The development of a child’s abilities - intellectual, physical, creative - is the key to his success in later life. Received in early age skills, knowledge, abilities facilitate the process schooling, increase self-esteem, help develop children's abilities and talents. Child psychologists and teachers recommend Special attention pay attention to the development of creativity in children. Experts say: creative thinking formed in early childhood significantly facilitates the process of solving a variety of life problems.
What is creativity?
Speaking about creativity, we usually mean the ability to solve problems in a non-standard way, to look at the world from an unexpected angle and find unusual ways performing various tasks. It is believed that creativity is inherent in absolutely everyone. This opinion is not without foundation: all parents have noticed that children who are not yet familiar with traditional ways of using objects often find very original uses for them. Unfortunately, while learning to solve problems in the “correct”, standard way, the child loses his creative abilities.
With the right approach, you can preserve and develop creativity at any age. There are techniques that even force adults to become more creative and teach them to act outside the box. But of course best result provide classes that begin at an early age.
Development of fantasy and imagination
Modern parents find themselves faced with a difficult choice of clubs, sections and preschool institutions who promise to raise a child into a creative, extraordinary personality. But you need to understand: sessions with parents are the most effective. By creating an atmosphere in the home that is conducive to creativity and setting aside time to communicate with their son or daughter, parents can do much more for their development than even the most experienced teacher!
The development of creativity begins with the formation of imagination and fantasy. Imagination is the ability to imagine a certain object and hold its image in one’s mind. There are several stages in the manifestation of imagination:
- dreams - uncontrolled recreation of images that a person is not able to control;
- dreams - controlled reproduction in the mind of pictures that evoke pleasant emotions;
- recreating imagination, which allows us to imagine images of heroes of books read, paintings described by someone, etc.;
- creative imagination, which allows you to come up with completely new images and develop ideas that did not previously exist.
A child can easily recreate a fairy-tale world in his mind, he sincerely empathizes with fictional characters, and easily perceives distortions of reality. It is more difficult for an adult to do this due to accumulated experience and a stock of ready-made images and solutions.
Development of imagination in children preschool age occurs exclusively during the game. The best period for this is considered to be the period of 5-7 years, when the active formation of imagination occurs. Preschoolers enjoy imagining and using real objects as a substitute for imaginary ones. An ordinary branch instantly becomes a pistol, a chair becomes the interior of a car, and a pencil becomes with a magic wand.
Such games are not usually called “educational”, but they perfectly develop imagination and imagination. Subsequently, these qualities manifest themselves in creativity, and then in other areas of a child’s life. It is interesting that the older the child gets, the easier it is for him to manipulate invented images.
With age, children develop the ability to control their own imagination. At first it manifests itself spontaneously; children hardly know how to fantasize of their own free will. Preschoolers, and even more so schoolchildren, can already regulate the flow of imagination, creating images at will. You can notice the development of this ability by observing how a child expresses himself in creativity. When starting to draw or sculpt, children come up with images of characters on the go and add new details to them. And an older child usually plans what exactly he wants to draw or sculpt; he can imagine in advance the finished image of a future craft and prepare only those materials that he needs to implement his idea.
Games to develop creativity
You can stimulate your imagination with a variety of games:
- Construction sets are great for developing spatial thinking;
- creative activities contribute to the formation aesthetic taste, teach to see the final goal of the work and embody invented images in drawings or crafts;
- puzzles help improve logical abilities, develop the ability to find non-standard solutions to various problems;
- role-playing games train social skills, learn to simulate various situations, create complete images, hold them in consciousness for a long time and manipulate them at will;
- word games Suitable for children aged 6 years and older, they help develop variability and speed of thinking.
But any game will be effective only if you engage in it together with the child, introduce elements of developmental learning into it, and stimulate the imagination.
For example, if a child is interested in building a house from construction sets or blocks, he should ask questions: who will live here, who will come to visit the owner of the house. If a child gets involved in the process of fantasy, you can come up with a fairy tale, act out any situation, and create images of various characters.
Sometimes you can give children a creativity test by asking them to come up with a story, solve a logic problem, or make a craft on their own. But under no circumstances tell them that you are testing them! They should perceive the task as a game, without getting nervous or trying to live up to your expectations.
When developing a child’s imagination and imagination, you should adhere to the following rules:
- give up the desire to criticize the process and results child labor- your task is not to teach him to create masterpieces, acting according to a template, but to develop his imagination;
- do not do all the work for the child, give him the opportunity to act on his own;
- do not force the child to do what he does not like, give him freedom of choice, try to captivate him, but do not demand to build or draw if he is not in the appropriate mood;
- try to find activities that will not cause boredom - if he is interested, he will receive not only pleasure from the game, but also maximum benefit;
- Encourage your child’s independence and curiosity, allow him to ask questions and look for answers to them.
But most importantly, listen to your child! Choose those methods of developing imagination that will suit his temperament, his interests and mood. Even if you can't get him interested in games aimed at improving his creative abilities, don't despair! Imagine with your child, and you will definitely find a way to teach him to think outside the box.
The first years of a child’s life are the most important and valuable for his future, since the skills and knowledge that a person acquires in childhood serve as the basis for his entire subsequent life. That's why modern parents strive to use the opportunities of this period as fully as possible and pay more and more attention to early development children. Moreover, we are talking not only about intellectual and physical, but also about creativity. Teacher and early development expert Svetlana Degtyareva will talk about how to develop creativity in preschool children.
What is creativity and why is it so important?
In the Russian language, the word “creativity” appeared not so long ago, and it is used mainly in relation to new ideas and unexpected solutions. In a broad sense, a creative approach is the ability to see ordinary things from an unexpected angle and find original solution for a typical problem. There is an opinion that creativity is a natural ability, initially inherent in every person, but as we grow older, it is gradually lost under the influence of educational and training programs. So if you want your children to grow up capable of unexpected and innovative solutions, you should start doing this from preschool age.
Any inclinations need to be developed, and this applies not least to creativity. Any creative inclinations, any natural craving for creativity, requires special activities that will stimulate the child to create something new and help him in the future to more fully use his potential.
Some people mistakenly understand that the development of children’s creative abilities is only active activities various types of art - drawing, music, dancing. In fact, this direction is much broader, and various sections and circles are an important, but far from the only part of it.
Experts in the field preschool education emphasize the importance of parental participation in nurturing creativity in children. One of the things depends on the family the most important conditions necessary to achieve the desired result - creating an atmosphere favorable for creativity. In addition, of all adults, it is with the parents that the child has the strongest emotional connection. The baby loves mom and dad, enjoys spending time with them and gets a huge amount of positive impressions from this. This means that with the right approach, classes with parents will be more productive.
Another important point is that, unlike group classes, the adult’s attention is focused on one child, and is not divided between several children. And finally, if both parents are involved in the process, the child will have a more varied creative experience. This is due to the fact that moms and dads usually choose different approaches and methods, causing classes to cover a wider range of exercises.
Imagination is different
Creativity is based on fantasy and imagination. If we turn to terminology, imagination is usually understood as the ability to imagine an object, hold its image in consciousness and manipulate it.
Depending on the situation, this ability can manifest itself with varying degrees of intensity. The simplest and most common form of imagination is dreams. When we sleep, we do not control the images that arise, we cannot control them, and we perceive them regardless of our desire, taking a passive observer position. The more active phase manifests itself in dreams, in which we form certain pictures that seem pleasant or desirable to us. The next stage is the recreating imagination, which “turns on”, for example, when reading books. Based on the description of the hero, sometimes quite sketchy, we imagine his image, and later apply it to the events described in the work. And finally, the peak form of imagination is the creative process, that is, the creation of absolutely original images and ideas that did not exist before.
It must be borne in mind that imagination is largely based on life experience, therefore, the older we get, the more material and tools our imagination gets at its disposal, and therefore its potential increases. Where then did the belief come from that children have a more developed imagination, you ask? It's simple - a child more easily accepts imaginary distortions of reality (therefore, in particular, it is easier for him to believe in fairy tales and empathize with their heroes), and in addition, he has more reasons to use his imagination. Adults, having a huge stock of familiar images and knowing how to combine them, generally prefer to use already proven ready-made solutions for typical problems.
Let's train our imagination
A game for a child is an opportunity to learn new things. It is in the exciting form of play that children become acquainted with the world: the first educational toys help babies develop their sense of touch, vision and hearing, then they learn to crawl and walk with the help of more mobile toys, and then move on to role-playing games that contribute to the development of social skills and imagination. Formed in the process of play, imagination penetrates into other areas of life, primarily into creativity.
The best age for the development of non-standard, creative thinking will be the period during which the imagination is formed - that is, from three to seven years. At this time, children learn to use and control their imagination. This can be seen even in the way the child plays. For example, children often use real objects in games to replace certain imaginary things and objects: for example, a mop can become a fleet-footed horse, a felt-tip pen can become a magic wand, and an empty cardboard box can become a spaceship. At the same time, children 3-4 years old need the replacement object to be similar to the one being replaced, but for older children this similarity can be quite conditional. Gradually, the need for the object itself fades away, and the child learns to manipulate an imaginary image without any “outside” reinforcement.
Another change that occurs during the process of growing up is the control of fantasy. The older a child gets, the more actively he learns to use his imagination. So, younger preschoolers They do not set themselves the goal of inventing something, and their imagination manifests itself spontaneously. But older children can already create images purposefully. This is also manifested in creativity: when drawing or modeling from plasticine, kids begin work without yet having an image of a finished picture or figure in their heads and come up with details “on the fly.” As they grow older, they begin to plan in advance what exactly they want to sculpt or draw, and select the materials and colors necessary to implement this idea.
We need different games
Educational toys can be a good help to stimulate the imagination. For example, construction sets develop spatial thinking, puzzles develop logic, and creativity kits develop aesthetic taste.
Separately, it is worth mentioning the sets for playing “to the store”, “to tea party”, “to school” and so on. Such toys help train social skills, as children learn to communicate with each other, negotiate and resolve disputes peacefully, and also serve as excellent imagination training. Children simulate a game situation, come up with a plot for the game, decide what a character should do in this or that case... By inventing and distributing roles in the game, children learn to keep a certain image in mind and manipulate it for a long time.
All answers are correct
In order to stimulate a child’s imagination, it is enough to introduce elements of developmental learning into the game. For example, when a child builds a house out of blocks, you can ask who could live in it. You can also invite your child to fantasize about a situation and, using leading questions, help him come up with a story.
Logic tasks will also be useful - ask your child to explain what some objects have in common, or to come up with as many ways as possible to use a simple object (pencil, cup, piece of paper).
There are many ready-made tasks that you can use to train your child’s imagination, but this does not stop you from coming up with your own - after all, you, like no one else, know what will be interesting to your child.
The main thing is to remember a number of rules:
Do not criticize your child’s successes: there are no wrong answers here and any idea that your imagination suggests is valuable;
Let your child find the solution himself. If necessary, you can gently help him, for example, ask leading questions, but avoid hints and ready-made answers;
At the first sign of boredom, it is better to switch to another game. The activities should be interesting, and if the child begins to get distracted, it is worth ending the game. You can promise that you will continue it later, then the child will have additional interest, and he will be happy to join the game next time;
The child should have the opportunity to choose the type of activity. There is no need to force him to solve logic puzzles if he wants to draw;
Encourage curiosity: independently searching for answers to questions helps develop imagination.
For all parents, their children will always be the best, because each child is unique and talented in their own way. Do not take professional recommendations on the development of creativity as a guide to action and focus primarily on the interests and character of your child. In any case, in such activities it is not so much the result that is important, but the time spent together.
Tatyana Sutorma, consultant: Svetlana Degtyareva, teacher, early development expert at ELC - Early Development Center
magazine for parents “Raising a Child”, March 2014
Development of creative abilities in preschool children. How to raise a child to be creative? Tasks and exercises for the development of creative thinking.
Psychologists define creativity as the ability to see things in a new and unusual light and find unique solutions to problems. Creativity is the exact opposite of patterned thinking. It takes you away from banal ideas and the usual way of looking at things and gives birth to original solutions.
Intelligence researchers have long come to the conclusion that there is a weak connection between a person’s creative abilities and learning abilities. intellectual abilities. IN creative activity an important role is played by temperamental characteristics, the ability to quickly assimilate and generate ideas, etc.
Creativity can manifest itself in various types activities. To the question that concerns many parents, whether it is possible to develop them, whether it is possible to teach creativity, psychologists answer: yes. This is due to the fact that preschool age is very receptive, plastic, and such mental function like imagination. In other words, the ages between three and seven years are most favorable for the development of creativity.
Creativity makes thinking fun and helps us find new solutions to old problems.
There are many ways to develop creativity, especially among parents. In favor of the fact that it is mom and dad who can best organize the process creative development child, the following facts say:
The child highly values communication with parents, who are authorities for him;
- parents know their child well and therefore select development opportunities that the child will like and will be interested in;
- creative activity is one of the most productive ways to spend time for adults and children;
- the attention of mom or dad is entirely devoted to the child, while the teacher tries to distribute it evenly among all the children in the group;
- emotional contact with a significant adult gives the child special impressions of the joy of joint creativity;
- the child develops an idea of the parent as a person with whom it is interesting to be together;
- Mom and dad, as a rule, choose different means for the development of the child, and therefore the creative experience the baby receives in the family is doubled.
Before we show you how to develop creativity, here's a little story, the hero of which has a clearly expressed ability to create.
During the First World War, a certain Mr. Harrigan's wife sent a desperate letter. “There doesn’t seem to be a single able-bodied man left in all of Ireland,” she wrote, “and I have to dig up the garden myself.” In response, Harrigan wrote: "Don't dig up the garden. There are weapons buried there." The letter was opened by censorship, soldiers raided the wife’s house and dug up the entire garden to the last inch. “I don’t know what to think, dear,” Mrs. Harrigan wrote to her husband, “the soldiers came and dug up our whole garden.” “Now plant the potatoes,” Harrigan replied.
Mr. Harrigan chose an unexpected, unconventional move, having previously calculated the consequences of his actions. And, as we see, he was right. At the same time, there is nothing unusual in his actions: he simply wrote a letter to his wife.
When developing a child’s creative abilities, the material used, as in the above example, is a variety of - and in most cases ordinary - surrounding things. The ability to find different ways to find a solution, to consider a phenomenon or object from different angles, etc. is very important. Here are several possible activities with the child.
Tasks and exercises for developing creative thinking
The activities offered in this section are aimed at developing in children general creative thinking techniques that are not tied to a specific academic subject. At the same time, they can be used to activate creative thinking in relation to various content areas traditionally studied in preschool institutions.
Exercise
Goal: development of creative abilities by activating imagination.
1. Tell the children the following story.
One day a little boy was walking home from school. As he walked along the sidewalk, he looked very carefully at his feet to be sure that he was not stepping on a single bug. He was a very kind boy. He didn't want to hurt anyone. Suddenly he stopped. Lying right at his feet, sparkling in the sun, was a completely new coin.
"Wow!" - the boy exclaimed and picked up the coin. “Today must be a lucky day,” he thought. And the coin was really very beautiful: on one side there was an image of a tree, and on the other - a strange bird. In fact, it was a magic coin, but the boy, of course, did not know about it. As soon as he put the coin in his pocket, he felt something very strange. It seemed to him that he was becoming smaller and smaller, and this feeling did not leave him until he became a very tiny man.
2. Ask your child, “If you were that little boy, what would you immediately think of?”
3. Continue this way: “You offered very interesting guesses, now I’ll tell you what our boy really thought. The boy began to think, first of all, about how he would now get home. But since "This story doesn't say anything about what this boy did, you can tell it yourself. So, how can he get to his home? Don't forget that the boy is very short."
4. Ask a question regarding the consequences that our hero, in general, a person of such height, may face. Try to interest the child and get the maximum number of answers from him. We encourage you to use the following questions (although you can come up with your own).
What happens when the boy gets home? What will his parents think? What will his brothers and sisters and his dog and cat think?
- what will change when he eats?
- what difference will he feel at night and when he wakes up in the morning?
Accept all answers, even though some of them may seem ridiculous.
5. Continue the discussion: “You made quite a lot of interesting assumptions. Now think about how things will be for the boy in kindergarten?”
Give your child two attempts to speak. Keep in mind that in order to meet the criterion, the child must name at least two guesses.
6. Unexpected turn of events. Remind your child of the content of the story you told. Then say: “So, after the boy became small, whole days and nights passed. And he decided to again become the same as he was before.”
Pause for a moment and ask your child to make suggestions as to how the boy could achieve this. Try to encourage him to express a wide variety of ideas. Continue like this: “The boy decided to put the magic coin back on the sidewalk in the hope of growing up again and becoming his old self. He put the coin up with the side on which the tree was depicted. The moment the coin touched the ground, the boy felt that he was getting bigger and bigger. more. But the magic coin did not know how tall a normal boy should be, and so he grew until his height became greater than the height of the ceiling in this room."
Ask the children to list problems that someone this tall might face. Try to get as many answers as possible.
7. Conclusion. "It is clear that the boy did not want to be a giant, just as he did not want to be very tiny. He really wanted to be an ordinary boy his age."
Pause again for a while and invite the child to express his thoughts on how the boy can do this.
"In our story, the boy decided to return again to the place where he found the magic coin. This time he put it on the ground with the side facing up, which had a picture of a bird on it. As soon as he did this, he felt himself quickly shrinking in size "Suddenly the moment came when he stopped shrinking. He looked around and noticed that he had again become of normal height."
Finally, ask your child to give his guess as to how he thinks the story ended.
Thus, by breaking a short story into several plot stages, you can encourage the child to search for a variety of ways to develop the situation. If you are working with several children, you need to listen to everyone, even if the originality and logic of one child, say the eldest, is obvious. In this kind creative games Adult family members can also take part: for example, if the leader is mom, dad and child can compete in the unusualness of the proposed solutions.
Try to create an interesting logical chain from any fact, even at first glance, an ordinary one. Are you making soup in the kitchen? Ask your child, what will happen if the stove breaks? If you don't turn down the heat? No salt? Try to ensure that the child’s answer is only the basis for the next question in the logical chain.
A logical chain can be drawn. Often children ask the question “What else should I draw?” Refer to the first drawing, come up with a plot and its continuation. The child is interested in creating stories himself, which, moreover, can be watched and shown to others more than once.
By stimulating the child to search for non-standard solutions, parents create a kind of foundation for the development of creative abilities in a variety of areas.
As an example of ways to develop creative thinking, we present a small questionnaire (Table 1).
Table 1. Activation of creative thinking in various types of activities.
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Let's decipher several sections.
Mathematics. The development of mathematical skills represents the ability to analyze, synthesize, classify, generalize and evaluate. The following exercises can be done with children.
1. Help your child follow the application mathematical concepts on practice. For example, ask him to count how many days are left until some interesting and significant event for him, for example, before a trip out of town. You may want to ask if there are enough napkins for everyone at the table. The cooking process also provides the opportunity for the practical application of mathematical knowledge (measuring raw materials using cups, teaspoons, etc.).
2. Organize an impromptu store at home. Let your child decide what to sell, what prices to set, how to record purchases, etc.
3. Offer children several tasks (puzzles) to classify geometric shapes by color and size. Ask to draw (or indicate) a triangle shape that should follow the following sequence: triangle - circle - square - triangle - circle - square - triangle - ...
4. Ask the children to line up the tin cans according to height. Then fill these jars various materials and ask the children to put them in order of increasing weight.
5. Invite your child to invent a new one. geometric figure and give it a name.
6. Tell your child that it is as if some robber stole all the watches in the city. How can you keep track of the passage of time until a new clock is installed in the city?
7. Is it better to measure the ingredients included in a chocolate cake: flour, water, salt, sugar, vanillin, cocoa - using measuring spoons or cups?
Speech. Language arts include the ability to listen and communicate (orally), and, at an older age, to read. The development of speech skills can be stimulated by solving riddles, reading poetry, folk legends and fairy tales, stories, etc. The following exercise gives an idea of some methods for developing skills in this area.
Practical application of knowledge
1. Come up with sentences in which the last word is omitted. Invite your child to finish the phrase with a word that matches the meaning. For example: “I want to wear...”, or “My favorite color...”, or “Peter threw...”. A more difficult variation of this exercise would be to find the appropriate words in the middle or at the beginning of a phrase. For example: “... was riding a bicycle” or “Dasha... her little brother.”
2. Challenge the children to name words that rhyme, for example, with the word “car.” Then ask them to create a poem containing these words.
3. Invite your child to compose a coherent story based on the pictures. Then swap the pictures. Challenge your child to put them in the original order.
4. Invite your child to imagine that he is the best chef in the world and should appear on a television program to demonstrate how to prepare the most delicious dishes. The rules of this game stipulate that children can use any auxiliary material they need.
5. Give the child four unrelated pictures. Ask him to group them together to make a story.
6. Invite the children to come up with endings to the stories they listened to on the tape recorder.
7. Show your child reproductions of the most famous works of painting and graphics. Ask them to express and justify their attitude towards this or that painting, and name the work that they liked the most. If the works of different artists are presented, ask the children to name the artist whose work they liked more than others, and then justify their choice.
The science. Scientific abilities include the ability to observe, classify, experiment, and hypothesize. As for preschool education, the most common topics studied at this level are the senses, air, water, seasons, weather, simple laws of nature, insects, plants and animals.
Practical application of knowledge
1. Tell your child about an animal, for example a snake. Ask for answers to the following questions: What would you feed a snake? What kind of housing would you build for her? Where would you look for snakes?
2. Show your child how simple scales are made. To do this, take a long flat plate, such as a wooden ruler or a construction piece, and place it on a fulcrum. Explain how two items can be balanced. Then offer to experiment on your own by placing different amounts of weights on both ends of the board.
3. Give your child a dropper, two cans of colored water, a sheet of wax paper, and a magnifying glass. Offer to take a closer look at these items, then ask them to explain what will happen to the water when it hits the wax paper? What happens to two drops of water different color when touching each other? What happens to water if it gets on your hand?
4. Help your child find an anthill and examine it with a magnifying glass. Scatter bread crumbs near an anthill and ask your child to make a guess about how the ants will behave. When you see that the ants have made a path towards the crumbs, ask what they will do if a stone is placed in their path or if part of the path is washed away with water.
5. Give your child some earthworms, water, soil, dark and light paper, a magnifying glass and a flashlight. Ask him to take charge of handling the worms for a few days, during which time he will need to become proficient in handling them. After making sure that the preschooler has had sufficient opportunities to observe the behavior of worms, you can ask him the following questions: what do worms do in the light? How do they react to water? How can you determine where the tail is and where the head of a worm is? Give your child the opportunity to express all his thoughts on the results of observing the worms.
b Have your child grow alfalfa seeds by soaking them in liquid the night before and covering them with a wet towel. Give your child a task to record the process of seed germination (for example, draw). Ask him to describe all the changes that occur as the plant grows. Instead of alfalfa seeds, you can use seeds of other plants and grains.
7. Ask your child to imagine that cows have lost their voice and cannot moo. Ask how the cows will communicate with each other in this case.
8. Set the task for your preschooler to obtain paints of new colors by mixing. Not only oil paints, but also colored water, plasticine, etc. can be used as starting materials.
9. Offer to invent a new fantastic creature, something between an insect, a mammal and a fish. Ask them to describe this new creation: what it eats, where it lives, how it moves, etc. Then ask them to draw it on paper.
10. Ask your child to name his favorite dish and tell him why he loves this dish more than others. The topic for the story can be your favorite animals, fish, insects, plants, etc.
11. Invite your child to imagine that with the help of magic he can turn into a car or an animal. Ask him which option he would prefer and why.
By working within these exercises, you will be able to determine how the level of development of creative thinking in your child is gradually changing.
Communication sphere. In conclusion, we will provide some recommendations on how to develop a child’s creative abilities in the field of communication.
1. Invite your child to try his hand at different roles: flight attendant (steward) and waiter, hairdresser and teacher, seller and buyer, etc. How does he cope with provocative situations? What is the solution when communicating with non-standard passengers (buyers, etc.)?
2. Offer to be the first to answer the phone. Thank him if he does a good job as a dispatcher.
3. Ask yourself to explain to the seller which toy (or product) you need to get from the store shelf.
4. Before the birthday, suggest calling grandparents, friends, etc. and inviting them to the party.
5. Let the child tell the teacher on Mondays how the weekend went. You can share interesting events every morning.
If a child does not experience communication difficulties, it is usually not difficult for him to adapt to school life and the process educational activities. And the higher the level of his creative abilities, the more interest each communication opportunity will generate.
So, parents have many opportunities for developing creative abilities. A child will play any game suggested by adults if it is within his capabilities, corresponds to his level of knowledge and skills, and provides the opportunity to achieve more.
Other publications on the topic of this article:
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Lyubov Bystryakova
Target: developing the ability of teachers to find new non-standard (creative) solutions to problems; establishing communication links within the team.
Tasks:
1. Awareness and overcoming barriers to the manifestation and development of creative thinking.
2. Awareness of the characteristics of the creative environment.
3. Formation of skills and abilities to manage the creative process.
Materials: ball, sheets of A4 paper, scissors, pencils, pens, felt-tip pens, markers, glue, Whatman paper, newspapers, magazines, cards with images of Piglet, Winnie the Pooh, Rabbit, Tigers.
Preliminary work: diagnostic study of teachers' creative potential educational institution (Annex 1).
PROGRESS OF THE CLASS
Introductory part. One of the main components of the federal state educational standard, the central figure, without whom their successful implementation into the education system is unthinkable, is the teacher. What qualities do you think a teacher should have?
Answers:
Creative;
Proficient in modern educational technologies;
Effectively interacts with families of students;
Open to innovation;
Motivated to work with children;
Capable of personal and professional development.
Without the development of creativity and readiness for innovation, successful pedagogical activity Nowadays.
We, teachers, like no one else, must be creative people. After all, in order to develop creativity in children, you need to be creative people yourself.
You cannot create something new in any area of life without having creative abilities. The main thing is that creative abilities can be developed not only in children, but also in ourselves, and above all in ourselves. To be an effective teacher and at the same time maintain professional health, you need to see, find and create new things in the profession. How to find something new? According to the Soviet film director Sergei Gippius: “Make the difficult familiar, the familiar easy, the easy beautiful.” Today during the training session, think about your own recipes.
Acceptance of the rules of working in a group (activity; sincerity; I-statements; confidentiality; non-judgmental; active listening; “here and now” rule).
Group bonding exercise
Fantasy game “The Magic of Our Name”
Target: The exercise helps training participants get to know each other better and develop the ability to present themselves.
Materials: ball.
Time: 10 minutes.
Procedure: Participants sit in a circle. Invite the player sitting to your right to say his full name. The speaker should then say something about his name. He might, for example, try to answer the following questions:
Where did I get my name from?
Are there any famous people with my namesakes?
Do I know any literary or film characters with the same name?
Do I like my name? (If not, what name would I like to have)
Do I know what my name means?
How does my name affect my behavior in life?
Each participant decides for himself what to tell and how to comment on his story.
Having finished speaking, the speaker passes the ball to the next person. The game continues in a counterclockwise circle.
Stages of work:
I. Stage – warming up
Exercise “Throw the ball over”
Goals: development of verbal and non-verbal communication, bringing group members closer together. It is aimed at liberating group members, establishing contacts with each other and finding a quick solution to the task.
Materials: ball.
Time: 2 – 5 minutes.
Procedure: Those interested are welcome. Participants stand in a close circle. The optimal number of participants in a circle is from 6 to 8. They are given a small ball (about the size of a tennis ball) and the task is formulated: throw this ball to each other as quickly as possible so that it is in everyone’s hands. The presenter records the time required for this. The task is not difficult; it usually takes about 2 seconds for each participant to complete it for the first time. The exercise is repeated 3-4 times, the leader asks to do it as quickly as possible. When the time spent has been brought to approximately 1 second for each participant, the facilitator asks them to invent and demonstrate a way in which they can throw the ball so that it is in everyone’s hands, spending only 1 second for the whole group.
Usually after some time the participants come up with and demonstrate an appropriate solution. It consists in the fact that they all place their hands folded in a “boat” on top of each other and alternately spread their palms to the sides. The ball, falling down, is passed from hand to hand and thus has time to visit each participant. Problem solved!
Psychological meaning of the exercise. A demonstration of how a problem can be solved more effectively with the help of a non-trivial approach to it and how stereotypes prevent this (“to throw means to throw up and then catch”). Group cohesion, learning to coordinate joint actions, warm-up.
Issues for discussion:
1. What prevented you from seeing it right away quick way completing the task, what stereotype was activated?
2. Who first came up with the idea of throwing the ball, not throwing it, but dropping it, and what prompted this idea?
3. What situations, when a stereotypical vision prevented one from seeing a simple and non-trivial way to solve a problem, were encountered in the life experience of the participants, and how were these limitations managed to be overcome?
II. Stage – Main activity
Exercise "Arch"
Target: development of creative abilities through the search for a non-standard solution to a given problem.
Materials: sheets of A4 paper, scissors.
Time: 10 minutes.
Procedure: Participants unite into teams, receive A4 paper, and are given the task: to make an arch from one sheet of such a size that any of the participants or all of them in turn can pass through it. The arch must consist of a continuous strip of paper, but you cannot use any fastening accessories; participants only have scissors at their disposal. Demonstrate as many ways as possible.
Issues for discussion:
Who at first thought it was impossible to do the exercise?
How often do such situations arise?
Who suggested the solution or is it a collective one?
III. Stage - Completion
Exercise “Creative Life”
Target: summarize the participants’ ideas about their creative abilities and find their creative beginning.
Time: 7 – 15 minutes.
Materials: paper, pencils, pens, felt-tip pens, markers, glue, scissors, Whatman paper, newspapers, magazines.
Procedure: Participants are united in mini-groups of 5-6 people and given the task: to make a portrait of a creative teacher using the collage method, to identify and write down the qualities of a creative teacher. Create a list of recommendations that will allow you to “make your own life more creative.”
Division of responsibilities in the group: speaker, second, secretary. The most blonde hair, the longest heel, a watch on his hands.
Group discussion: analyze all the proposed options.
Exercise regularly.
Master relaxation and meditation techniques.
Improve your self-confidence.
Keep a diary, make sketches, write poems, short stories and songs.
Read fiction, developing imagination.
Think about alternative ways using objects that you come across in everyday life.
Think about the similarities between things that are unlike each other.
Visit inspiring places.
Do things you wouldn't normally think about.
Try to be more spontaneous and sociable.
Reflection. Feedback.
When addressing the training participants, tell them about what was important and unusual for you today. Come up with and say a farewell wish to your colleagues.
In conclusion, the presenter offers to choose one of the cards: Piglet, Winnie the Pooh, Rabbit, Tigger (Appendix 2).
Literature:
1. Gretsov A. G. The best exercises for the development of creativity. / Educational and methodological manual. – St. Petersburg. : SPbNII physical culture, 2006. – 44 p.
2. Ilyin E. P. Psychology of creativity, creativity, giftedness. – St. Petersburg. : Peter, 2009. – 448 p. Series: Masters of Psychology.
3. Fopel K. Cohesion and tolerance in the group. Psychological games and exercises. Per. with him. – M.: Genesis, 2002. - 336 p.
4. http://www.ruskid.ru/razkraski/267-ras102.html
Annex 1
Methodology “Teacher’s abilities for creative self-development” (I. V. Nikishina).
The purpose of the technique: to study the teacher’s abilities for creative self-development in the process of innovative activity.
Questions:
1. I strive to study myself.
2. I leave time for development, no matter how busy I am with work and household chores.
3. Obstacles that arise stimulate my activity.
4. I'm looking feedback, as it helps me to know and evaluate myself.
5. I analyze my activities, setting aside special time for this.
6. I explore my feelings and experiences.
7. I read a lot.
8. I widely discuss issues that interest me.
9. I believe in my abilities.
10. I strive to be more open.
11. I am aware of the influence that the people around me have on me.
12. I manage mine professional development and I get positive results.
13. I enjoy learning new things.
14. Increasing responsibility does not frighten me.
15. I would be positive about my promotion.
Grading:
5 points – this statement is completely true;
4 points – more likely to correspond than not;
3 points – both yes and no;
2 points – rather does not correspond;
1 point – does not correspond.
Summarizing:
75 – 55 points. Active self-development.
54 – 36 points. There is no established system of self-development; the focus on development depends on various conditions.
35 – 15 points. Stunted self-development.
Appendix 2 
Wonderful choice - Piglet!
Today you are so touching and charming! Of course, you are no stranger to fears and doubts, but faithful friends, for whom you are ready to do anything, can always support you. You perceive the world very emotionally. And we hope that the future will please you!
Today you have chosen Winnie the Pooh.
You are good nature and openness itself. Calm and confident. You want to experiment, and there are a lot of ideas in your head. Today your charm knows no bounds. Dare, dream, conquer new heights!
Your choice - Rabbit.
Without a doubt, you are an erudite and organizer. You can handle any task, because you know how to plan and mobilize. You look at other people's mistakes with condescension and know how to accept others as they are. We wish you good luck and optimism in all your endeavors!
The personification of your choice is Tiger.
The development of a child’s abilities - intellectual, physical, creative - is the key to his success in later life. The skills, knowledge, and abilities acquired at an early age facilitate the process of schooling, increase self-esteem, and help develop children's abilities and talents. Child psychologists and teachers recommend paying special attention to the development of creativity in children. Experts say: creative thinking formed in early childhood significantly facilitates the process of solving a variety of life problems.
What is creativity?
When we talk about creativity, we usually mean the ability to solve problems in unconventional ways, look at the world around us from an unexpected angle, and find unusual ways to accomplish various tasks. It is believed that creativity is inherent in absolutely everyone. This opinion is not without foundation: all parents have noticed that children who are not yet familiar with traditional ways of using objects often find very original uses for them. Unfortunately, while learning to solve problems in the “correct”, standard way, the child loses his creative abilities.
With the right approach, you can preserve and develop creativity at any age. There are techniques that even force adults to become more creative and teach them to act outside the box. But, of course, the best results come from classes started at an early age.
Development of fantasy and imagination
Modern parents find themselves faced with a difficult choice of clubs, sections and preschool institutions that promise to educate their child into a creative, extraordinary personality. But you need to understand: sessions with parents are the most effective. By creating an atmosphere in the home that is conducive to creativity and setting aside time to communicate with their son or daughter, parents can do much more for their development than even the most experienced teacher!
The development of creativity begins with the formation of imagination and fantasy. Imagination is the ability to imagine a certain object and hold its image in one’s mind. There are several stages in the manifestation of imagination:
- dreams - uncontrolled recreation of images that a person is not able to control;
- dreams - controlled reproduction in the mind of pictures that evoke pleasant emotions;
- recreating imagination, which allows us to imagine images of heroes of books read, paintings described by someone, etc.;
- creative imagination, which allows you to come up with completely new images and develop ideas that did not previously exist.
A child can easily recreate a fairy-tale world in his mind, he sincerely empathizes with fictional characters, and easily perceives distortions of reality. It is more difficult for an adult to do this due to accumulated experience and a stock of ready-made images and solutions.
The development of imagination in preschool children occurs exclusively during play. The best period for this is considered to be the period of 5-7 years, when the active formation of imagination occurs. Preschoolers enjoy imagining and using real objects as a substitute for imaginary ones. An ordinary branch instantly becomes a pistol, a chair becomes the interior of a car, and a pencil becomes a magic wand.
Such games are not usually called “educational”, but they perfectly develop imagination and imagination. Subsequently, these qualities manifest themselves in creativity, and then in other areas of a child’s life. It is interesting that the older the child gets, the easier it is for him to manipulate invented images.
With age, children develop the ability to control their own imagination. At first it manifests itself spontaneously; children hardly know how to fantasize of their own free will. Preschoolers, and even more so schoolchildren, can already regulate the flow of imagination, creating images at will. You can notice the development of this ability by observing how a child expresses himself in creativity. When starting to draw or sculpt, children come up with images of characters on the go and add new details to them. And an older child usually plans what exactly he wants to draw or sculpt; he can imagine in advance the finished image of a future craft and prepare only those materials that he needs to implement his idea.
Games to develop creativity
You can stimulate your imagination with a variety of games:
- Construction sets are great for developing spatial thinking;
- creative activities contribute to the formation of aesthetic taste, teach you to see the ultimate goal of work and embody invented images in drawings or crafts;
- puzzles help improve logical abilities, develop the ability to find non-standard solutions to various problems;
- role-playing games train social skills, teach you to simulate various situations, create complete images, hold them in consciousness for a long time and manipulate them at will;
- Word games are suitable for children aged 6 years and above; they help develop variability and speed of thinking.
But any game will be effective only if you engage in it together with the child, introduce elements of developmental learning into it, and stimulate the imagination.
For example, if a child is interested in building a house from construction sets or blocks, he should ask questions: who will live here, who will come to visit the owner of the house. If a child gets involved in the process of fantasy, you can come up with a fairy tale, act out any situation, and create images of various characters.
Sometimes you can give children a creativity test by asking them to come up with a story, solve a logic problem, or make a craft on their own. But under no circumstances tell them that you are testing them! They should perceive the task as a game, without getting nervous or trying to live up to your expectations.
When developing a child’s imagination and imagination, you should adhere to the following rules:
- give up the desire to criticize the process and results of child labor - your task is not to teach him to create masterpieces, acting according to a template, but to develop his imagination;
- do not do all the work for the child, give him the opportunity to act on his own;
- do not force the child to do what he does not like, give him freedom of choice, try to captivate him, but do not demand to build or draw if he is not in the appropriate mood;
- try to find activities that will not cause boredom - if he is interested, he will receive not only pleasure from the game, but also maximum benefit;
- Encourage your child’s independence and curiosity, allow him to ask questions and look for answers to them.
But most importantly, listen to your child! Choose those methods of developing imagination that will suit his temperament, his interests and mood. Even if you can't get him interested in games aimed at improving his creative abilities, don't despair! Imagine with your child, and you will definitely find a way to teach him to think outside the box.
