development of the real abilities of the growing person, which are formed and embodied in various types of cognitive and creative activities. The result of this activity does not always have an obvious social value, but participation in its process is of paramount importance for children. In the course of this process, an initiative appears, independence, the creative potential of the person is revealed.
The focus of modern education on the development of the child's personality requires identifying, the definition of its properties, the impact on which contributes to the development of the person in general. As one of them, creative activity is considered, which is a system-forming property of the individual, determining the characteristics of its movement to self-improvement, the condition for the realization of itself as a person at all stages of ontogenesis (V.A. Petrovsky, I.S. Yakimanskaya et al.).
To effectively develop the creative activity of children in the process of additional education, it is important to determine the essential aspects of the concept of "creative activity", reveal the ways of development of the person in question in additional education.
Activity - multidimensional concept. It is not by chance, therefore, the problems associated with its study are considered by philosophy, pedagogy, psychology.
Much attention to the study of the problem is paid in philosophical literature. Already in Plato and Aristotle's studies there are attempts to find personality activity mechanisms leading to creativity. The concept of "personality activity" is defined as the ability to change the surrounding reality in accordance with their own needs, views, objectives (152).
Activity, according to N.A. Bardyaeva, as the philosophical category reflects the "ability of non-life facilities and wildlife and subjects of social life to a natural, intensively aimed or conscious interaction with a medium, change and transformation of it and itself, as well as the intensity of this process, its Mere "(21, p. 21).
According to M.V. Bodunova, psychological activity, considered as an integral identity parameter, has two sides - high-quality and quantitative. The qualitative, meaningful side of activity is determined by the complex of existing motives, installations, interests and motives caused by the commission of certain actions. The quantitative side is characterized by tempo, intensity, time distribution (31).
V.D. Nebylitsyn believes that the concept of "general activity" is united by a group of personal qualities that cause the inner need, the tendency of the individual to the effective development of the external reality, in general, for self-expiration relative to the outside world (132, p. 14).
In the study of the activity problem for us, the main conclusions of L.S.Vigotsky are of interest about the "human activity system" and labor activity. "In the process of social life, a person has created and developed the most complex psychological communication systems, without which labor activity and all social life would have been impossible. These funds of psychological communication on nature itself and the function of the essence of the signs, i.e. artificially created incentives, the purpose of which consists in Impact on behavior, in the formation of new conditional bonds in the human brain "(46, p. 27). Vygotsky, referring to the specifics of activity, revealed its social nature.
The philosophical approaches designated above are based on the consideration of the problem of developing activity in pedagogy. More Ya.a. Komensky considered the activity of a prerequisite for training and wrote about this: "In his students, I always develop independence in observation, in speech, in practice and in application" (90, p. 22). Moreover, the leading factor in the activity of the child, they considered the content of training, although the results of his personal interaction with the surrounding world were also taken into account.
J.-Zh.RUsso's approach is also based on the development of amateurness, inquisitiveness, student's activity, but accents are shifted to the individual experience of a child as a source of its activity. The educator, in his opinion, should not impose his views, beliefs, ready-made rules. It is necessary to encourage the student to manifest activity and independence, indirectly affecting the pupil through the environment, Wednesday - all the surrounding influences. It is important for our research and its idea about the need to take into account the age characteristics of children when creating a surroundings, as well as the maximum support in teaching the child's individual experience, the use of the results of its personal interaction with the environment.
Domestic teachers - K.D. Shushinsky, N.I.Pirogov, L.N. Tolstoy and others - considered various aspects of activity.
K.D. Shushinsky understood training as an active, volitional process. The child needs to learn to overcome and uninteresting, and difficult. He considered the activity as a certain mental phenomenonThe study of the laws of which is the main to build a system of pedagogical impacts.
Direct manifestation of activity he saw in the attention and will of the child. K.D. Shushinsky warned against the suppression of activity as personal Property, and noted that the caregiver "should be vigorously distinguished by stubbornness, whim and the need for free activity, ... so as not to suppress the latter, without which the soul of a person cannot develop any human dignity" (195, p. 237). In addition to the internal, teacher indicated the external factors of activity development - activities corresponding to age features. For children, this is a game - as an independent, free activity, the impressions of which will find their continuation in the future of public human behavior.
A necessary condition for learning was considered to be activity and N.I.Pirogov, who spoke of the need to stimulate activity through the use of productive learning methods, "intended games". It is important for us to "adapt" games to children, organizing a gaming environment based on the tasks of learning and the interests of children.
L.N. Tolstoy Special place in the training took the development of the creative activity of students by providing the expanse of their amateurness, the non-reforms of their natural development.
Opportunities for additional education in the development of creative activity of personality
The system of additional education develops on the basis of extracurricular institutions. In the past, these institutions had a rich experience of extracurricular activities. The transition of additional education institutions to a qualitatively new model of activity, where educational components prevail, make the historical roots of additional education in Russia open. For the first time, the term "out-of-school education" was used in 1890 in the book A.S. Prugavin "Requests of the people and the obligations of intelligentsia in the field of education and education" in the sense of the set of all types of educational activities of adults. The first teacher, who began to specially develop the theory of out-of-school education was V.P.Vakhterov, who in 1896 wrote the book "Out-of-school education of the people." As an extracurricular education system was considered by Charnol. Unlike its predecessors, he focuses not on certain types of extracurricular education, but on his holistic systemBy convening the classification of institutions in this system.
The pre-revolutionary theoretical idea in the field of extracurricular education received the most complete generalization and completion in the works of E.N.medynsky. E.N.Medynsky argued that "out-of-school education and schooling - Phenomena are completely heterogeneous, that out-of-school education is replaced by any school: the higher school training, the greater the need for out-of-school education. "All forms of out-of-school education in E.N.Medynsky are not a random association, but have common patterns, and The main task of it is not an education, but development. It sounds relevant today. in the development methodological foundations Out-of-school education is a special role belongs to S.T.Shacksky, since it was he who was one of the first to put forward the problem of extracurricular education and the upbringing of children. Expressed and reasonable S.T.Satsky theoretical provisions on extracurricular issues educational workHis intensive and meaningful experience in organizing the life and activity of children require a thorough scientific understanding. The concept of "out-of-school educational work" is interpreted by Shatsky as the purposeful activities of the teacher, aimed at raising children and adolescents of the best human qualities, organized outside the school, taking into account desires, interests, age and individual characteristics of pupils. S.T.Satsky created a clear and argued system of extracurricular education of children, allowing to seek serious success in the formation of a harmoniously developed personality. The most interesting finding of S.T.Shacksky in the field of out-of-school educational work, realized in the cultural and educational society "netlenthent" and the colony "Bodyful Life", should be considered children's and teenage clubs. The work in them was extremely diverse. It was one of the leading principles of the approach to club work with children, who tried to implement Shatsky. Other principles of club work were independence and amateurness, initiative and creativity, confidence in children, a combination of mental and physical labor, self-service. The modern sphere of additional education is characterized by a complex of complex and varied problems. To navigate in their social and pedagogical nature and correctly outline the main directions of the practical decision, it is necessary, in our opinion, first of all, to dwell on the essence of the concept of additional education. Analysis of pedagogical literature and official documents devoted to the problems of additional education shows that its concept is just beginning to develop. The few definitions of the concepts that are available, disclose individual properties, the quality of additional education. Thus, in the document of the Ministry of Education of the Russian Federation "Information on the state and prospects for the development of additional education in the Russian Federation in 1993-1996 (and until 2000)" Attention addresses additional education to the system of continuous education ("an integral part of continuous Education ") and its main functions (providing additional opportunities for the spiritual, intellectual and physical development of a child, satisfying its creative and educational needs) (79, 3). In another document - "Temporary Regulations on Children's Licensing educational institutions In the Russian Federation "(1995), such specific characteristics of additional education are defined as some forms of its implementation (educational programs and services), their meaningful orientation (self-determination and creative self-realization of children) (44, 1). Definition of the concept resulting in the certificate On the concept of additional education (Budanova G.P., Stepanov S.Yu., Falchikova TP), characterizes additional education as a special type of education - a special process and the result of the development of the identity of the child (71, 11), which seems to be valuable for understanding The essence of this phenomenon in the new quality. This definition detects a close relationship with an extracurricular formology, based on which is formed modern strategy Development of additional education. In this regard, the concept of "extracurricular education" is great value for understanding the essence of additional education, given in the "Encyclopedia of Extracting Education" (1923) (122). Her creator Medynsky E.N. Considers extracurricular education as "comprehensive and harmonious development of the person or human team in a mental, moral and social, aesthetic and physical relationship." Introducing extracurricular education as a development, "... which is defined as a permanent internal work of the individual over all elements of the human I", Medynsky E.N. gives him such characteristics: this is a process lasting a whole life that has no completed nature; Creativity and activity of the personality itself, an individual act, which is different from each individual. An extracurricular education, in his opinion, should be directed not only to the mental development of the personality, but also to ensure its comprehensive development, it cannot be reduced to self-education, because "His tasks are wider than the last ..., self-education refers to extracurricular education as part of a whole". To ensure the full development of the person, he noted, it is necessary to create a complete system for promoting extracurricular education. To understand the concept of "additional education", other definitions of out-of-school education in modern pedagogical literature are essential. In one of them, published in the Russian pedagogical encyclopedia (1993), extracurricular education is characterized as educational activities of public organizations and individuals aimed at meeting educational needs of the population (166). This understanding is important for identifying the socio-pedagogical conditions for the development of additional education. It indicates a real possibility of active attraction to the development of additional education of the public and individuals, including on the basis of their charity, sponsorship. In another definition of out-of-school education, presented in the program of stabilization and development of Russian education during the transitional period (1991), a more modern view of an extracurricular education is proposed: it is considered as an integral part of the continuing education system (147). In terms of our study, it is important that such an understanding of the out-of-school work marked the beginning of the formation of it as a type of education capable of implementing the idea of \u200b\u200bpermanent human development and to provide every right to the development of intellectual, spiritual, emotional, physical qualities of the personality, the possibility of free choice of the path of education, meeting developing needs Personality in education. (134, 3).
The state of development of the creative activity of children in the process of additional education
The study of the current state of the real level of the formation of the creative activity of children in the process of additional education was carried out in the houses of children's art of Penza. In the stating experiment, junior schoolchildren involved in art and decorative and applied creativity were participating. This is due, firstly, in the way that 78% of children preferred for 78% of the children. Secondly, in decorative and applied art art, the individual abilities of the child with a sufficient degree of certainty are expressed in a particular product of activity, which facilitates the tasks of tracking the development and adjustment of this quality. Thirdly, in decorative and applied and artistic art, the cognitive, personal-oriented and converter nature of creative activity is clearly visible. Fourthly, it is in the field of decorative and applied and artistic art with the greatest brightness manifests the individuality of creativity, his subjective uniqueness. In order to obtain objective data on the real level of formation of the creative activity of younger students in the process of additional education, the following methods were used: the survey of students, test tasks, analysis of creative activities, monitoring the process of creativity. So, in the course of a statement experiment to measure the degree of formation of indicators of the components of the creative activity of younger students, a questionnaire was proposed with the following issues: what kind of activity do you have interest?
What attracts you in this union? What was your very first creative job? Would you like to invent anything unusual? - Do you strive to complete the creative task, if it does not work? - Do you like to participate in various contests, competitions? Do you always seek help to adults when something does not work? The results of the answers to the questionnaires were rated using the following criteria: a creative approach to the answer, the number of positive responses, full of response. As a result, the attitude of students to creative activity was considered by us at four levels: high (5), not high (4), average (3), low (2). To measure the level of development of the title quality, we also use the following test tasks. To determine the level of curiosity, a test game "Ambolism" was used. Children were offered two plot pictures. Each of the pupils had to ask at least 1 question to the picture. Pupils recorded questions, and the experimenter recorded the answers. Evaluation Criteria: Number asked questions, their originality. To determine the level of development of intellectual logical abilities, we used the technique for the ability to display the effect. So, the pupils were offered a picture. Children had to describe the situation and come up with how the event ended. Evaluation criteria: originality and fullness of the response, the number of indicated conclusions. The basis of all creative activities is imagination. Therefore, in our study, the main criterion of creative works was the development of creative imagination. To determine the development of creative imagination of students, various techniques were used (158). The pupils were proposed by the test "non-existent animal". Ways to image a non-existent animal characterize the type of imagination, the general approach of the younger schoolboy to the task. Three main ways of an image of such an animal were highlighted (not counting the zero level when the real animal is drawn): a) a new creature is collected from different parts of real animals (the body of the bear, hare ears, a bird tail). This method is characteristic of a rationalistic approach to the creative task; b) in the image and similarity of existing animals, a holistic image of a fantastic animal is created (although it can resemble other animals). The method is characteristic of the artistic and emotional approach to the creative task; c) With the actual and creative warehouse of imagination, an absolutely original creature is created. This method of image is found at any approach to the creative problem - both rational, and artistic, if a person has real creative opportunities.
Evaluation criteria - originality, completeness of execution. For greater objectivity, the task for the definition of creative abilities, we decided to supplement the figured test task "unfinished figures". The pupils were offered a sheet depicting ten unfinished figures. It was necessary to come up with and draw the finished original drawing from each unfinished figure. Evaluation criterion: originality, number of interesting decisions, degree of variety of solutions for each number. Another factor in encouraging children to creative activity is an atmosphere of useful and cultural competition. The participation of the child in this form of artistic creativity, as an applied art, opens up opportunity, competitiveness. Subject to this factor, children try their crafts to make better, attractive from the point of view of the artistic and aesthetic taste. The teacher is the head of the studio of applied art, manifesting creative abilities, enthusiastic beloved, also has a positive effect on the formation of the creative activity of pupils.
Characteristics and implementation of pedagogical conditions for the development of the creative activity of children in experimental work
The effectiveness of the process of development of creative activity in the system of additional education is possible in the presence of the following conditions: the creation of variable programs of additional education, ensuring the creative development of children with the free choice of their activities; The orientation of the teacher to develop the creative potential of each child in their chosen areas of activity, carried out due to the special selection of forms and working methods; - ensuring the positive relationship of the family to the work of a child expressed in support of a voluntary choice of a child of the type of activity, providing the necessary materials for it, emotional support for its success; Selection of teachers possessing creative abilities, and the ability to send children's efforts to non-standard solutions in your favorite activity. Consider the first condition: the creation of variable programs of additional education, ensuring the creative development of children with the free choice of their activities. The ability of additional education to comply with the needs and capabilities of various groups of students and the individual characteristics of individual students are the variability of education. The idea of \u200b\u200bthe variability of education is fundamental to the Russian education of the 90s. The content of education is based on the humanitarianization of additional education programs for children, complementarity with mandatory basic school education, expansion of educational areas studied at school. It is based on the unity of two components -orienting in culture and creative-activity. A distinctive feature is the culturalization (support for geocultural features of the environment of residence, region, Russia) and moral and creative dominant. The source of the formation of education is the main spheres of self-determination of the individual - man, society, nature, noosphere. In the House of Children's Creativity No. 1, programs of additional education of children of different profiles are being implemented: economic, artistic, socio-pedagogical, physical, technical. The authors of the programs adhere to a personality-oriented and communicative and activity approach to the implementation of the educational process. Programs are built in accordance with the objectives of assimilation of the content of education, samples and techniques of thinking and activities, the development of cognitive, axiological, creative, communicative and artistic potential of pupils. Thus, the purpose of educational programs is to stimulate and develop the creative potential of the identity of the child, the inclusion of it in the system of social communications, socially useful practices and leisure. Undoubtedly, the development of the creative activity of younger students in the process of additional education is influenced by the second condition: the orientation of the teacher for the development of the creative potential of each child JB elected areas of activity carried out through a special selection of forms and working methods. The child needs such a quality of knowledge so that he can pass the way from his own original idea before creating a complete thing or artistic work. Creativity is also a person's desire to change, convert the world, to improve the surrounding life. The person becomes a person when his needs are aimed at creating, creativity. Creating a selection situation - effective reception Development of creative thinking. In class training teams, children should have the ability to choose from two or several objects, examples, options. Teacher must systematically replenish its arsenal of techniques to tasks and exercises for the development of fantasy and the imagination of children. In the choreographic children's studio (head of N. Gerasimov) younger students at each lesson within 7 - 10 minutes get the task to come up with choreographic scenes and choreographic miniatures following the results of observation of animal behavior or depict any subject or any character character of a person, and In the senior groups, members of the studio participate in the creation and formulation of children's ballets: "Chipollino", "Nutcracker" P.I. Tchaikovsky. In the club "Troops" the guys like the game "What does it seem like?", Which contributes to the development of imagination, associative thinking: the leading comes out of the room, the guys think of any item located in the room, and invent its comparisons with other objects, for example, The light bulb can be compared with a pear, a sun, a drop of water, etc. ... Invited by the leading, to whom the guys say that the conceived item is similar to a pear, if it does not guess, it is called the second comparison, etc. It is determined at the end of the game whose comparison was the most successful, then the other participant of the game is driving, thinks new subjectThe game is repeated first. In order to develop creative activity, it is necessary to apply active methods and teaching techniques, the essence of which is that knowledge comes from the student, and not from the teacher. The first group of active learning methods in additional education institutions are problematic methods that include the formulation of the problem and its independent study by students. With a problematic presentation of the material, the teacher calls the problem and sets out the material, disclosing all the contradictions of this problem. The main form of communication in classes should be a dialogue: the dialogue of the teacher and students, the dialogue of the students with each other. Chatting with the students of the teacher must be determined by the main goal and the idea of \u200b\u200bconversation, take away and formulate questions for discussion (so that the discussion is not delayed is recommended to take away no more than three-four questions).
Liu should pay attention not only to the correctness of the wording from a mathematical point of view, but also from the point of view of grammar, syntax, native language, and in the subsequently of the Russian language.
Tasks designed to work with the verbal logical designs of the mathematical language contribute to the formation of the logicality of the speech of junior schoolchildren on native language. The basis for such tasks can be the formulation of the properties of arithmetic action, the definition of mathematical concepts. Examples of tasks of this type are as follows:
Set the truth of statements;
Find errors, etc.
The tasks of this nature effectively affect the development of the speech of junior schoolchildren in their native language and contribute to the best absorption of mathematical material. The formedity of the younger students of the basic communicative qualities of mathematical speech on their native (Ossetian) language at the initial stage serves as a foundation for the implementation of a full bilingual learning of mathematics in 3-4 classes.
Thus, the formation of communicative qualities of mathematical speech is a complex of educational tasks for the development of the mathematical speech of junior schoolchildren:
Tasks designed to work with terminology, symbolism, schemes, graphic images;
Tasks with verbal-logical designs of the mathematical language.
Bibliographic list
1. Zhurko V.I. Methodological foundations for assessing the quality of education in higher School // Izvestia RGPU them. A.I. Herzen. - 2010. - № 5. - pp. 23-25.
2. Zembatova L.T. Implementation of the principle of polylingvalism in the process of studying mathematics in national School. // EUROPEAN Social Science Journal. - 2011. - № 3. - P. 44-48.
3. Zimina I. A. Psychological aspects of learning speaking in a foreign language / I. A. Winter. - M.: Enlightenment, 1985. - 160 s.
4. Komensei Ya. A. Favorite pedagogical writings. In 2 t. / Ya. A. Komensei. - M.: Pedagogy, 1982. - T. 2. - 576 p.
5. Ushshinsky K. D. Selected pedagogical writings. In 2 tons / K. D. Ushinsky. - M.: Pedagogy, 1974. - T. 1. - 584 p.
A.M. Kasimova
Development of creative activity of preschoolers as a psychological and pedagogical problem
Annotation: The article discusses the problem of the development of the creative activity of a preschooler, which is achieved in the activity and independence of the child in conversion activities.
Keywords: creativity, activity, decorative and applied art, artistic creativity, folk creativity, tradition, aesthetics.
© Casimova A.M., 2013
The development of the creative activity of preschoolers in the process of adopting to decorative and applied art allows children to reveal, study and master various techniques of artistic and creative activities. It is impossible to disagree with the opinion of the famous Soviet psychologist D.B. Elkonina: "If we take into account that at an early age, the subject's subject perception is still not enough and that color, shape, size and other properties do not exist for a child isolated from the objects with them, it becomes clear of the special importance of these activities for the development of perception And thinking a child. " It should be noted that the positive effect of the development of the creative activity of preschoolers depends on the methods of proper pedagogical leadership. But before talking about the development of the creative activity of preschoolers as a psychological and pedagogical problem, we consider it to be appropriate to briefly stay on the peculiarities of preschool age.
The formation of an active, creative personality contains a number of issues on identifying human activity sources, the patterns of their individual manifestation in various activities. Pacagogues such as PP Blonsky, N.Ya. Brysov, E.T. Rudneva, S.T. Shatsky and others. The latter noted that preschoolers acutely feel the need for spiritual experiences and in the expression of their impressions. The task of the educator, according to the researcher, consisted in creating conditions "for the most complete disclosure of creative potential ... For the origins of creative strength exist in almost all, in small and large people - it is only necessary to create suitable conditions for manifestation." To solve our problem, the provisions developed in studies of psychologist scientists L.S. Vygotsky, N.N. Volkova, E.I. Ignatiev, Ts.I. Kireenko, B.M. Teplova, P.M. Jacobson and other psychological nature of children's creativity, its development by means of art.
Like all other quality of personality, creative activity arises and develops in the process of creative activity, any thing of the outside world or the famous building of the mind or feeling, living and detecting only in the man itself. In this regard, one of the most important issues of children's pedagogy and psychology L.S. Vygotsky considered "the question of creativity in children, about the development of this creativity and the meaning of creative work for common development and the formation of a child. "
For the development of creative activity of preschoolers, there are quite a few ways and directions, such as work with different materials, which includes types of creating images of objects from fabric, paper and natural material. Continuing this thought, it is appropriate to remember the statement of the prominent russian teacher V.N. Soroka-Rosinsky, who noted that "nothing contributes to the formation and development of personality, its creative activity, as an appeal to folk traditions, rites, folk creativity" And famous art historian N.D. Bartram expressed an interesting thought based on observations, that the best toy for a child that he did his own hands. "The thing made by the child himself - he wrote, - connected with him a living nerve and everything that his psyche was passed on this path, it will be immeasurably intense, more intense, deeply and stronger what will go on someone else's factory and very often a torr "
The problem of developing creative activity, which includes a creative process, as a result of which a person creates something that has not existed earlier, psychologists were engaged. According to the conclusion of V.V. Davydova, A.N. Leontiev, Ya. A. Ponomareva and others. The main source of creative activity is the need, that is, the desire for
a more complete identification and development of creative opportunities, which encourages the personality to exercise their creative activity.
What is creative activity? In school Arefieva, this is the "highest level of human activity." A.M. Korshunov believes that creative activity is a special form of human activity, which is characterized by the originality and novelty product. According to V.F. Ovchinnikov, "Creative activity is one of the manifestations of a person, testifying to its bright individuality, the ability to put forward non-standard solutions." Researcher A.I. The Krupnov notes that activity, on the one hand, is understood as a measure of activity, the level of activity of the process of interaction or the potential capabilities of the subject to interaction, on the other hand, is characterized as a set of initiative actions of the subject caused by its internal contradictions mediated by environmental influences. "
Personality activity psychologists are considered as "a group of personal qualities that cause domestic needs, the tendency of the individual to the effective development of external activities, for self-expiration relative to the external world." The problem of personality activity in studies of modern psychologists, such as B.F. Lomov, kk. Platonov. D.B. Epiphany and others, disclosed in various aspects, the structure and dynamics of the development of intellectual, creative identity activity on the universal and age levels are studied in detail.
Despite the fact that decorative and artistic and creative processes are characterized by psychological specialists as the embodiment of human thinking activity, components of the factors are an imagination associated with the objective perception of reality, intuition based on the subjective features of the individual peculiar to each creatively gifted personality, which is inspired which leads to maximum implementation and self-expression in the creative process. An important mental component of creative activity is the perception of external validity, objective reality, development in the process of work, attention, presentation, thinking, and mental development of preschoolers who activate creative activities. "Any decorative and applied activity begins with the perception of the surrounding reality and the formation of ideas about it."
The main components and properties of surrounding the surroundings are its objectability, integrity, constancy. One of the decisive peculiarities of perception as a physiologically psychological process can be considered its dependence on past experience and objectives of the activities, socio-psychological characteristics of the subject. Here are meant in mind the details, inclinations, interests, motivation of activities, emotional condition Subject at the time of the practical task in the process of visual activities. In this regard, the opinion of EI is relevant. Ignatiev, noted that "in most studies dedicated to children's artistic creativity, only the result of the visual activity is considered, and the image creation process is not investigated." That is, in such works, the development of creative activity is considered as a spontaneous process that does not depend on the living conditions, education and training, which is not entirely true, since the child not only constantly has the samples of decorative and applied art before the eyes, which does not detract from their artistic and aesthetic importance But, with the freshness peculiar to him, the receptions are absorbed by which these samples are created. "The mental development of the child, - wrote A.N. Leontyev - Cannot be considered in the separation from his mental development
in general, from the wealth of the interests of the child, his feelings and all other features that form his spiritual appearance. "
First of all, those general groups of activity components characterizing the subject-operational side are characteristic of artistic and creative activity and include in practical knowledge of the personality about certain objects and phenomena of social reality and the corresponding skills and skills and, finally, components that determine the specifics. social activity and measure of its severity (initiative, independence, perseverance as the ability to long-term voltage, overcoming difficulties). The original assessment of art creativity gives V.S. Cousin. "This activity," he writes, "as a result of which artists create new original works that are social importance."
"Armed" by statements of authoritative scientists, we can express our point of view regarding creative activity that has its own sources and parameters. The formation of creative activity is associated with human activity, with the awareness of the factors affecting the formation of forms, methods and means of educational impact, in connection with this, the effectiveness of the work on the education of a creative active personality depends on the solution of issues related to identifying driving power, human activity sources, knowledge of the patterns of their individual manifestation. The desire of a child to an independent search for solving the problem, manifestation of cognitive interests and there is a guarantee of creative activity. Stimulating the same creative activity requires an educator-teacher of creating such training conditions that would cause an interest in the child to teach, the need for knowledge and finally conscious assimilation.
The development of the creative activity of the preschooler provides for the maximum manifestation of individuality, which is achieved in the activity and independence of the child in conversion activities. We must understand that today the main goal of education is the formation of a new generation, which is not able to repetition that they did to it, but to create a new one, that is, the formation of a person's creative, inventive. As a complex personality characteristic, creative activity reveals deeper personal education, such as needs, ability, value orientations.
The main thing at such a sequence is the motivational aspect, that is, the direction of personality, goal, installation. At the same time, the highest level of activity is manifested in a conscious attitude towards activities, since its content acts as introspecies that stimulates interest in its meaningful side. It can be assumed that the creative activity of the preschooler is the focus of the individual to independently solving problems, to find new original ways of activity expressing the personality desire to transform the surrounding environment. "In all children from the moment of the emergence of the desire for a variety of activities, it is necessary to form an artistic and figurative principle, which is a mandatory prerequisite for productive creativity."
The problem of the development of creative qualities of personality in artistic and aesthetic activities attracted the attention of many specialists. For example S.V. Didenko examines the aesthetic appraisal activities as a means of forming the creative activity of children as a personality, subject to the orientation of the educational process to create a system of educational emotional and assessment situations, including children in different kinds Artistic activities and aesthetic estimation of the surrounding reality.
N.V. Dyagileva examined the stages of the development of the creative independence of children in the classes of visual art. In these and other studies, creative activity is treated as human activity in a particular activity, and the concept of "creative activity" is revealed through the general concept of "creativity". Most of the authors (G.A. Davydova, V.T. Kudryavtseva, Ya.N. Ponomareva, A.G. Spirkin, O.N. Tikhomirova, etc.) treats creativity as a personality certificate for the production of new and original. A number of specialists, among which D.B. Epiphany, consider creativity as a way outside the existing knowledge and determine creativity as situationally not stimulated activity that appears in the desire to go beyond the objective problem, which it follows that activity at the level of creative action is the general basis, one, not only intellectual, but also Any type of creative activity. "
Thought LS Vygotsky that "creative activity we call such a person's activity that creates something new, whether it will still be created by creative activity, any thing of the outside world or the famous building of mind, or a sense that lives and detecting only in the man itself" It is quite consonant with the issues of our research. Creative activity opens up good opportunities to use elements of folk decorative and applied arts, which are also an educational factor. At the same time, this activity is the basis of the formation of a cultural, spiritually rich creatively active personality.
Creative activity contributes to the physical development, the formation of experience, the development of the mechanisms of the psyche and the positive individual properties of the individual, such as the abilities, interests and inclinations. Moreover, the development of these properties occurs in the creative activity of preschoolers, in which three stages can be noted: 1) the development of initial practical skills and skills, 2) the formation of knowledge, 3) the development of mental activities in the process of generalizing the accumulated experience.
So, the creative activity in preschool age we define as an integral characteristics of the individual, which involves the desire of a child to an independent search for a solution to the problem and includes components such as motivational, volitional, meaningful, operational and efficient.
Bibliographic list
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ON THE. Kolesnikova
Models of interaction of government bodies and civil society structures
Annotation: The article discusses the interaction of civil society institutions and state authorities. Analyzed various approaches and models of interaction between civil society and the state, including at various stages of historical development.
Keywords: civil activity, cooperation, government agencies, civil society institutions, interaction models.
Cooperation of state institutions with civil society, including through a dialogue with a wide range of public organizations, is important for maintaining stability, reducing social tensions, successful public policy, including social reforms.
One of the confirmations that the state is interested in forming and strengthening civil society institutions, as well as ensuring their effective activities, is the creation and activities of the Public Chamber of the Russian Federation, the Institute of Commissioner for Human Rights in the Russian Federation, various advice under the President of Russia (for example , on the development of civil society institutions and human rights, on codification and improving civil legislation,
© Kolesnikova N.A., 2013
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