Forms of organizing productive activities of preschoolers. Types and organization of productive activities of preschoolers
Introduction 3
Development of productive activities in preschool age 4
Influence productive activities on the development of the personality of a preschooler 6
Methods for organizing productive activities of preschool educational institution 11
Conclusion 17
References 18
Excerpt from the text
INTRODUCTION
The personification of the plan of productive work occurs with the help of various visual means. While mastering this activity, the child learns to highlight in the present object those aspects that can be reflected in some form of it. Consequently, the qualities and indicators of the things depicted are considered to be the reference points of the child in the knowledge of reality.
Productive work in preschool meets the needs and interests of preschoolers and at the same time has broad powers for the highly moral, mental and aesthetic education of children.
The purpose of the work is to study the content and methods of organizing the productive activity of preschoolers.
Work tasks
1. To study the development of productive activities of preschoolers,
2. Determine the degree of influence of productive activity on the development of the personality of a preschool child,
3. Consider the ways of organizing the productive activity of a preschooler.
List of used literature
BIBLIOGRAPHY
1. Ilyina MN, Preparing for school. Developmental exercises and tests, St. Petersburg, Delta, 2011
2. Innovative processes in preschool and primary school education., Materials of the international seminar, St. Petersburg, RGPU im. A.I. Herzen, 2014
3. Matveeva O.A. "Developing and corrective work with children", M., Pedagogical Society of Russia, 2011
4. Meshchenko N.N. Management of preschool education -SPb., 2005.
5. Semago N.Ya., Semago M.M. Problem children: the basics of the diagnostic and corrective work of a psychologist. M .: ARKTI, 2010
6. Shakurov R.Kh. Socio-psychological problems of teaching staff management -M., 2012.
7. Shif Zh.I., Psychological issues of correctional work in an auxiliary school, M., Pedagogy, 1972
8. Kharlamov I.F. Pedagogy, M., 2013
Plan:
1. The essence and originality of the productive activity of preschoolers.
2. Kinds of productive activities of preschoolers: drawing, modeling, application, design.
3. Stages of development of the child's productive activity.
5. The visual abilities of preschoolers.
1. Formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. Most effective remedy for this - the visual activity of the child in kindergarten.
Visual activity - artistic and creative activity aimed not only at reflecting the impressions received in life, but also at expressing one's attitude to what is depicted.
In the process of drawing, modeling, application, the child experiences a variety of feelings: he rejoices at the beautiful image he has created, is upset if something does not work out, seeks to overcome difficulties or gives in to them. He acquires knowledge about objects and phenomena, about the means and methods of their transmission, about the artistic possibilities of pictorial activity. The notions of kids about the world around them deepen, they comprehend the qualities of objects, remember their characteristic features and details, master visual skills and abilities, learn to use them consciously.
The guidance of children's visual activities requires the educator to know the specifics of the child's creativity, the ability to tactfully contribute to the acquisition of the necessary skills. The well-known researcher A. Lilov expressed his understanding of creativity as follows: it “has ... general, qualitatively new features and characteristics that define it, some of which have already been sufficiently convincingly disclosed by theory. These general natural moments of creativity are as follows: creativity is a social phenomenon, its deep social essence lies in the fact that it creates socially necessary and socially useful values, satisfies social needs, and especially that it is the highest concentration of the transforming role of a conscious social subject in its interaction with objective reality ”.
V. G. Zlotnikov points out in his research that “creativity characterizes the continuous unity of cognition and imagination, practical activities and mental processes. It is a specific spiritual and practical activity, which results in a special material product - a work of art. "
Teachers emphasize that creativity in any area of human activity is the creation of an objectively new, previously not created work. What is the fine art of a preschool child? The specificity of children's creativity consists, first of all, in the fact that to create an objectively new child for a number of reasons (lack of certain experience, limited necessary knowledge, skills and abilities, etc.) cannot. And, nevertheless, children's creativity has an objective and subjective meaning. The objective significance of children's creativity lies in the fact that in the process of this activity and as a result of it, the child receives such a versatile development that is of great importance for his life, in which not only the family, but also our society is interested. Creative person- this is the property of the whole society. By drawing, cutting and pasting, the child creates something subjectively new, primarily for himself. The product of his creativity has no universal human novelty. But subjective value as a means of creative growth is significant not only for a specific individual, but also for society.
Many experts, analyzing children's creativity and highlighting its similarity with the creative activity of an adult artist, noted its originality and great importance.
NP Sakulina, a researcher of children's fine art, wrote: “Children, of course, are not made artists because during their preschool childhood they managed to create several really artistic images... But this leaves a deep trace in the development of their personality, since they acquire the experience of real creativity, which they will later apply to any area of work. "
The pictorial work of children as a prototype of the activity of an adult artist contains the social and historical experience of generations. The child cannot assimilate this experience on his own. It is the adult who is the bearer and transmitter of all knowledge and skills. The visual work itself, including drawing, modeling, application, contributes to the versatile development of the child's personality.
By Explanatory dictionary of the Russian language, creativity - the creation of new artistic or material values.
The encyclopedia gives the following definition: creativity is an activity that generates something qualitatively new and is distinguished by uniqueness, originality and cultural and historical uniqueness. Creativity is specific to a person, because presupposes a creator - a subject of creative activity.
V. N. Shatskaya emphasized: “We are his (children's artistic creativity ) in the context of general aesthetic education, we consider it rather as a method of the most perfect mastery of a certain type of art and the formation of an aesthetically developed personality, rather than as the creation of objective artistic values ”.
E.A. Fleerina pointed out: “We understand children's art as a child's conscious reflection of the surrounding reality in drawing, modeling, construction, a reflection that is built on the work of the imagination, on the display of his observations, as well as the impressions received by him through words, paintings and other types of art. The child does not passively copy the environment, but processes it in connection with the accumulated experience, the attitude to the depicted. "
AA Volkova wrote: “The upbringing of creativity is a versatile and complex impact on a child. We saw that the mind (knowledge, thinking, imagination), character (courage, perseverance), feeling (love of beauty, passion for an image, thought) take part in the creative activity of adults. We must educate the same aspects of personality in the child in order to develop creativity in him more successfully. To enrich the child's mind with a variety of ideas, some knowledge is to provide abundant food for the creativity of children. Teaching them to look closely, to be observant means to make their ideas clear, more complete. This will help children to more vividly reproduce in their creativity what they have seen.
When creating an image, the child comprehends the qualities of the reproduced object, remembers the characteristic features and details of various objects, his actions, thinks over the means of transferring images in drawing, modeling, application.
What characterizes the child's creative activity? Let us turn to the work of B.M. Teplova: “The main condition that must be ensured in children's creativity is sincerity. Without it, all other virtues lose their meaning. " This condition is met by those plans that are the inner need of the child. But systematic pedagogical work, according to the scientist, cannot be based on this need alone. Many children do not observe it, although with organized involvement in artistic activity, these children sometimes reveal extraordinary abilities. Consequently, a big pedagogical problem arises - to find stimuli for creativity that would give a child a genuine desire to “compose”.
L.N. Tolstoy, teaching peasant children, proposed one of the possible solutions to the problem of developing creative abilities. This technique consisted in the fact that Tolstoy and his students began to write on the same topic “Well, who would write better? And I am with you. " "Who can learn to write from whom ..." So, the first way the writer found was to show the children not only the product, but the very processes of writing, drawing, etc. As a result, the disciples saw how "it's done."
Pedagogical observations of the process of children's artistic creation show that, as a rule, a child accompanies the creation of an image with speech. Little artists name the reproduced objects, explain the actions of the depicted characters, describe their actions. All this allows the child to understand and highlight the qualities of the depicted; when planning your actions, learn to establish their sequence. Researcher of children's art E.I. Ignatiev believed: “The upbringing of the ability to reason correctly in the process of drawing is very useful for the development of the child's analytical and generalizing vision of an object and always leads to an improvement in the quality of the image. The earlier reasoning is included in the process of analyzing the depicted object, the more systematic this analysis is, the sooner and better the correct image is achieved ”.
Live communication of children should be maintained! Unfortunately, the opposite process often occurs in practice; conversations are suppressed, cut off by the teacher.
E.I. Ignatiev wrote: “From a simple enumeration of individual details in a drawing, the child proceeds to an accurate transfer of the features of the depicted object. At the same time, the role of the word in the visual activity of the child also changes, the word more and more acquires the meaning of a regulator that directs the image process, controls the techniques and methods of image ... ". Pedagogical research showed that children willingly remember clearly formulated rules for working with visual materials and are guided by them.
2. In kindergarten, visual activities include activities such as drawing, modeling, applique and construction. Each of these types has its own capabilities in displaying the child's impressions of the world around him. Therefore, the general tasks facing the visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it.
Drawing is one of the favorite activities of children, which gives a lot of scope for the manifestation of their creative activity.
The theme of the drawings can be varied. Children draw everything that interests them: individual objects and scenes from the surrounding life, literary characters and decorative patterns, etc. They can use the expressive means of drawing. So, color is used to convey a similarity to a real object, to express the attitude of the drawing to the object of the image and in a decorative plan. Mastering the techniques of composition, children begin to display their ideas more fully and richer in plot works.
However, the awareness and technical mastery of drawing techniques are quite difficult for a small child, so the educator should approach the subject of the work with great attention.
In kindergarten, mainly colored pencils, watercolors and gouache paints are used, which have different visual capabilities.
A linear shape is created with a pencil. At the same time, one part after another gradually looms, various details are added. Then the line image is colored. This sequence of drawing creation facilitates the analytical activity of the child's thinking. Having drawn one part, he remembers or sees in nature which part should be worked on next. In addition, linear paths help in coloring the drawing by clearly showing the boundaries of the parts.
In painting with paints (gouache and watercolors), the creation of a form comes from a colorful spot. In this regard, paints are of great importance for the development of a sense of color and shape. It is easy to convey the richness of the surrounding life with paints: clear sky, sunset and sunrise, blue sea, etc. These themes are laborious when executed with pencils and require well-developed technical skills.
The kindergarten program defines the types of graphic materials for each age group. For senior and preparatory groups, it is recommended to additionally use a charcoal pencil, crayons, pastels, sanguine. These materials enhance the visual capabilities of children. When working with charcoal and sanguine, the image turns out to be one-color, which allows you to focus all attention on the shape and transfer of the texture of the object; crayons make it easier to paint over large surfaces and large shapes; pastel makes it possible to convey a variety of shades of color.
The peculiarity of modeling as one of the types of visual activity lies in the volumetric method of image. Modeling is a type of sculpture that includes working not only with soft material, but also with hard material (marble, granite, etc.) - Preschoolers can master the techniques of working only with soft plastic materials that are easily influenced by the hand - clay and plasticine.
Children sculpt people, animals, dishes, vehicles, vegetables, fruits, toys. The variety of topics is due to the fact that modeling, like other types of visual activity, primarily performs educational tasks, satisfying the cognitive and creative needs of the child.
The plasticity of the material and the volumetricness of the depicted form allow the preschooler to master some techniques in modeling rather than in drawing. For example, the transfer of movement in a drawing is a complex task that requires a lot of training. In sculpting, the solution to this problem is facilitated. The child first sculpts the object in a static position, and then bends its parts in accordance with the plan.
The transfer of the spatial relationships of objects in sculpting is also simplified - objects, as in real life, are placed one after another, closer and further from the center of the composition. Prospect issues in sculpting are simply removed.
The main tool in creating an image in sculpting is the transfer of volumetric shape. The color is used to a limited extent. Usually those works are painted that will later be used in children's games.
The main place in modeling lessons is occupied by clay, as the most plastic material. Well cooked, it lends itself easily to the hand of even a 2-3 year old child. Dried clay works can be stored long time... Plasticine has less plastic capabilities. It requires preliminary warming, while in a very heated state it loses its plasticity, sticks to the hands, causing unpleasant skin sensations. Preschoolers work with plasticine mainly outside group lessons.
In the process of applique work, children get acquainted with the simple and complex shapes of various objects, parts and silhouettes of which they cut and paste. The creation of silhouette images requires a lot of work of thought and imagination, since the silhouette lacks details, which are sometimes the main features of the subject.
Applique classes contribute to development mathematical representations... Preschoolers get acquainted with the names and features of the simplest geometric shapes, get an idea of the spatial position of objects and their parts (left, right, in the corner, in the center, etc.) and sizes (more, less). These complex concepts are easily learned by children in the process of creating a decorative pattern or when depicting an object in parts.
In the process of classes, preschoolers develop feelings of color, rhythm, symmetry, and on this basis, artistic taste is formed. They don't have to make up the colors themselves or paint over the shapes. Giving the guys paper different colors and shades, they are taught the ability to select beautiful combinations.
Children become familiar with the concepts of rhythm and symmetry already in younger age when distributing decorative pattern elements. Applique classes teach kids to the planned organization of work, which is especially important here, since in this form of art, the sequence of attachment of parts is of great importance for creating a composition (first large forms are glued, then details; in plot works - first the background, then secondary objects, obscured by others, and last but not least, foreground objects).
Execution of applicative images contributes to the development of arm muscles, coordination of movements. The child learns to use scissors, to cut out forms correctly by turning a sheet of paper, to lay out the forms on the sheet at an equal distance from each other.
Constructing from various materials more than other types of visual activity are associated with play. Play often accompanies the construction process, and crafts made by children are usually used in games.
The following types of construction are used in kindergarten: from building material, sets of constructors, paper, natural and other materials.
In the process of designing, preschoolers acquire special knowledge, skills and abilities. When constructing from building material, they get acquainted with geometric volumetric forms, get an idea of the meaning of symmetry, balance, proportions. When designing from paper, the knowledge of children about geometric planar figures, the concept of a side, corners, and center is clarified. The children get acquainted with the methods of modifying flat forms by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional form appears.
Working with natural and other materials allows children to show their creativity and acquire new visual skills.
3. The pre-visual stage in the development of children's artistic abilities begins from the moment when the child first gets into the hands of the visual material - paper, pencil, a piece of clay, cubes, crayons, etc. something to portray. This period plays a significant role. The child gets acquainted with the properties of materials, masters the various hand movements necessary to create pictorial forms.
The pre-imaging period is very important for the development of the child's further abilities.
On their own, few children can master all the movements and necessary forms available to them. The teacher must lead the child from involuntary movements to their limitation, to visual control, to a variety of forms of movement, then to the conscious use of the acquired experience in drawing and modeling.
The associative stage consists in the emergence of the ability to depict objects, conveying their expressive character. This indicates the further development of abilities. Children, through associations, learn to find similarities in the simplest forms and lines with any object. Such associations can arise in them involuntarily when one of the children notices that his strokes or a shapeless piece of clay resemble a familiar object. They can be caused by different qualities of the pattern, the sculpted product - color, shape, compositional construction.
Usually the child's associations are unstable; in the same drawing, he can see different objects. In his mind, when drawing, there is still no lasting trace, which is formed by the general work of representation, memory, thinking, imagination. A simple drawn shape can resemble many objects approaching it.
Associations help you get to work by design. One of the ways of such a transition is the repetition of the form that he got by chance.
Having recognized an object in the drawn lines, the child consciously draws again, wanting to depict it again. Sometimes, by design, such initial drawings have less similarity to the object than the associated form, since the association happened by chance, the child did not remember the movements of the hand as a result of it, and again makes any movements, thinking that it depicts the same object. Nevertheless, the second drawing still speaks of a new, higher stage in the development of visual abilities, since it appeared as a result of an idea.
Sometimes there may not be a complete repetition of the entire image, but the addition of some details to the associated form: arms, legs, eyes - for a person, wheels - for a car, etc.
A large role in this process belongs to the educator, who, by asking questions, helps the child to become aware of the image, for example: what did you draw? What a nice ball, draw another one like this.
With the advent of the conscious image of objects, the pictorial period in the development of abilities begins. The activity takes on a creative character. Here, the tasks of systematic education of children can be set.
The first images of objects in drawing, modeling are very simple, they lack not only details, but also some of the main features. This is explained by the fact that a small child still lacks analytical and synthetic thinking, and, consequently, the clarity of the reconstruction of the visual image, the coordination of hand movements is poorly developed, and there are still no technical skills.
At an older age, with correctly set upbringing and educational work, the child acquires the ability to convey the main features of the subject, observing their characteristic form.
In the future, with the accumulation of experience by children, the mastery of visual skills, a new task can be set for them - to learn how to depict the features of objects of the same type, conveying the main features, for example, in the image of people - the difference in clothes, facial features, in the image of trees - a young tree and an old one, different the shape of the trunk, branches, crown.
The first children's works are distinguished by the disproportion of parts. This is explained by the fact that the child's attention and thinking are directed only to the part that he depicts at a given moment, without connecting it with others, hence the disparity in proportions. He draws each part of such a size so that all the details that are important to him fit on it at once.
4. Conditions for the creative development of preschoolers in the process of productive activity.
1. An important condition for the development of the creative abilities of a preschooler is the organization of purposeful leisure activities of senior preschoolers in a preschool institution and a family: enriching it with vivid impressions, providing an emotional and intellectual experience that will serve as the basis for the emergence of ideas and will be the material necessary for the imagination to work. The common position of teachers, understanding the prospects for the development of the child and the interaction between them is one of the important conditions for the development of children's creativity. Mastering creative activity is unthinkable without communication with art. With the correct wagging of adults, the child understands the meaning, the essence of art, figurative and expressive means [Venger A.A. Ability Pedagogy].
2. The next important condition for the development of creative abilities is taking into account the individual characteristics of the child. It is important to take into account the temperament, character, and features of some mental functions, and even the mood of the child on the day when work is to be done. An indispensable condition for creative activity organized by adults should be an atmosphere of creativity: “I mean the stimulation by adults of such a state of children, when their feelings, imagination are“ awakened ”, when the child is carried away by what he is doing. Therefore, he feels free and comfortable. This is not possible if an atmosphere of trusting communication, cooperation, empathy, faith in the child, and support for his failures reigns in the classroom or in independent artistic activity. " [Venger A.A. Ability Pedagogy].
3. Also, a condition for the development of creative abilities is learning, in the process of which knowledge, methods of action, and abilities are formed that allow the child to realize his plan. For this knowledge, skills must be flexible, variable, skills - generalized, that is, applicable in different conditions. Otherwise, in older preschool age, children experience a so-called "decline" in creative activity. So, a child, realizing the imperfection of his drawings and crafts, loses interest in visual activity, which affects the development of the creative activity of the preschooler as a whole.
4. The most important condition for the development and stimulation of creative abilities is the complex and systematic use of methods and techniques. Motivation for a task is not just motivation, but a proposal for effective motives and behavior of children, if not to independently formulate, then to accept the task set by adults.
5. Creative visual abilities are the individual characteristics of a person's quality, which determine the success of his performance of creative activities of various kinds.
B.M. Teplov divided abilities and inclinations into innate, physiological characteristics of a person, which serve as the basis for the development of abilities. However, data from modern psychological research indicate that the abilities measured by tests have a higher coefficient of determination than their supposed psychophysiological inclinations - properties nervous system abilities.
Distinguish between general and special abilities.
Common abilities include high level sensory organization, the ability to see problems, build hypotheses, solve problems, critically evaluate the results, perseverance, emotionality, hard work and others. For special ones - those that are necessary for activities only in certain areas, for example: artistic taste and ear for music, etc.
Plan:
1.Classification of methods and techniques.
characteristics of children.
4. The use of game techniques of training and development in different age groups.
1. Methods of teaching visual activity and design is a system of actions of the teacher organizing the practical and cognitive activities of children, which is aimed at assimilating the content determined by the program of education and training in kindergarten.
Learning techniques are building blocks
Method classification
by the nature of cognitive activity
(Lerner I.Ya., Skatkin M.N.)
Information-receptive method;
Reproductive method;
Research method;
Problem statement method.
2. Information-receptive method - consists in the fact that the educator communicates ready-made information by various means, and the children perceive it, realize it and fix it in memory.
Survey;
Ready-made samples;
Showing ways of action;
Explanation, teacher's story.
A) Examination is a process of object perception organized by the teacher. The organization consists in the fact that the teacher, in a strictly defined sequence, distinguishes the sides and properties of the object, which are necessary for its image.
Survey structure:
1. holistic perception of the subject;
2. analysis of the perceived object;
3. re-perception of the object.
B) Ready-made samples - as a teaching method, it is used in those types of activity, where the main goal is not to consolidate impressions from the perception of the environment, but the task is to develop individual moments of this activity (more often in decorative and constructive work).
C) Showing ways of action is a visual-effective method aimed at teaching children to consciously create an image of an object based on their specific experience.
Display types:
Full show;
Partial display.
D) Explanation, story, explanations, instructions - verbal teaching methods aimed at clarifying the ideas of children on the topic or familiarizing them with new techniques of the image.
Reproductive method - consists in the activities of the teacher, aimed at consolidating knowledge, developing skills.
Practical exercises.
Heuristic and research methods are aimed at teaching the search for an independent solution to the visual problem.
The heuristic method assumes element-by-element teaching of creative activity.
The research method involves the implementation of a creative task by children: transfer of the plot literary work, the implementation of their own idea.
3. The choice of methods and techniques for organizing and carrying out productive activities of preschoolers depends on a number of circumstances. First of all, the goals and objectives of a particular lesson are determined. The selection of methods requires taking into account the specifics of the type of activity, as well as knowledge of the age characteristics of children and the level of their mastery of specific activities.
4. The inclusion of game techniques in the visual activity should not disrupt its natural course. The image is a kind of center of the game. Playful actions can be organically included in the pictorial process or complete it. They are very similar to "director's games" and represent an individual storyline game, but not with ordinary toys, but with images. The child assigns certain roles to the newly created or already completed drawings, sometimes takes on a role or performs various actions for them.
In the classroom on visual activity, the teacher can apply the following types of game techniques:
Playing with objects, toys, paintings;
You can even beat visual material (brushes, paints, pencils, etc.) with brushes on pencils, you can consult, talk, teach them to draw ("run on a flat path", "ride" down a slide, etc.)
When playing around with objects, toys, game actions can be very diverse in content and method of execution: find out the mood of the character (conversation, dialogue); regret, stroke, catch leaves (gesture); depict movements (imitation of movements with a toy). This technique is used in all age groups, as it allows one to take into account the gradually changing interests of children to the environment and the methods of play action available to them. The teacher uses it before the start of the lesson or at the beginning of it in the process of a conversation aimed at forming the idea of a future drawing. This technique allows you to solve several problems: to draw the child's attention to the depicted object, to consider, examine it; interest in the upcoming work; explain the techniques of the image. (Teachers are invited to give an example of using the technique of playing around with objects, toys, pictures)
Playing with the completed image;
This technique is used at the end of the lesson, when the image has already been completed. The resulting image is used as a kind of game object. The content of the game actions depends on the image. (Teachers are invited to give an example of using the technique of playing around the finished image). For example, children painted a park: autumn, winter, they are invited to walk in the park, listen to birds, sing songs, etc. If a bird is reproduced, then it can "fly", "peck" the grains.
Playing with an unfinished image at the time of its execution:
This technique is aimed not only at the development of the concept of the drawing, but also at the development in children of the ability to perform it in different visual means... The methods of performing game actions in this technique are also varied. They can be expressed in words, for example, a teacher, seeing a girl depicted in the picture, asks her, "Are you cold without a hat?" Thus, he unobtrusively prompts the possibility of drawing.
Game situations with role-playing behavior of children and adults.
In this case, the visual activity is correlated with the corresponding activity of adults - artists, potters, photographers, builders, etc. These activities are often collective. For example, children in the role of artists draw illustrations for a fairy tale. When performing the undertaken, the child is especially keen on the job, the most depictive.
Independent productive activity of older preschoolers is considered in two components educational process: as a joint partnership activity of an adult with children and as their independent free activity. Much of what preschoolers do in a free situation is the reproduction, continuation and creative development of what they do with an adult. This relationship is carried out through the materials and samples with which the child deals. Productive activity is largely related to the game of the plot and contains elements of practical experimentation with materials. At the same time, in the arsenal of older preschool children there are various types of productive activity: work on ready-made samples and graphic schemes and work with unfinished products and verbal descriptions.
The subject environment in the group should facilitate creative movement in the work with the selected material. Therefore, the teacher provides preschoolers not only with materials, but also samples of possible work. Samples should for some time pass into the free use of children so that they can continue the work they like. This can be a table at which 2-3 children work, a rack. The lifespan of these materials and samples depends on how often and enthusiastically preschoolers in free time work with them. If not often, they are replaced with new ones, if often, then the next portion of materials is added to them. It is noticed that 3 categories of children most often refer to materials and samples:
who did not have time to complete their work, during joint activities with an adult,
acting as observers of the joint activities of an adult with children and who realized during the observation that, perhaps, it is worth taking the risk and trying; psychologically it is easier for them to do this outside the GCD, without critical attention from their peers,
enthusiasts who liked the work initiated by adults so much that they voluntarily return to it again, reproducing or creatively developing it.
The caregiver should make sure that the children have a supply of appropriate materials for everyone who wants to continue working. As a rule, an adult prepares special material for each joint activity, from one-time use, i.e. turns into finished products (into finished things that are not subject to reverse transformation). In free activity, you can and should use reusable materials from factory production. The product obtained from them does not become the personal property of the child, but is disassembled again, turning into source material that other children can also do.
You should also always have on hand junk and natural materials, combining which at their own choice, the child can tinker with various things - these are pieces of cardboard, foam, cardboard boxes of different sizes, wire, pieces of fabric and strings, old cases from felt-tip pens, cones, acorns, small dry twigs, etc., placed in different containers. These materials need albums or separate sheets with samples of possible crafts, which children can focus on when planning their work. Of all the variety of materials available in kindergarten for free design, the most popular among preschoolers is the plastic Lego set. The plastic constructor is push-button and with fastening parts with bolts and nuts. Building sets made of wood with parts of various sizes are used by children less often, because buildings made of them are easily destroyed, and it is not always possible to admire or beat them, where the accidental awkward movement of peers often leads to disaster. Nevertheless, it is advisable to have in the group 2-3 construction sets for tabletop construction, specially designed for various types of structures (a set for the construction of a fortress, houses, peasant farmsteads). The graphic samples of buildings attached to these sets teach you how to follow the drawing.
It is necessary to have a set of large building materials in the group, although its details are often used not for construction as such, but in a story game to designate a conditional play space. Among the materials that stimulate independent productive activity of children, we also include a variety of mosaics - geometric and traditional.
Mosaic is an excellent object for cognitive - research activity (experimentation). Working with it contributes to the development of the child's manual motor skills, the analysis of the relationship between parts and the whole, the formation of spatial representations. They are sure to be provided to children for free activities. It is good to have several sets, and at least two of them must be identical. All sets of mosaics must be completed with graphic samples. As with constructors, separate sheets are preferable. Working in a common field with a peer, especially with the same mosaics, promotes the activation of imagination, enrichment of communicative practice - discussion of ways of working, exchange of experience.
Pictures - jigsaw puzzles, consisting of many parts, have become an integral part of a child's life. Assembling such puzzles is also a productive activity. However, a puzzle is essentially a one-time job. Therefore, it is necessary to add several puzzles to the group, selecting them according to their complexity: from a picture with a field of 6x9 details and more. Exchange between groups of preschool educational institutions is possible.
Construction kits and a variety of puzzles, mosaics, etc. should be at the free disposal of children.
Observations show that even if a special corner (center) of construction is created, it is functionally not used. Children prefer to be located in any quiet place where it seems more convenient for them to work, that is, they themselves find ways to disperse. This order of things is even better for a large group. After all, there are a lot of materials for construction in the group, there are always those who want to do them, and their concentration in one place during free activity only interferes. Therefore, it makes sense to apply tactics to design materials that are easily moved from place to place: the storage location is constant and known to everyone, access is free, and the place of work is according to the situation (where it is more convenient and quieter at the moment).
The beginning of the development of children's imagination is associated with the end of early childhood, when the child first demonstrates the ability to replace some objects with others and use some objects in the role of others (symbolic function). Further development the imagination gets in games, where symbolic substitutions are made quite often and with the help of a variety of means and techniques.
The development of children's imagination in preschool age is judged not only by the ideas and roles that children take on in games, but also on the basis of an analysis of the material products of their creativity, in particular crafts and drawings.
As a result, children's activities acquire a conscious, purposeful character. The main activity, where the creative imagination of children is manifested, all cognitive processes are improved, and role-playing games become.
Imagination, like any other mental activity, goes through a certain path of development in human ontogenesis. OM Dyachenko showed that children's imagination in its development is subject to the same laws that follow other mental processes. Just like perception, memory and attention, imagination from involuntary (passive) becomes voluntary (active), gradually turns from direct to mediated, and the main instrument of mastering it by the child is sensory standards. By the end of the preschool period of childhood, a child whose creative imagination has developed quite quickly (and such children make up about one fifth of children of this age), imagination is presented in two main forms:
arbitrary, independent generation of some by the child;
ideas the emergence of an imaginary plan for its implementation.
In addition to its cognitive and intellectual function, imagination in children plays another, affective and protective role. It protects the growing, easily vulnerable and poorly protected soul of the child from excessively difficult experiences and trauma. Thanks to the cognitive function of imagination, the child learns better the world, easier and more successfully solves the problems that arise before him. The emotional and protective role of the imagination is that through an imaginary situation, the emerging tension can be released and a kind of symbolic resolution of conflicts, which is difficult to ensure with the help of real practical actions.
In preschool children, both important functions of the imagination develop in parallel, but in slightly different ways. The initial stage in the development of imagination can be attributed to 2.5-3 years. It was at this time that imagination, as a direct and involuntary reaction to a situation, begins to turn into an arbitrary, sign mediated process and is divided into cognitive and affective. Cognitive imagination is formed by separating an image from an object and denoting an image with a word. Affective imagination is formed as a result of the formation and awareness of the child of his "I", the psychological separation of oneself from other people and from the actions performed.
At the first stage of development, imagination is associated with the process of "objectifying" the image by action. Through this process, the child learns to control his images, change, refine and improve them, and, consequently, regulate his own imagination. However, he is not yet in a position to plan it, to draw up a program of forthcoming actions in advance in his mind. This ability in children it appears only by 4-5 years.
Children's affective imagination from the age of 2.5-3 years -4-5 years old develops according to a slightly different logic. Initially, negative emotional experiences in children are symbolically expressed in the heroes of fairy tales they have heard or seen. Following this, the child begins to build imaginary situations that remove the threats of his "I" (stories are children's fantasies about themselves as allegedly possessing especially pronounced positive qualities) .
Finally, at the third stage of the development of this function of the imagination, substitute actions arise, which, as a result of their implementation, are capable of relieving the arisen emotional stress; a projection mechanism is formed and practically begins to operate, thanks to which unpleasant knowledge about oneself, one's own negative, morally and emotionally unacceptable qualities and actions begin to be attributed by the child to other people, surrounding objects and animals. By the age of about 6-7 years, the development of affective imagination in children reaches the level where many of them are able to imagine and live in an imaginary world.
As noted above, the main activity of preschool children is play, in which the child's spiritual and physical strength is developed; his attention, memory, imagination, discipline, dexterity. In addition, play is a peculiar way of assimilating social experience, characteristic of preschool age. In play, all aspects of the child's personality are formed and developed, significant changes occur in his psyche, which prepare the transition to a new, more high stage development.
O. M. Dyachenko notes that the development of imagination in the play of a preschooler has practically not been studied specifically. But in the study of the game itself, moments that were significant for the development of imagination were revealed. The author identifies two lines of analysis of play, where it is the main source of the development of the preschooler's imagination.
The first line is associated with the development of the very features of the game (D.B. Elkonin, N.Ya. Mikhailenko). In the works of these authors, the possibilities of the development of the child's imagination were shown as he masters the subject and plot-role play. Along with the game action, the rudiments of imagination develop, which is determined by the possibility of entering an elementary game situation with the variable use of first individual objects, and then chains of role actions. In addition, D.B. Elkonin argues that the most significant aspects of productive imagination arise in play: its focus on solving a variety of problems and the ability to reveal essential characteristics of reality in a specific form.
In the work of N. Ya. Mikhailenko, significant shifts are noted in the development of the game of older preschoolers after directed training in their plot formation. Arising in play and developing along with it, imagination, in turn, determined the development of play activity.
The second line of analysis of the game is connected with the possibilities of interiorization of the imagination, its transition to the plane of representations (L. S. Vygotsky, A. N. Leontiev). So, L.S. Vygotsky emphasizes that the play of the preschooler is inseparable from the object, begins with it and presupposes its obligatory use.
In the older preschool age, imagination no longer requires constant external supports, it can fully flow in the internal plane, i.e. in play, the formation of the imagination as the actual internal, mental activity of the child takes place. The separation of the imagination from the object and its transition to the inner plan is especially clearly seen in the boundary games, one of the forms of which, according to A.N. Leontyev, is a game - fantasizing.
The role-playing game develops imagination and creativity.
Planning, consistency of actions in long-term role-playing games is combined with improvisation. To implement a plan in a role-playing game, a child needs toys and various objects that help him to act in accordance with the role he has assumed. If the necessary toys are not at hand, then the children replace one object with another, endowing it with imaginary signs. This ability to see non-existent qualities in an object is one of the characteristic features of childhood. The older and more developed the children are, the more demanding they relate to the objects of play, the more they look for similarities with reality.
In play, the mental activity of children is always associated with the work of the imagination: you need to find a role for yourself, imagine how a person acts, who wants to imitate what he says. Imagination also manifests itself and develops in the search for means to fulfill the plan. This is how creativity develops in the game.
In play, other types of activity arise that are essential for the development of the child's imagination. As L.S. Vygotsky, play "serves as a preparatory stage in the child's artistic creativity." Separate, more or less independent types of children's creativity (drawing, dramatization, essays) are distinguished from it. He believed that any kind of children's creativity is similar to play in its nature (simultaneous creative act, the absence of long-term work on works) and in connection with the child's emotions.
Critical to Successful Leadership creative games, as noted by A.K. Bondarenko, - the ability to win the trust of children, to establish contact with them. This is achieved only if adults take play seriously, with sincere interest, and understand the intentions of children and their experiences.
An adult can intervene in play if required to give the play the desired direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust in children, when he knows how, without violating their plans, to make the game more fun.
The main way of upbringing in play is influencing its content, that is, the choice of the theme, the development of the plot, the distribution of roles and the implementation of play images.
Thus, play is one of the main types of activities of children of preschool age, in the process of which the child's spiritual and physical forces develop: his attention, memory, thinking, imagination. Play is an integral part of the free activities of children, their free communication in the process of which the child's cognitive development takes place. Play is also included in the pedagogical process, i.e. purposefully used for the development of children, therefore, can also be used as a means of developing imagination. An important role in the formation of a child's imagination is played by an adult - his pedagogical position, his personality as a whole. The teacher must not only create conditions for the manifestation of the imagination of children. In the process of organizing and guiding the activities of children, it is necessary to enrich the ideas of preschoolers, teach them effective techniques for manipulating images of the imagination, use special exercises that stimulate children's imaginations, etc.
Voytyuk Valentina
Consultation "Methods of organizing productive activities"
Consultation
Organization of productive activities
preschool children
Methods in the organization
productive activity of children
Informational - receptive
It aims to organization and ensuring the perception of ready-made information
Reproductive
It is aimed at consolidating the strengthening and deepening of knowledge of the assimilation of ways activities which are already known.
Heuristic
Aimed at step-by-step or step-by-step training in procedures activities.
The teacher sets before the children the solution of not an integral problem, but directing its individual elements to find solutions.
(The teacher communicates the fact, the children draw a conclusion. The teacher poses a problem, and the children put forward hypotheses for its solution.
Research
Independent solution of a holistic problem by children.
All these general didactic methods are implemented through a system of receptions.
1. Visual
Techniques 2. Verbal
3. Games
Leading in productive activities are visual devices we:
Visual techniques
1. Observation
In the process of observation, the child develops an idea of the depicted object, of the world around him.
Observation requirements
1. Purposefulness (object features)
2. Emotionality, non-indifference of perception
3. The meaningfulness of observation (awareness of the properties that are to be portray: shape, color. Proportions, location in space, etc.)
4. Activity of children (emotional, speech, mental, motor)
5. Repetition of observation (changing conditions)
6. Taking into account the age characteristics of children.
Features of observation in different age groups
1 junior gr.
Allocate one, two signs of direction (for example: color, rhythm)
Observation is short-term
Installation on the subsequent image of the subject is not given
The teacher, when depicting, chooses the shape and color himself
Observation happens in action, in play
2 younger group
Observation includes an element of gesture examination (outline the shape with your finger)
Middle group
Longer observation
Several signs stand out (color, shape, structure - parts, location in space)
Repeated observation with increasing complexity of the content and methods of cognition
Questions are not only reproductive, but also of a search character.
At the end of the observation, the children are told about the work ahead.
Drawings should be more complex, there can be subject and plot, personality traits should be manifested due to composition, details - additions, a variety of colors)
Older age
The target is reported after the children emotionally perceive the object.
Help children express their feelings, express themselves
Encourage children to search for words, images, comparisons to express feelings
Pay attention to location items, viewed up close and from afar. Compare by size, set mutual arrangement v space: closer to us, further, to the right, to the left.
Form a visual representation (how you can draw, what material is better to use, what color of paper is best suited.
At the time of observation, plan a future drawing.
2. Inspection
Purposeful analytic-synthetic perception of an object is tactile - motor and visual.
Children form an idea of the object that forms the basis of the image.
Inspection is the purposeful examination of an object that needs to be depicted.
Isolation of external pictorial features
The survey can be divided into 3 stages
Stage 1 - holistic, emotional perception of the object, through some expressive sign (for example, a Fluffy kitten is the most expressive sign "fluffy"
Target: arouse desire to portray.
Stage 2 - analytical perception of the object, that is, the sequential selection of pictorial features, parts and properties of the object.
Selection order. Corresponds to the sequence of the picture
1. Allocate and name the largest part of the subject and its purpose.
2. Determine the shape of this part (they endure the dependence of the form on its purpose, living conditions, etc.)
3. Determine the position of this part in space (differences in different species of one subject: sleepy's trunk is thick and straight, thinner and curved)
4. Then select another rather large part, find out the position, shape, its size in relation to the main one.
5. Allocate a color if its image is involuntary, but is performed in accordance with nature.
6. Pay attention to details
During the examination, an examiner is used gesture: circle the shape with your finger, visually accompany the movement of the hand.
Stage 3 - a holistic emotional perception of the object, as if uniting a holistic image.
Examining gesture - obeys the form.
Junior gr.
Joint gesture of an adult and a child (The finger runs does not stop anywhere. The shape is round)
Middle group
The word specifies the location of the parts of the object. (top, bottom, one side)
Examined gesture and visual control
It is important to encourage gestures and name parts aloud. Forms.
Find out the dependence of the shape and name of the object, its parts
Senior group
Attention to the ratio of parts in an object in width, length, height
The main form is conveyed by generalization, bringing it closer to the corresponding geometric form (circle, oval)
Pay attention to straight and rounded lines.
Use the technique of comparison when looking at parts of the same object and comparing similar objects among themselves(a generalized way of depicting.)
Pay attention to diversity items of the same type, teach to see their expressiveness, the originality of each.
Help destroy the template image.
Inspection in different types of visual activities
Application
Examining gesture as in drawing, only draw in the other direction (from right to left)
The examining gesture of the educator is accompanied by a word. (vase: at the bottom the line is rounded, at the top at the neck - straight)
The order of operations in the examination of an object basically repeats their order in sculpting.
Examination procedure in sculpting items round and oval with relief features (apple, pear, cucumber)... And a complex dismembered shape
1. Highlighting the general form if the object is holistic.
Selecting the shape of the main body if the object is a dismembered shape.
2. Isolation of a specific characteristic shape (differences from geometric shape)
3. Determination of the shape of other parts and comparison with the shape of the central part.
4. Determination of the size of other parts. Compared to the main one.
5. Determination of the position of these parts in relation to the main
6. Attention is fixed on the main relief features that clarify the specific shape (there is a depression in the apple, the shape of small parts - beak, ears)
The movement of the fingers during the examination corresponds to the movement of the fingers during the sculpting.
Modeling scheme for this examination
(round)
1. Creating a basic shape close to a geometric figure
2. Modeling a specific shape
3. Modeling of the main relief features of the object
4. Additional details (twigs, leaves)
Modeling scheme - for this examination
(complex dismembered form)
1. Modeling the stand
2. Modeling the main largest part (generalized form)
3. Modeling of other large parts of the generalized form
4. Modeling specific (the characteristic shape of these large parts)
5. Connection of large parts into one whole.
6. Modeling of small parts of an object
7. Surface treatment
Dependence of the survey on the image method
Image from nature
Considered in the perspective in which the image will be made. Fixes attention to visible parts
Image by view
It is important that children can "see" not only the basic forms of the object, structure, but also their possible variants. (different apples, different cars)
It is better to examine natural objects, to examine toys, sculptures, animals, birds only after observations in nature, so that children represent an image "Alive" expressive not static.
The survey is best done after observation, if possible.
3. Consideration
Pictures and book illustrations
Widely used method
In no case should pictures or book illustrations be offered to children for direct imitation.
This is an indirect method of teaching, it is used for the preliminary formation of ideas and ideas, when it is impossible to acquaint children with subject or a phenomenon in the process of direct perception.
Use after observation, in order to clarify, enrich ideas
4. Sample
A pattern is what children should follow when completing various kinds of tasks.
This technique should not be abused - children drawing according to the model, draw according to the vision of the teacher, and not according to their own design.
The result is the monotony of work, not the ability to draw on your own.
Most applicable in applique, decorative painting.
In decorative painting, children are offered 2-3 sample samples, and help them see the generalities and differences.
Show - public demonstration of one of the image options
Widely used method... Used when familiarizing with the technique of work, with new ways of image.
The show can be:
1. Full show
2. Partial display
3. General display (for all children at once)
4. Individual display
5. Show teacher
6. Show in the form of a joint action of the teacher and the child
7. Showing the way of action by the child.
Verbal techniques
Conversation - teacher-organized conversation, during which the educator uses questions, explanations, clarifications, contributes to the formation of ideas about the depicted object or phenomenon.
Maximum stimulation of children's activity
Used in the first part of the work and after completion
2. Explanation
Explanation is a way of influencing the minds of children, helping to understand and learn what and how to do.
The advice is used for the difficulties of children. It is important not to rush with advice - let the child find a solution on his own.
4. Reminder
Reminder is a short guideline. Used before starting the process. More often it is about the sequence of work execution, planning and organization of activities.
5. Promotion
Encouragement should be used more often when working with children. It makes you want to do your job well, diligently. Instills a sense of success in children.
In no case should you publicly criticize the work of children, destroy drawings and crafts. Such methods- you can bring up a notorious, loser.
6. Artistic word
Artistic word - arouses interest in the topic, in the content of the image. Helps to draw attention to children's work. Creates an emotional mood.
Verbal techniques are inseparable from visual and playful ones.
Game tricks
Game techniques are aimed at solving didactic problems, creating motivation for activities.
Signs of playing tricks
1. Game task - the goal of the upcoming game actions (we will build a house for the bear, we will invite Petrushka to visit)
2. Development of the game concept (let's take a photo for Petrushka)
3. Game actions (children are photographers - they draw photographs, give them to Petrushka)
Game actions are:
1. Motor (practical)
2. Imitating action (they wave their hand - like a wing.)
3. Fine (drawing in the air - snowfall)
4. Onomatopoeia
Play techniques are ways of joint development of a plot and play concept by setting play tasks and performing play actions aimed at teaching and developing children.
The nature of playing techniques
1. Plot - game situation by the type of director's games.
Playing out objects or toys(Buratino came very upset. That he did not see the city of Ust-Kut, where the children live. How can you help Buratino)
Playing with the image (they drew a track - a bun rolls along it, a drawn bird flies, pecks grains)
Playing with an unfinished image for the purpose of analyzing the created sample (he throws crumbs into the chicken. Why doesn't he bite?
2. Play techniques with role-playing behavior of children and adults
Children are offered the role of potters, painters, builders, photographers, etc.)
Types of fine activities
1. Fine activity of submitting(by imagination)
Preparation based on direct perception (visual, auditory, tactile-motor
Involvement of memory processes
Drawing on representation based on impressions received from various sources (events. books. television. cartoons, observations)
(This view is most natural for preschoolers.)
Images based on literary, musical works
Images by design on a free theme, chosen by the child himself in terms of content, can be substantive, plot, decorative)
Images on a free theme with a limited theme ( "my favourite toy", "All works are good - choose the taste"
2. Fine memory activity
More often held in senior group, in the preparatory group at the end of the year
The process of reproducing an object on paper in the spatial position in which this object was at the moment of perception.
Development of perception, observation, visual memory, teaching children to observe and memorize, and then to reproduce (for drawing low-detailed items, or simple landscapes)
Sequencing.
Stage 1 - observation - holistic emotional perception
Before drawing, carefully examine, examine, remember, then draw very similarly - such a task should be set after the first examination. Emotionally high.
Stage 2 - highlighting the main objects, their originality (form. Color, size, proportions, location)
Stage 3 - remember, present a drawing. Think about where to start drawing.
Stage 4 - After viewing, pay attention to the quality of memorization.
3. Image from nature.
An image of an object in the process of its direct perception from a certain point of view, with the aim of conveying it as accurately and expressively as possible.
- tasks: teach to peer into nature, see expressive signs, distinguish originality, accurately convey in a drawing.
Start learning flat or close to flat, then rectangular shapes from the front (volume was not visible) a small number of details that did not overshadow each other.
Establish nature. For children to see the most characteristic side (at the level of the child's eyes)
Nature should be of interest (the branch of bird cherry will fade, and we will preserve its beauty in the drawing)
- the teacher says: “As we see, we draw. How many leaves on the right - draw so many on the right ... ")
You can sketch with a simple pencil to outline the proportions and plan the image.
Pictorial activity, where under one thematic content different types of artistic activities
(drawing, modeling, applique)
A generalized mode of action helps children navigate different types of artistic activities
1. Perception - the ability to peer into objects, phenomena - as the first orientation
2. Orientation in surrounding colors, shapes in the process of fine activities
3. Ways of independent actions when choosing expressive means
4. Ways of creative actions in the transfer of the image in drawing, modeling. Applications
In this case, the capabilities of the search engine are most fully revealed. activities
5. Co-creation of educators and children (together with the educator, they perform a series of tasks that represent the result of collective work
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