Pedagogical council "development of intellectual and creative abilities of preschool children in constructive activities." Thematic teachers' council in the form of KVN "development of intellectual and creative abilities of children" Teachers' council creating conditions for creative development

Formation and development of students' creative abilities in extracurricular work in mathematics. (Teacher: Dultseva L.P.) My speech at the teachers' meeting. March 28, 2012

The teacher’s task is to organize the process in such a way that every effort to master knowledge takes place in conditions of the development of students’ cognitive abilities, the formation of such basic techniques in them mental activity, as analysis, synthesis, generalization, comparison. Schoolchildren must be taught to work independently, express and check assumptions and guesses; be able to make generalizations and creatively apply knowledge in new situations. Pedagogical tasks are multifunctional, but the main content pedagogical activity- student. Consequently, the criterion for a teacher’s activity is the final result: to give the student only a set of knowledge on the subject or to form a personality ready for creative activity. It follows that the development of students depends on the activities that they perform during the learning process - reproductive or productive (creative). Only when educational activities, aimed at mastering the basics of science and developing personal qualities, is formed at a higher level, and its creative side begins to clearly manifest itself. The capabilities of schoolchildren are different, but they must be set in motion to develop creative activity, and at the same time the student’s personality. The creative activity of students is not limited to just acquiring new things. The work will be creative when the students’ own ideas are manifested in it, new tasks are set and independently solved with the help of acquired knowledge. The creative activity of a student depends on the presence of three components of thinking: 1) a high level of formation of elementary mental operations: analysis and synthesis, comparison and analogy; 2) a high level of activity and originality of thinking, which manifest themselves in various options decisions and in promoting non-standard ideas; 3) a high level of organization and purposefulness of thinking, which are manifested in the ability to highlight what is essential in phenomena and the consciousness of one’s own ways of thinking. A student who has the above-mentioned thinking qualities can overcome difficulties in mastering educational material and emerge victorious in unfamiliar situations. Consequently, the teacher’s task comes down to the formation of these components of thinking, the formation and development of students’ creative abilities. Extracurricular work in mathematics helps to complete this task. Contributing to deep and lasting mastery of the studied material, improving mathematical culture, instilling independent work skills, extracurricular work develops interest in the study of mathematics and the creative abilities of schoolchildren, and its tools should be: Ø math games; Ø mugs; Ø Olympics; Ø math evenings; Ø week of mathematics; Ø various entertaining tasks: puzzles, guesswork, non-standard tasks, etc. I will dwell on each of them in more detail. Games. Play is creativity, play is work. During the game, children develop the habit of thinking independently, the desire for knowledge, self-esteem, a sense of empathy for a teammate, etc. Being carried away, children do not notice that they are learning, learning, remembering new things and this new thing comes into them naturally, playfully. They navigate better in an unusual situation, show creativity and imagination, especially those who at other times simply would not react to a lesson, to didactic games. Introduction to creative activity can take place through mathematical battles, KVN, mathematical lotto, auction, brain rings, etc. A game gives the teacher the opportunity to see the student’s creative potential, to reveal and develop his creative abilities; the game creates conditions for the development of these abilities. In my teaching activities I practice extracurricular activities in the form of games, such as brain-ring, “Weak Link”, “Oh, Lucky!”, “Finest Hour in Mathematics”, etc. Very rich material on conducting such games can be found in the newspaper “Mathematics” (supplement to the newspaper “ SEPTEMBER 1"). SHOW - Book “Kaleidoscope of educational and business games in high school.”

Circle. During the club's classes, students learn to solve problems (puzzles, quick-wittedness and guesswork, Olympiad, practical, non-standard problems, etc.). The main factor of entertainment is introducing students to creative search, activating their independent research activities. By offering students entertaining tasks, the teacher develops their ability to analyze comparisons, generalizations, establish connections, draw conclusions, and at the same time develop a special type of creativity - ingenuity. During the club's classes, children are more relaxed and fantasize better.

Olympics. The annual holding of Olympiads allows you to show your creativity math skills for kids who are passionate about mathematics. When preparing for the Olympiad, a teacher has to work a lot: a variety of solution methods, studying additional material, etc. Sometimes students develop methods themselves and share them with others. I take material for preparing students for Olympiads from the magazine “Mathematics at School”, the newspaper “Mathematics” (supplement to the newspaper “SEPTEMBER 1”), and books. In connection with the computerization of the educational process in preparation for the Olympiads, I offer children who have a computer at home computer disks. Talk about computers logic games, they allow us to identify students with a mathematical mindset.

Math week. IN last years Many schools traditionally celebrate Maths Week. The beginning of Mathematics Week is announced by the publication of a newspaper, which indicates the plan for the Week. In the following days, various competitions, KVN, mathematical games, savvy tournaments, etc. are held in the classrooms. Mathematics Week ends with a school mathematical Olympiad, in which everyone can take part. GIVE AN EXAMPLE OF SPENDING A WEEK AT OUR SCHOOL. (In addition to the fact that I have a removable “Be smart” stand in my classroom, during the Week I post entertaining, logical problems and puzzles every day on a magnetic board. Sometimes I use humorous tricks: you will enter or leave the class by answering my questions ( questions on thinking). This year the children were given a creative task - publishing a mathematical newspaper, which allowed the children to learn new facts for themselves, because in order to select the material they had to leaf through a lot of mathematical literature, act as editors, and show their abilities. weeks, students themselves bring interesting entertaining problems that they found on their own in various books. Perform creative tasks on various topics of geometry: the coordinate plane, axial and central symmetry, rotation; compose “scientific fairy tales" (About quadrilaterals). As part of the week, students prepare reports on history of mathematics, great scientists.With the introduction of specialized education in schools, students had the opportunity to expand and deepen their knowledge through attending elective courses. In conclusion, I want to say: if a student sees before him examples of a creative approach to the work of his mentors, then he himself has a need for creativity.

Target:

• To systematize the knowledge of teachers and increase their professional competence in the field of developing the creative abilities of preschool children.
• Creating motivation for active creative activity.

Plan for the teachers' meeting:

1. Results of the thematic control “The state of work of the teaching staff on the development of the creative potential of preschool children.”
2. Dispute “Creativity – the destiny of the chosen few or a necessity of existence.
3. Brainstorming “Kindergarten – the territory of creativity”
4. We share our pedagogical skills:
   1. Game is a means of developing the creative personality of a preschooler
   2. Development of imagination and creative abilities of preschool children through construction.
   3. Problem-based learning is a means of developing the creative potential of a preschool child’s personality.
   4. Collecting as a means of developing creativity in preschool children.
5. Business game “ Creative teacher– a creative child.”
6. Summing up the results of the teachers' meeting.

Draft decision of the teachers' council:

1. In order to improve the quality of the educational process, systematically carry out creative games on the development of creativity of preschoolers in all types of children’s activities, taking into account their personal interests.
2. To contribute to the enrichment of the subject-development environment of groups through the creation of collections and “Inventor” corners as a form of developing cognitive interest in children.
3. Include problem-based learning in the practice of working with children as a means of developing the creative abilities of preschoolers.
4. Design the exhibition “Advice to parents on developing the creative abilities of preschoolers in the family” (literature, visual aids, recommendations, booklets, memos).
5. To systematize the work experience of preschool teachers in developing the creative abilities of preschoolers.

Thematic control plan

Topic: “The state of the teaching staff’s work on developing the creative potential of preschool children.”

Target: research and determination of the effectiveness of organizing educational work in the preschool department to develop the creative potential of preschoolers and making the necessary adjustments to improve the professional competence of teachers to develop the creative abilities of preschoolers.

Brainstorming “Kindergarten – the territory of creativity”

1. Determine which components belong to the main components of creativity:

a) attention

b) divergent thinking

c) activity

d) imagination

e) initiative

e) emotionality

2. What document do you think the following phrase is taken from: “State educational institutions of preschool education will receive support in the implementation of modern educational programs aimed at improving the quality of education, ensuring the creative and intellectual development of children...”?

a) Federal state requirements for the structure of the basic general education program of preschool education

b) Law on Education;

c) State program of the city of Moscow for the medium term (2012 - 2016) Development of education in the city of Moscow “Capital education”.

d) Sanitary and epidemiological requirements for the design, content and organization of work in preschool organizations.

e) Declaration of the Rights of the Child.

3. Divergent thinking is...

a) the ability to perceive reality as a whole and not split it into parts

b) the ability to see a problem where others do not see it

c) searching for multiple solutions to the same problem.

d) the ability to easily associate distant concepts

a) Alex Osborne

b) Joy Paul Guilford

V) Marshall McLuhan

d) Lev Semenovich Vygotsky

5. Identify factors that hinder the development of creativity.

a) the teacher’s focus on the child’s absolute success

b) the ability to manipulate objects and thoughts

c) separating children from each other in play activities

d) desire to find an answer immediately

e) active play activity

f) personal example of a creative approach to problem solving

6. Founder of the theory of solving inventive problems

a) William Gordon

b) Alex Osborne

c) Heinrich Altshuller

d) Joy Paul Guilford

7. The essence of the focal object method (TRIZ) is...

a) in modeling processes occurring in the natural and man-made world between substances

b) in the transfer of properties, qualities of one or several objects to another

c) in changing the properties and purposes of an object to the opposite, turning them into anti-objects

d) in determining the role and place of the functions of objects and their interaction for each subsystem and supersystem element.

a) Milne Alan Alexander

b) Rudyard Kipling

c) GianniRodari

d) Carol Lewis

e) Lindgren Astrid

Business game “Creative teacher – creative child”

Teachers are divided into 3 teams

Equipment: cards for task No. 2 by number of teams, sheets of paper, colored pencils, musical accompaniment, expert sheets for the jury

1 task “Team calling card”

Teams present their team name and motto.

The maximum number of points for a task is 3 points

Task 2 “Imaginative-associative thinking” (the ability to group objects based on their signs (properties) associated with the emergence of arbitrary associations between these objects).

Each team is given a card with pictures. It is necessary to create as many groups of pictures as possible, combining them according to different criteria of association. For each group compiled and explained, 1 point is awarded.

Possible answers:

1. group: objects in which you can carry something (bucket, backpack, juice pack)
2. group: transport (car, boat)
3. group: wooden objects (spruce, spoon, guitar)
4. group: objects in which you can pour liquids (juice carton, bucket)
5. group: metal objects (car, bucket)
6. group: can swim (fish, boat)
7. group: objects made by man (guitar, backpack, bag, car, bucket, boat)
8. group: natural objects (fish, spruce)

Teams are given a junk item that no one needs in advance, on the basis of which they must make an advertisement, presenting at least 5 new unusual ways to use this item. Advertising time is maximum 1 minute.

Suggested Items:

• empty tin can;
• burnt out light bulb
• burst balloon;
• a roll of tape;
• broken umbrella

Task 4 “Unknown animal”.

The presenter calls each team words denoting animals unknown to science and asks them to draw and describe them. You have 2 minutes to complete the task.

• Biruang (Malayan bear),
• Alpaca is an animal of the camel family.
• Kinkajou is a predatory mammal from the raccoon family. “Kinkajou” translates as honey bear, because these animals love honey.

The maximum number of points for a task is 3 points

Task 5 “Dynamic chain “Good-bad-good-bad” (development of the ability to understand the inconsistency of the properties of objects and phenomena)

Teachers are offered the word “pedagogical council”. Educators should evaluate and write down its positive and negative aspects. You can also invite teachers to evaluate the phrase “is it good or bad to be a teacher.”

The maximum number of points for a task is 3 points

Task 6 “Make up a story”

Each team is given 4 words that are as little related as possible. Within 5 minutes, you need to come up with a story that combines these words into a logically coherent action (do not incline the words).

Example words:

• dirt, theater, bread, pen;
• lantern, boat, salt, brick;
• milk, computer, umbrella, iron

The maximum number of points for a task is 3 points

On January 31, 2018, a teachers’ meeting was held “Development of creative abilities in preschoolers in the process of fine arts.” In visual arts, at the level of prerequisites, children quite successfully develop such basic personality qualities as competence and curiosity. The ability to notice the uniqueness of the world is the beginning of creativity.
“We all come from childhood,” wrote A.-S. Exupery. It is from preschool age that it is necessary to introduce a child to the aesthetics of art. And it is very important to plant the “golden seeds of creativity” in time on fertile soil, when the child more productively absorbs visual culture, creating his own model of the world in his works. It is necessary to give the little person the opportunity to develop in him what is inherent in nature - an aesthetic sense - the ability to recognize beauty and the desire for it.
Therefore, in order to increase the professional competence of educators, their level of activity and independence, develop the skills of analysis and reflection of their activities, as well as the development of dialogical interaction between teachers, it was decided along with traditional forms methodological work at the teachers' council, use interactive forms and methods of working with the teaching staff. While in conversation mode, teachers use gaming technologies solved problematic issues of artistic and aesthetic orientation
The “Moderation” method made it possible to “involve” teachers to act as one team to develop, in the shortest possible time, specific, implementable proposals aimed at solving the problem.
Using this method, each teacher can:
focus on content;
act purposefully;
maintain the opportunity for improvisation;
show independence to each participant in the discussion;
conduct discussion in a free and collegial atmosphere;
create a collegial environment, not questioning or speaking in turns, but deciding as you work.
The teachers showed activity, independent judgment, and interest. Vividly, creatively, improvisationally, originally, artistically they created an orchestra of folk instruments, where they talentedly performed musical sketches on the themes of Russian folk songs “Oh, you canopy, my canopy”, “Yablochko”. Defined genres of fine art, solved problem situations
We approached implementation with creativity and imagination homework– making business cards on the theme “I am the most, the most!” The team of teachers appreciated the work and chose the best one. Evaluated using symbolic hearts. Teacher Lichman N.V. collected the most hearts and became the winner.
According to Denis Diderot, a country in which they taught to draw the same way they teach to read and write would soon surpass all other countries in all sciences, arts and crafts.
And no one will dispute this saying.

Preschool age is one of the most crucial periods in the life of every person. It is during these years that the foundations of health, harmonious, mental, moral and physical development child, a person’s personality is formed.

The problem of developing creative abilities is very relevant these days, because from complex, insecure children it is unlikely that truly creative individuals will grow up. Our most important task is to educate people who are caring, seeking, and capable of transformative activities.

The creative potential of preschool children is most clearly manifested in interesting and accessible theatrical activities. Theatrical art is close and understandable to children, because it is based on play, and the need for play in preschool children is great. Children are happy to participate in the creative process if it is connected with play.

Children's whole life is filled with play. Every child wants to play their role. How to teach a child to play, take on a role and act? Children's theater is the answer to all questions. The theater is a magical land in which a child rejoices while playing, and in play he learns about the world!

A theatrical performance gives children vivid artistic impressions, teaches them to carefully follow the unfolding plot, and encourages children to take an active part in the action. Children are a little bit magicians; they know how to change the world in their own way and then live and act in this world. It is important not only to teach how to portray heroes or express certain emotions, but to give children the opportunity to express their abilities.

Theater education is a very effective and active education, and it is not necessary to subsequently choose the work of an actor, director, playwright, artist, musician; let our children simply carry through life the feeling of beauty that they experienced within the walls of kindergarten. If a child is not taught to dream, feel, love, and everything that is beautiful and good is not awakened in him, he is unlikely to be able to choose his real path in life.

Childhood passes in peace role playing games which help the child master the rules and laws of adults. Games for children can be considered as improvised theatrical performances in which the doll or the child himself has his own things, toys, furniture, clothes, etc. The child is given the opportunity to play the role of an actor, director, decorator, prop maker, and musician. Each child plays in his own way, but in their games they all copy their favorite characters from fairy tales, from familiar works, and from adults. In the game, the child tries on different roles.

Of particular importance in preschool institutions it is necessary to devote theatrical activities, which help to form the correct model of behavior in the modern world, improve the general culture of the child, introduce him to children's literature, music, fine arts, rules of etiquette, rituals, traditions. The love for the theater becomes not only a vivid childhood memory, but also a feeling of a holiday spent together with peers, parents and teachers in an unusual magical world.

Theatrical performances, fairy tales, performances, miniatures require the participation of not only children, teachers in preparation, but also parents. Parents often play the role of costume designers and decorators. Costumes made by the skillful hands of mothers and grandmothers make the performance bright and visually rich. What satisfaction our little actors get from their performances. Our viewers experience a sea of ​​emotions and joy.

Classes theatrical activities not only develop children and their artistic abilities, but also the universal human ability for interpersonal interaction and creativity in any field. For a child, a theatrical performance is a good opportunity to become a hero, at least for a short time, to believe in himself, to hear the first applause in his life.

Nadezhda Bakhmitskaya
Teachers' council on the topic "Development of children's creative abilities in the process of artistic design"

Teachers' council on the topic "Development of children's creative abilities in the process of artistic design"

Goal: to systematize the knowledge of preschool teachers to develop the artistic and creative abilities of children in design.

Agenda:

1. Decision of the previous council

Responsible: senior teacher Bakhmitskaya N.A., group

2. Results of the thematic audit

Responsible: senior teacher Bakhmitskaya N.A.

3. Business game.

Progress of the teachers' council:

1. On the previous pedagogical council was adopted to be introduced into educational DOW process project method, with the aim of increasing the level of your professional skills and creating conditions for effective educational work. Dear teachers, you should have developed a project to create mini-museums in your age groups. You have been familiarized with the competition requirements announced at the preschool educational institution. To sum up the results of the review competition “The best mini-museum in a preschool educational institution,” the parent committee was involved. The chairman will now report to you on the results of the review competition parent committee Private Svetlana Mikhailovna.

Speech by the chairman of the parent committee.

View presentations of mini-museums that won prizes.

2. Results of the thematic audit

And I propose to start our teachers’ meeting with the game “Let’s say hello.”

During this game I am introducing a ban on talking.

Please everyone stand in a circle. At my signal, you will begin to move chaotically around the room and greet everyone you meet along the way. You have to greet yourself in a certain way:

1 clap: shake hands;

2 claps: shake shoulders;

3 claps: shake our backs.

An introductory word on the topic of the teachers' council: Scientists consider CREATIVITY as an activity top level knowledge of the transformation of the surrounding world - natural and social. In the process of creative activity, the person himself changes - the form and way of his thinking, personal qualities.

Creativity in a broad sense is an activity aimed at obtaining something new. Therefore, the main indicator of creativity is the novelty of its result, which is objective in nature, since something is created that did not exist before. The children are already in preschool age They create interesting, sometimes original drawings, carvings, and designs. Novelty is first important feature children's creativity.

Artistic design, by virtue of its very creative and transformative nature, with a certain organization of learning, has a truly creative character. In its vein, conditions are created for the development of imagination and intellectual activity, experimentation with material, the emergence of bright and “smart” emotions, which allows us to consider this type of activity a powerful means of developing creative abilities in preschoolers, and also makes the upbringing and teaching of children using artistic design relevant.

III. Business game

Our teachers' meeting today will be held in the form of a business game. I propose to select a jury.

Two teams are taking part in the business game today. Determine the composition of the team by drawing lots. I invite the teams to take their places and choose captains.

1 team “Master”

Motto: Our hands never get bored!

Captain:….

Team 2: “Needlewomen”

Motto: Dear hands are our success. We will defeat everyone at once. After all, we need victory. We can't go anywhere without her!

Captain…

It resembles the rules of the game.

Rules of the game:

Be able to listen to others;

Develop a common solution to the issue;

Take an active part in the game;

Do not challenge the jury's assessment;

Maintain proper speech culture and tact;

Adhere to the regulations.

The jury members will evaluate your answers on a 3-point scale on their forms. The team whose answer is complete and correct will receive 3 points. The team will receive 2 points if the answer is complete, but the essence of the question is not fully stated. 1 point if the answer is incomplete and does not reflect the essence of the problem.

If team members doubt the answer during a business game, then the opposing team can answer this question or add information.

Jury members need to take into account not only the correctness of the answers, but also the behavior of team members during the discussion, correctness, clarity, literacy and expressiveness of speech.

The team that scores the most points wins.

Competition 1: Warm-up

Question to the “Craftswomen” team: Define the term “design”.

Design is a practical activity of children aimed at obtaining a specific, pre-conceived product. Construction in preschool age is closely related to play and is an activity that meets the interests of children.

Question to the “Needlewomen” team: What are the two types of design?

There are two types of design: technical and artistic. IN technical design children mainly display real-life objects. The technical type of design activity includes: design from building materials, design from parts of designers having different ways fastenings, construction from large-sized modular blocks.

The artistic type of design includes design from paper and design from natural and waste materials.

Competition 2: Game “Chamomile”

You have daisies made from cardboard on your tables. Questions are glued to the back of the petal. Your task: each team takes turns tearing off a “daisy” petal and answering questions. We will now find out which team will start the game first.

The presenter throws a cube on which the names of the teams are written.

1. What can be attributed to planar design:

Tangram

cut pictures

Mosaic

2. How to develop children’s creative abilities in constructive activities:

Selection of materials for construction

Encouragement for construction

3. What educational tasks are realized in constructive activities?

Cultivating neatness

Aesthetic taste

The ability to bring a started construction to completion.

4. What types children's design exist in kindergarten?

From building material

From designer parts

From paper

Made from natural material

5. List the forms of organizing teaching children's art design:

According to the sample

According to the terms

By design

6. What is the essence of designing from a model?

Children are offered samples of buildings made from parts of building materials and construction sets, paper crafts and shown how to reproduce them.

7. Name the importance of artistic design in the formation of a child’s personality

This activity is especially important for the development of imagination, artistic taste, hand motor skills and creative activity of children.

8. List the methods and techniques for teaching children to design

Sample display and analysis

Showing methods of action

Demonstration of individual techniques

Playing off the building

Explanation, questions

Setting problematic tasks for children

Analysis and evaluation of the work process

9. From what age group are starting to use natural material as a construction

Starting from the second junior group. This is primarily sand, snow, water. Children become familiar with their properties: sand is free-flowing, but raw sand can be used to sculpt, etc.

10. Name the most accessible type of design for preschool children

Construction from building materials, since the parts of building kits are regular geometric bodies with mathematically precise dimensions of all their parameters.

11. Name domestic teachers and psychologists who have studied the problems of teaching preschoolers constructive activities.

Sakulina, Komarova, Kutsakova, Nechaeva, Vygotsky, Zaporozhets, Poddyakov, Davydov.

12. Name the domestic teachers who developed the concept and principles of building a developmental environment for preschool institutions

A. G. Asmolov, L. M. Klarina, S. L. Novoselova, V. A. Petrovsky, M. N. Polyakova, L. P. Strelkova, R. M. Chumicheva.

I announce a “musical break” during which the jury will sum up the first results.

Game “Swap places...” Ved: In order to move a little, cheer up, and also learn additional information about each other, I suggest playing.

For example, those who change places:

Works in one institution for more than 5 years;

Loves his job;

Loves apples;

Works as a teacher for more than 10 years;

I dreamed of being a teacher since childhood;

Who came in a skirt;

Who has a pedagogical education;

Who considers themselves a creative person, etc.

Thus, the participants are “shuffled”.

Competition 3: Captains Competition

Dear captains. In this competition you need to evaluate pedagogical situations.

There are bells on the table in front of you. Whichever of you rings the bell first will receive the right to justify the pedagogical situation.

Situation 1.

A boy, 7 years old, has shown interest in modeling, drawing, and design since early childhood. He draws well, sculpts, creates unusual designs, and fantasizes. The parents refused the teacher’s offer to send the child to an art studio, deciding that the boy should play sports. In kindergarten, he is not friends with anyone, he often conflicts with children, if they interfere with his drawing or building, if one of the children wants to join his game, most often he does not let him. He is very withdrawn, slow, it is difficult to distract him from his favorite activity, “a child in himself.”

Your actions.

Situation 2 Mom: Why are your clothes wet?

Dima: We sculpted buildings from snow. The teacher said that I tried very hard.

Mom: without listening to her son: “How many times do I have to tell you - put your mittens and pants on the radiator.”

Dima: I’ll try to make such a bird at home.

Mom: You'll go in wet.

Dima fell silent and began to reluctantly get dressed.

“Why didn’t a dialogue between mother and child take place? What can you advise your mother at such a moment?

I announce a “musical break” so that the jury can sum up the results.

Competition 4: Homework

Each team member must present New Year's toy made with your own hands.

I announce a “musical break” for the jury to sum up the results

The jury counts the points and announces the results. All members of the winning team receive souvenirs. In addition, teachers who took the most active part in holding the teachers' council are identified and awarded.

Solution:

1. Continue to develop children's creative abilities in the process of artistic design.

2. In middle groups, plan work on making three-dimensional paper crafts.

3. Study the work experience of Irina Nikolaevna Kuznetsova on the topic: “Organizing the work of older preschoolers with waste material.”