Liu should pay attention not only to the correctness of the wording from a mathematical point of view, but also from the point of view of grammar, syntax, native language, and in the subsequently of the Russian language.

Tasks designed to work with the verbal-logical designs of the mathematical language, contribute to the formation of the logicality of the speech of junior schoolchildren in their native language. The basis for such tasks can be the formulation of the properties of arithmetic action, the definition of mathematical concepts. Examples of tasks of this type are as follows:

Set the truth of statements;

Find errors, etc.

The tasks of this nature effectively affect the development of the speech of junior schoolchildren in their native language and contribute to the best absorption of mathematical material. The formedity of the younger students of the basic communicative qualities of mathematical speech on their native (Ossetian) language at the initial stage serves as a foundation for the implementation of a full bilingual learning of mathematics in 3-4 classes.

Thus, the formation of communicative qualities of mathematical speech is a complex of educational tasks for the development of the mathematical speech of junior schoolchildren:

Tasks designed to work with terminology, symbolism, schemes, graphic images;

Tasks with verbal-logical designs of the mathematical language.

Bibliographic list

1. Zhurko V.I. Methodological grounds for assessing the quality of education in higher education // News of the RSUP them. A.I. Herzen. - 2010. - № 5. - pp. 23-25.

2. Zembatova L.T. Implementation of the principle of polylingvalism in the process of studying mathematics in the National School. // EUROPEAN Social Science Journal. - 2011. - № 3. - P. 44-48.

3. Zimina I. A. Psychological aspects of learning speaking in a foreign language / I. A. Winter. - M.: Enlightenment, 1985. - 160 s.

4. Komensei Ya. A. Favorite pedagogical writings. In 2 t. / Ya. A. Komensei. - M.: Pedagogy, 1982. - T. 2. - 576 p.

5. Ushshinsky K. D. Selected pedagogical writings. In 2 tons / K. D. Ushinsky. - M.: Pedagogy, 1974. - T. 1. - 584 p.

A.M. Kasimova

Development of creative activity of preschoolers as a psychological and pedagogical problem

Annotation: The article discusses the problem of the development of the creative activity of a preschooler, which is achieved in the activity and independence of the child in conversion activities.

Keywords: creativity, activity, decorative and applied art, artistic creativity, folk creativity, tradition, aesthetics.

© Casimova A.M., 2013

The development of the creative activity of preschoolers in the process of adopting to decorative and applied art allows children to reveal, study and master various techniques of artistic and creative activity. It is impossible to disagree with the opinion of the famous Soviet psychologist D.B. Elkonina: "If we take into account that at an early age, the subject's subject perception is still not enough and that color, shape, size and other properties do not exist for a child isolated from the objects with them, it becomes clear of the special importance of these activities for the development of perception And thinking a child. " It should be noted that the positive effect of the development of the creative activity of preschoolers depends on the methods of proper pedagogical leadership. But before talking about the development of the creative activity of preschoolers as a psychological and pedagogical problem, we consider it to be appropriate to briefly stay on the peculiarities of preschool age.

The formation of an active, creative personality contains a number of issues on identifying human activity sources, the patterns of their individual manifestation in various activities. Pacagogues such as PP Blonsky, N.Ya. Brysov, E.T. Rudneva, S.T. Shatsky and others. The latter noted that preschoolers acutely feel the need for spiritual experiences and in the expression of their impressions. The task of the educator, according to the researcher, consisted in creating conditions "for the most complete disclosure of creative potential ... For the origins of creative strength exist in almost all, in small and large people - it is only necessary to create suitable conditions for manifestation." To solve our problem, the provisions developed in studies of psychologist scientists L.S. Vygotsky, N.N. Volkova, E.I. Ignatiev, Ts.I. Kireenko, B.M. Teplova, P.M. Jacobson and other psychological nature of children's creativity, its development by means of art.

Like all other quality of personality, creative activity arises and develops in the process of creative activity, any thing of the outside world or the famous building of the mind or feeling, living and detecting only in the man itself. In this regard, one of the most important issues of children's pedagogy and psychology L.S. Vygotsky considered "the question of creativity in children, about the development of this creativity and the meaning of creative work for the overall development and formation of a child."

For the development of creative activity of preschoolers, there are quite a few ways and directions, such as work with different materials, which includes types of creating images of objects from fabric, paper and natural material. Continuing this thought, it is appropriate to recall the statement of a prominent Russian teacher V.N. Soroka-Rosinsky, noted that "nothing contributes to the formation and development of personality, its creative activity, as an appeal to popular traditions, rites, folk creativity." And famous art historian N.D. Bartram expressed an interesting thought based on observations, that the best toy for a child that he did his own hands. "The thing made by the child himself - he wrote, - connected with him a living nerve and everything that his psyche was passed on this path, it will be immeasurably intense, more intense, deeply and stronger what will go on someone else's factory and very often a torr "

The problem of developing creative activity, which includes a creative process, as a result of which a person creates something that has not existed earlier, psychologists were engaged. According to the conclusion of V.V. Davydova, A.N. Leontiev, Ya. A. Ponomareva and others. The main source of creative activity is the need, that is, the desire for

a more complete identification and development of creative opportunities, which encourages the personality to exercise their creative activity.

What is creative activity? In school Arefieva, this is the "highest level of human activity." A.M. Korshunov believes that creative activity is a special form of human activity, which is characterized by the originality and novelty product. According to V.F. Ovchinnikov, "Creative activity is one of the manifestations of a person, testifying to its bright individuality, the ability to put forward non-standard solutions." Researcher A.I. The Krupnov notes that activity, on the one hand, is understood as a measure of activity, the level of activity of the process of interaction or the potential capabilities of the subject to interaction, on the other hand, is characterized as a set of initiative actions of the subject caused by its internal contradictions mediated by environmental influences. "

Personality activity psychologists are considered as "a group of personal qualities that cause domestic needs, the tendency of the individual to the effective development of external activities, for self-expiration relative to the external world." The problem of personality activity in studies of modern psychologists, such as B.F. Lomov, kk. Platonov. D.B. Epiphany and others, disclosed in various aspects, the structure and dynamics of the development of intellectual, creative identity activity on the universal and age levels are studied in detail.

Despite the fact that decorative and artistic and creative processes are characterized by psychological specialists as the embodiment of human thinking activity, components of the factors are an imagination associated with the objective perception of reality, intuition based on the subjective features of the individual peculiar to each creatively gifted personality, which is inspired which leads to maximum implementation and self-expression in the creative process. An important mental component of creative activity is the perception of external validity, objective reality, development in the process of work, attention, presentation, thinking, and mental development of preschoolers who activate creative activities. "Any decorative and applied activity begins with the perception of the surrounding reality and the formation of ideas about it."

The main components and properties of surrounding the surroundings are its objectability, integrity, constancy. One of the decisive peculiarities of perception as a physiologically psychological process can be considered its dependence on past experience and objectives of the activities, socio-psychological characteristics of the subject. Here refers to the details, inclinations, interests, motivation of activities, the emotional state of the subject at the time of the practical task in the process of visual activities. In this regard, the opinion of EI is relevant. Ignatiev, noted that "in most studies dedicated to children's artistic creativity, only the result of the visual activity is considered, and the image creation process is not investigated." That is, in such works, the development of creative activity is considered as a spontaneous process that does not depend on the living conditions, education and training, which is not entirely true, since the child not only constantly has the samples of decorative and applied art before the eyes, which does not detract from their artistic and aesthetic importance But, with the freshness peculiar to him, the receptions are absorbed by which these samples are created. "The mental development of the child, - wrote A.N. Leontyev - Cannot be considered in the separation from his mental development

in general, from the wealth of the interests of the child, his feelings and all other features that form his spiritual appearance. "

First of all, those general groups of activity components characterizing the subject-operational side are characteristic of artistic and creative activity and include in practical knowledge of the personality about certain objects and phenomena of social reality and the corresponding skills and skills and, finally, components that determine the specifics. social activity and measure of its severity (initiative, independence, perseverance as the ability to long-term voltage, overcoming difficulties). The original assessment of art creativity gives V.S. Cousin. "This activity," he writes, "as a result of which artists create new original works that are social importance."

"Armed" by statements of authoritative scientists, we can express our point of view regarding creative activity that has its own sources and parameters. The formation of creative activity is associated with human activity, with the awareness of factors affecting the formation of forms, methods and means of educational impact, in connection with this, the effectiveness of the work on the education of a creative active person depends on the solution of issues related to the detection of driving forces, human activity sources, knowledge The patterns of their individual manifestation. The desire of a child to an independent search for solving the problem, manifestation of cognitive interests and there is a guarantee of creative activity. Stimulating the same creative activity requires an educator-teacher of creating such training conditions that would cause an interest in the child to teach, the need for knowledge and finally conscious assimilation.

The development of the creative activity of the preschooler provides for the maximum manifestation of individuality, which is achieved in the activity and independence of the child in conversion activities. We must understand that today the main goal of education is the formation of a new generation, which is not able to repetition that they did to it, but to create a new one, that is, the formation of a person's creative, inventive. As a complex personality characteristic, creative activity reveals deeper personal education, such as needs, ability, value orientations.

The main thing at such a sequence is the motivational aspect, that is, the direction of personality, goal, installation. At the same time, the highest level of activity is manifested in a conscious attitude towards activities, since its content acts as introspecies that stimulates interest in its meaningful side. It can be assumed that the creative activity of the preschooler is the focus of the individual to independently solving problems, to find new original ways of activity expressing the personality desire to transform the surrounding environment. "In all children from the moment of the emergence of the desire for a variety of activities, it is necessary to form an artistic and figurative principle, which is a mandatory prerequisite for productive creativity."

The problem of the development of creative qualities of personality in artistic and aesthetic activities attracted the attention of many specialists. For example S.V. Didenko is considering aesthetic appraisal activities as a means of forming the creative activity of children as a personality subject to the orientation of the educational process to create a system of educational emotional-evaluation situations, including children in various types of artistic activities and orienting environmental estimation.

N.V. Dyagileva examined the stages of the development of the creative independence of children in the classes of visual art. In these and other studies, creative activity is treated as human activity in a particular activity, and the concept of "creative activity" is revealed through the general concept of "creativity". Most of the authors (G.A. Davydova, V.T. Kudryavtseva, Ya.N. Ponomareva, A.G. Spirkin, O.N. Tikhomirova, etc.) treats creativity as a personality certificate for the production of new and original. A number of specialists, among which D.B. Epiphany, consider creativity as a way outside the existing knowledge and determine creativity as situationally not stimulated activity that appears in the desire to go beyond the objective problem, which it follows that activity at the level of creative action is the general basis, one, not only intellectual, but also Any type of creative activity. "

Thought LS Vygotsky that "creative activity we call such a person's activity that creates something new, whether it will still be created by creative activity, any thing of the outside world or the famous building of mind, or a sense that lives and detecting only in the man itself" It is quite consonant with the issues of our research. Creative activity opens up good opportunities to use elements of folk decorative and applied arts, which are also an educational factor. At the same time, this activity is the basis of the formation of a cultural, spiritually rich creatively active personality.

Creative activity contributes to the physical development, the formation of experience, the development of the mechanisms of the psyche and the positive individual properties of the individual, such as the abilities, interests and inclinations. Moreover, the development of these properties occurs in the creative activity of preschoolers, in which three stages can be noted: 1) the development of initial practical skills and skills, 2) the formation of knowledge, 3) the development of mental activities in the process of generalizing the accumulated experience.

So, the creative activity in preschool age we define as an integral characteristics of the individual, which involves the desire of a child to an independent search for a solution to the problem and includes components such as motivational, volitional, meaningful, operational and efficient.

Bibliographic list

1. Arefieva G.S. Society, knowledge, practice / G.S. Arefieva. - M., 1988. - P. 138.

2. Bartram N.D. Museum toys / N.D. Bartm. - M., 1928. - P. 170.

3. Bogoyavlenskaya D.B. Psychology of creative abilities / D.B. Bogoyavlenskaya. - M., 2002. -s. 24.

4. Vygotsky hp Psychology / Society. ed. V. V. Ivanova, comment. L.S. Vygotsky, V.V. Ivanova, will enter. Art. A.N. Leontiev. - 3rd ed. - M.: Art, 1986. - P. 48.

5. Vygotsky L.S. Psychology / Society. ed. V. V. Ivanova, comment. L.S. Vygotsky, V.V. Ivanova, will enter. Art. A.N. Leontiev. - 3rd ed. - M.: Art, 1986. - P. 52.

6. Davydov V.V. Problems of educational training / V.V. Davydov. - M., Pedagogy, 1986.

7. Didenko S.V. Formation of creative activity of younger students in the context of organizing aesthetic appraisal activities: author. dis. ... Cand. Ped. science - Kiev: 1987. - P. 13.

8. Dyagileva N.V. Development of creative independence of younger schoolchildren / N.V. Dyagileva. -M., 2006. - P. 76.

9. Ignatiev E.I. Psychology of the visual activities of children / E.I. Ignatiev. - 2nd ed. Additional one. - M., 1961. - P. 6.

10. Korshunov A.M. Human life: sociocultural determination and freedom // The problem of man in philosophy. - M., 1998.

11. Krupnov A.I. Psychological problems of the study of human activity // Questions of psychology. - 1984. - № 3. - P. 29.

12. Kuzin VS Fine art and methods of his teaching in primary grades / V.S. Cousin. - M., 1984. - P. 127.

13. Leontiev A.N. Activity. Consciousness. Personality / A.N. Leontyev. - 2nd ed. - M., 1977. - P. 63.

14. Leontiev A.N. Problems of development of the psyche / A.N. Leontyev. - M., 1981.

15. Mordkovich V.G. Activity as a philosophical category // Public and political activity of workers. - Sverdlovsk, 1970. - P. 18.

16. Ovchinnikov V.F. Reproductive and productive activities as a factor of creative development of man / V.F. Ovchinnikov. - M., 1984. - P. 121.

17. Ponomarev Ya.A. Psychology of creation. - Voronezh, 1999.

18. Rajabov I.M., Pechersky Yu.V. Decorative and applied art as a means of developing the creative activity of schoolchildren / I.M. Rajabov, Yu.V. Pechersky. - Makhachkala, 2004. -s. 28.

19. Sokolnikova N.M. Fine art and teaching technique in elementary school: a tutorial for students' ped. Universities / N.M. Sokolnikova. - M., Academy, 1999. - P. 121.

20. Soroka-Rosinsky V.N. Orphanage. From compulsion to volunteering / pedagogical writings. - M., 1991. - P. 134.

21. Shatsky S.T. Pedagogical writings in 4 tons / s.t. Shatsky. - M., 1959. - T. 2. - p. 450.

22. Elkonin D.B. Children's psychology / DB .. Elkonin. - M., 1960. - P. 183.

ON THE. Kolesnikova

Models of interaction of government bodies and civil society structures

Annotation: The article discusses the interaction of civil society institutions and state authorities. Analyzed various approaches and models of interaction between civil society and the state, including at various stages of historical development.

Keywords: civil activity, cooperation, state bodies, civil society institutions, interaction models.

Cooperation of state institutions with civil society, including through a dialogue with a wide range of public organizations, is important for maintaining stability, reducing social tensions, successful public policy, including social reforms.

One of the confirmations that the state is interested in forming and strengthening civil society institutions, as well as ensuring their effective activities, is the creation and activities of the Public Chamber of the Russian Federation, the Institute of Commissioner for Human Rights in the Russian Federation, various advice under the President of Russia (for example , on the development of civil society institutions and human rights, on codification and improving civil legislation,

© Kolesnikova N.A., 2013

Lyudmila Telestenko
Essence and ways of forming the creative activity of children

Modern society needs a personality capable of self-improvement and self-development, effectively and non-standard solve new vital problems. Therefore, it is very important to bring up a spiritually rich personality, paying special attention to the development creative activity Junior preschoolers.

Problem Development creative Persons we consider in the context of the development of the real abilities of a growing person who form And embodied in various types of cognitive and creative activities. The result of this activity does not always have an obvious social value, but participation in its process is of paramount importance for children. During this process, independence is manifested, the initiative is revealed creative potential of the personality.

Modern education is aimed at all the development of the identity of the child. The basis of comprehensive development - creative activity, so formation of creative activity Pupils is one of the topical problems of the younger generation. Value we see creative activity formationFirst of all, in the process creative Activities in the child brought up love for serious, thoughtful work, perseverance in achieving the goal.

Without manifestation creative activity Cognitive abilities of a child cannot successfully develop. Creative activity The child takes a central place in the formation of volivable, purposeful, comprehensively developed personality.

For efficient development creative children's activity It is important to determine the essential sides of the concept " creative activity", to uncover path Development of the quality of the person in question in the learning process.

Study history Problems creative activity shows us its inseparable communication with the problem personality activity in general.

Activity - Not just activity, not her appearance and condition. Scientists are considered activity As a personality characteristic, its amateur, which is the incentives of which the content and nature of the activity itself. It is self-esteem creative potentialbecause it is dictated not only by the external necessity, and the initiative from the inside.

Activity - multidimensional concept. It is not by chance, therefore, the problems associated with its study are considered by philosophy, pedagogy, psychology.

Much attention to the study of the problem is paid in philosophical literature. Already in the research of Plato and Aristotle there are attempts to find mechanisms personality activityleading to k. creativity.

ActivityAccording to N. A. Berdyaev, as the philosophical category reflects the "the ability of objects of inanimate and wildlife and subjects of social life to a natural, intensively directed and conscious interaction" with a medium, change and transformation of it and itself, as well as the "intensity of this process, His measure. " One of the very important issues of children's psychology and pedagogy is a question about creation in children. Creativity - Complicated phenomenonComplex, due to many socio-pedagogical and psychophysical prerequisites.

Researchers of children creativity celebratethat high achievements are associated with such factors as the level of imagination in gaming activities (J. Moran, J. Soyers, as well as with various social abilities: Communication, Taking Role (J. Connel, A. Doyle, 1984, using the language and the desire for leadership (V. Fu, H. Kennedy, 1982, the possibility of self-expression, interests and level of parental education (T. Kovach, 1982). According to P. Smith (1983, for the development of children's creativity It is necessary to provide children with materials for classes and the opportunity to work with them, encourage creative interests of the child; It should also seek its internal discrepancy and freedom.

P. Trenzes revealed components creative Thinking - Creativity factors.

These include:

Intellectual creative The initiative is the focus on the output of these tasks and requirements;

The fluency of thinking is the wealth and diversity of associations, the number of bonds formed;

The originality of thinking is autonomy, unusual, the intense solution.

Creativity Scientist determines through characteristics creative process. Creative The path of solving the problem is that a person is trying to avoid generally accepted and obvious decisions, examines the problem, putting forward a set of hypotheses by checking his guesses until it finds a solution.

A. N. Leontiev, considering the components creativity, allocated in the structural scheme Motivational and operational aspects creativity.

V.P. Zinchenko and V. M. Munipov propose to supplement this scheme with emotional and ideological components. Considering this structure creativity It can be represented as a set of ideological, motivational, substantive operating and emotional-volitional components.

The ideological component, according to scientists, determines the position of the individual in the process of activity and in the assessment of its results. To the main ideological properties of the individual who contribute to creative activities include:

1) awareness of the personality of its ideological properties;

2) the ability to defend their creative positions.

The next is the motivational component, includes a system of motives that express a conscious motion of a person to activities, including creative, A combination of those mental moments that are determined by his behavior as a whole, what it encourages its activities for which it is committed.

In our work creative activity It is considered as the quality at the same time inherent in the very personality, and its activities. Creative activity Inappropriate to theoretical understanding of knowledge, independent search for problem solving.

Development creative activity Personality requires a teacher to create such an atmosphere when curiousness and interest arises, the need to defend their creative positions, sense of passionism, striving for creative achievements, Success situation is created in creative activity.

In this way, creative children's activity In the process of learning is related to all parties the emerging personality of the child: needs, interests, inclinations, abilities, volitional manifestations, emotional attitude to activities. Intelligent, emotional and volitional components in creative Activities are inseparable, for no emotion, no wrestling decision and action arises outside the human activity.

Development process creative activity Provides quantitative and qualitative changes occurring in the personality structure and in the system of its interaction with the surrounding reality, which can be correlated with some points on the scales of the development of basic parameters creative activity.

To identify development levels creative children's activity It became necessary to develop indicators formed creative activity.

Researchers identify the following levels creative activity: Problem level (M. I. Makhmutova); formation of experience creative learning activities (I. Ya. Lerner); Intellectual activity with levels included creative activity(D. B. Bogoyavlenskaya).

So, Z. V. Bayankina puts forward a classification creative activity According to the degree of rally creativity, highlighting levels: Adaptive, Search, Research, Creative. Yu. V. Naumenko builds a classification for the constancy of the operating component creativity, thereby determining different levels creativity. E. N. Tupichina, L. N. Petrov highlights classification creative activity For the development of interest in creativity, highlighting levels: zero, low, medium, high.

D. B. Bogoyavlenskaya believes that independence is the quality included in activity. P. Ya. Galperin says that the change in independence is manifested, on the one hand, the dynamics of the current level of development, on the other hand, the process formation of creative activitywhich is the quality of activities.

Development of creative activity of students

Methods and development techniques

Creative activity of students in class

The pedagogical profession is creative in nature. Changes in the ideology of education in modern conditions are expressed in the creation of a personality-oriented position of self-determination and self-development, self-improvement. This strategic position causes the teacher in a different way to determine the priorities of educational activities, to put first place, primarily the personal development of students.

Let the motto of every teacher today will be the words of Emil Zola, concerning all the spheres of our life: "The only happiness in life is a constant desire forward ..."

It is well known that the creative activity of students can develop creatively working teachers. It is necessary for their creative interaction and creative cooperation. We understand creative cooperation as the process of interaction between teachers and students in achieving a common goal. In joint activities, the creative abilities and the possibilities of participants in activities (partners) are fulfilled most fully: complementing each other, they achieve a qualitatively new level of development.

Development of creative cognitive activity - The topic is very relevant for elementary school and it is her a special role. After all, in elementary school, the foundation of knowledge is laid, the identity of the child is formed. Unfortunately, it is necessary to observe that by the mid school year at the first grader, so hard to go to school, thirsting for something new, unknown suddenly goes out of the joyful expectation of the school day, the initial traction for teaching is held. Maintaining cognitive creative activity - An important condition for the success of the educational process. Teacher's task - to teach the child to independently allocate the learning task, to see it for individual, not similar to each other, tasks. Support for students' creativity is one of the main techniques for creating a positive doctrine motivation. There are no universal techniques for the formation of creative cognitive interests and independence in the practice of learning. Each, creatively working teacher, achieves this using his techniques for the development of creative cognitive interests. The development of activity, inquisitive, independence, initiatives, creative attitude to the case, to cognitive activity is an important and necessary task of the teacher. To form the creative cognitive activity of schoolchildren, it is possible to use all methods that have didactics. Explanively - an illustrative - story, explanation, experiments, tables, schemes - contribute to the formation of initial knowledge from younger students. The use of the reproductive method contributes to the development of practical skills and skills. Problem - search, partly - search, together with previous ones, serve the development of schoolchildren's creative abilities. The need to form creative cognitive activity makes the teachers look for means of enhancing and managing educational and educational activities. Means that allow organizing targeted and systematic work on the development of students in the learning process are training tasks. Performing them, students master new knowledge, techniques of mental activity, are fixed and improving skills and skills. Each lesson is a specific task system that leads a student to mastering certain concepts, skills skills. From what tasks is selecting a teacher for this lesson, in which sequence it builds them, the achievement of the lesson purposes, activity, independence of students depends. The teacher must select such assignments to the lesson who would have served a certain goal or were based on the use of any concepts, rules, establishing certain links, identifying patterns based on observations. The tasks of this type allow not only to carry out lessons effectively, but also serve the development of mental activity and the development of strong knowledge, skills and skills of students. From how skillfully the teacher will be able to pick up and group tasks for the lesson, so consciously, creatively, with the desire, children will learn in elementary school. It depends on the future independence of their thinking, the ability to associate theoretical material with practical activities. Sustainable cognitive interest is formed on various subjects in elementary school with different means. The best assimilation of the material contributes to the means of visibility, reference schemes, tables that are used at each lesson. A very important means is the enraged. Elements of the enseeration contribute to the lesson something unusual, unexpected, cause children rich in their consequences a sense of surprise, a living interest in the process of knowledge, help them easily assimilate any educational material. The brightest emotional means of forming cognitive interests is the game. Using the lesson in the lesson, elements of educational and educational games, students rise to the step above: the game - entertainment turns into the game - work. In the process of the game in the lesson, students are imperceptible for themselves to perform various exercises, where they have to compare, exercise, train. The game puts the child in the search terms, awakens interest to victory, and from here - the desire to be fast, collected, clever, resourceful, be able to clearly fulfill tasks, follow the rules of the game. In collective games, moral qualities are formed. Children learn to provide assistance to comrades, reckon with the interests of others, restrain their desires. Including in the process of learning schoolchildren games, game moments, we should not forget that the game is worth a lesson - familiarity with the new material, its fixation and repetition, work with a textbook and notebook. Many games and exercises are built on the material of various difficulties, which makes it possible to carry out an individual approach, to participate in students with different levels of knowledge. This makes the learning process more interesting, children more often show activity, intelligence and achieve sometimes the highest results. An important means of enhancing the creative activity of students is to establish the connection of the material being studied with their surrounding reality. Huge opportunities for the development of creative cognitive activity of guys, self-realization, self-expression has a Russian language, which contains assignments aimed at the development of these qualities. A huge role in the development of creative cognitive activity in the Russian language lessons is given to work with the textbook. The textbook organizes the cognitive activity of students, systematizes knowledge, forms spelling skills, develops speech, promotes moral and aesthetic education. The textbook contains tasks that develop the ability to argue, prove, compare, draw conclusions. A lot of time in the lessons of the Russian language is given to independent work of students. For this, tasks are also applied that allow not only to check the knowledge over the material passed, but also have the ability to constantly repeat the material studied, learn with ahead. Of great importance in the development of cognitive activity in the lessons, puzzles, proverbs, patters, games, poems have great importance. All these forms help in developing thinking, intelligence, imagination, enrich speech and memory of children. Riddles in the lessons are used both in oral and in writing for various topics studied in the Russian Primary School Program. Tasks may be very different. Here and familiarity with the meaning of the word, and with the types of transport, and the connection with the surrounding life and the development of students' speech. In any form of work, the riddles, proverbs, sayings have an emotional impact on the development of cognitive abilities of children, which has a positive effect on their knowledge, skills and skills. Of particular interest from the guys appears if they do not fulfill these tasks in a simple notebook, but on colorful drawings or figures in the form of leaflets of trees, cucumbers, pictures of the tree, i.e. Depending on how the topic is intertwined. All this makes it possible to be interested in children with the meaning of studied words, enriching the vocabulary and form a conscious skill of writing and the correct use of difficult words in oral and written speech. Based on the above, it is possible to draw conclusions about the importance of the development of cognitive activity of the guys: 1. Creating a positive motivation in the lesson. 2. Ensuring active and intensive work on the semantic analysis of information. 3. Development of the semantic guessed and intensification of the lexical experience of the student and enrichment of the vocabulary stock. 4. Promotion of an optimal organization of attention. 5. Armament of rational memorization methods. 6. Development of the necessary rate of perception of information. 7. Increase the pace of work. 8. Development and development of the information space The content of the lesson. 9. Accustomation to the self-assessment of the process and the result of its own activity in the lesson in comparison with other students.

Developing the structure of the lesson, extracurricular sessions, you need to take into account that

· development The creative activity of students depends on the training impact on him from the teacher, comrades, parents, as well as the personal experience of the student itself;

· sources Creative activity can be:

o The process of exercise, which acts as the process of organizing cognitive activity of students,

o student's personality reserves and teachers;

· forms The manifestations of creative activity in the lesson are:

o independence

o Individual creativity;

· conditions The formation of creative activity is:

o Maximum support for active mental activity of students,

o conducting the educational process at an optimal level of student development,

o emotional atmosphere of learning, positive emotional tone of the educational process.

The end result of the teacher's efforts is to transfer a specially organized student's activity in his own, that is, the teacher's strategy should be to reorient the consciousness of students: the teaching from everyday compulsory duty should be part of a shared acquaintance with the outside world.

Of great importance for the development of creative activity of students has competent use by the teacher of the following receptions:

· Creating a situation in which the student should justify his opinion, bring the arguments in its protection, facts, use acquired knowledge and experience;

· Creating a situation that encourages a student to ask questions to the teacher, comrades, find out unclear, to understand the knowledge deeper;

· Review of tests, writings, creative work, which is associated with advice, asked, active search for the main one;

· Assistance to comrades in difficulty, an explanation of unclear;

· Performing maxima tasks designed to read additional literature, scientific sources and other search activities;

· Imagination to finding various ways to solve the problem, consideration of the issue from various points of view;

· Creating a situation of free choice of tasks, mainly search and creative;

· Creating situations for sharing information between students;

· Creating a self-test situation, analyzing your own knowledge and practical skills.

Non-standard lessons

Non-standard lessons are extraordinary approaches to teaching educational disciplines. The goal is extremely simple: to revive boring, to captivate creativity, interest ordinary, as interest is a catalyst for all learning activities. Non-standard lessons are always holidays when all students are active when everyone has the opportunity to express themselves in the atmosphere of success and the class becomes a creative team. These lessons include all the variety of forms and methods, especially those such as problem learning, search engines, intergovernmental and domestic communications, reference signals, abstracts and more. The tension is removed, thinking is animated, the interest in the subject in general is engaged and increases.

Types of non-standard lessons:

1. Lessons - games. Not opposing the game work, and their synthesis is the essence of the method. In such lessons, an informal situation is created, the games are developing the intellectual and emotional scope of students. The features of these lessons is that the educational goal as a game task, and the lesson is subject to the rules of the game, mandatory passionism and interest in the content from schoolchildren.

2. Lessons - Tales, Lessons - Travel Rely on the fantasy of children and develop it. Conducting lessons - fairy tales is possible in two versions: when a folk or literary fairy tale is taken as the basis, the second is composed by the teacher himself. The form of a fairy tale is close and understandable to children, especially younger and middle age, but and high school students respond to such a lesson.

3. Lessons - Competitions, Quiz It is carried out in a good pace and allow you to check the practical and theoretical knowledge of most schoolchildren on the chosen topic. Games - Competitions can be invented by a teacher or be an analogue of popular television competitions.

Lesson type "What? Where? When?"

The group of students is divided into three groups in advance, their homework is distributed, team numbers, sheets of accounting with the names of players for captains. The game consists of six stages.

1. The introductory word of the teacher.

2. Workout - Repetition of all key issues theme.

3. Set the time to think about the question and the number of points for the answer.

4. "What? Where? When?".

5. Summing up.

6. Final teacher's final word.

Lessons - Business Games

Such a lesson is more convenient to carry out the repetition and generalization of the theme. The class is divided into groups (2 - 3). Each group gets a task and then tells them the solution. The exchange of tasks is carried out.

KVN type lessons

1. Greeting teams (homework).

2. Warming up. Teams ask each other questions.

3. Homework (checking on the codecline).

4. Performing 3 to 4 tasks to team members at the board.

5. Settings to the captains of the commands (on cards).

6. Summing up.

4. Lessons based on imitation of activities of institutions and organizations. Lesson - Court, Lesson - Auction, Lesson - Exchange of Knowledge etc. Students are subject to problematic tasks, they are given creative tasks, these lessons perform a vocational guidance role, the artistry of schoolchildren is manifested, the originality of thinking.

Lesson - auction

Before the start of the "auction", experts determine the "selling value" of ideas. Then the ideas are "sold", the author of the idea that received a large price is recognized by the winner. The idea moves to developers justifying their options. The auction can be held in two rounds. The ideas that have passed on the second round can be tested in practical tasks.

5. Internet - lessons Performed in computer classes. Pupils perform all tasks directly from the computer screen. The form is close to the middle and older school age.

6. Song in English lesson. The use of a song material stimulates motivation and therefore contributes to the best absorption of the language material due to the action of mechanisms of involuntary memorization, allowing to increase the volume and strength of the stored material.

7. Educational cinema in English lessons. Develops the skills and skills of perception and understanding of foreign language speech by rumor, which requires a teacher and students of considerable effort and time costs.

8. Lesson "Over the Round Table"

The lead and 5 - 6 commentators on the subjects of the topic are selected. Teacher's introductory word. The main directions of the topic and the teacher offers students questions, whose decision depends on the solution of the whole problem. The host continues the lesson, he gives the word commentators, attracts the whole class to discussion.

Collective discussion teachs independence, activity, sense of involvement in events.

9. Lesson - Seminar

The lessons of such a form are carried out after completing the topic, sections. In advance, the issues of the seminar occupation reflecting the material of this section and the interdisciplinary communication are given. After hearing exhaustive responses to the issues of the seminar, the teacher summarizes the lesson, and aims to prepare for the lesson - a test on this topic.

10. Lesson - Offset

It is possible to conduct it in different versions. The first - when the examiners are free from lessons teachers. The second - examiners are more erudible, well-learned the subject of students, links of each link. At the end of the lesson, the result is summarized. A collective way of learning is used. For example, solving exercises with subsequent mutual test. The class is divided into several groups, a consultant is assigned. Each group receives cards - tasks. The first example decides and explains the consultant, and the remaining students perform themselves. Consultants coordinate and keep records. The teacher monitors the work of all.

11. Using computer programs in the lessons. It is characterized by the individualization of learning and the intensification of independent work of students, an increase in cognitive activity and motivation.

12. Lessons based on forms, genres and methods of work known in social practice: study, invention, original source analysis, comment, brain attack, interview, report, review.

"Brain attack"

The lesson is similar to the "auction". The group is divided into "generators" and "experts". Generators are offered a situation (creative nature). During a certain time, students offer various solutions to the proposed task, fixed on the board. At the end of the allotted time, "experts" join the battle. During the discussion, the best offers and teams change roles. Providing students in the lesson the opportunity to offer, to discuss, exchange ideas not only developing their creative thinking and increases the level of confidence in the teacher, but also makes learning "comfortable".

13. Lessons, main on a non-traditional training material organization: the lesson of wisdom, revelation, the lesson "Dubler begins to act."

14. Lesson - Excursion Nowadays, when the connections between different countries and peoples are developing wider and wider, acquaintance with the national culture becomes the necessary element of the process of learning a foreign language. The student should be able to spend a tour of the city, tell foreign guests about the identity of culture.

15. Effective and productive form of training is lesson playing. The preparation of the performance is a creative work that helps develop the skills of language communication of children and the disclosure of their individual creative abilities. This type of work is activated by the mental and speech activity of students, develops their interest in the subject.

16. A very interesting and fruitful form of conducting lessons is lesson-holiday. This form of the lesson expands the knowledge of students on the traditions and customs of peoples.

17. Lesson - Interview. The lesson interview is a kind of information exchange dialogue. This form of the lesson requires careful preparation. Students independently work on the task of the literature recommended by the teacher, they are preparing questions that they want to get answers.

18. Lesson-Essay. The dictionary of brief literary terms is interpreted by the concept of "essay" as a type of essay, in which the main role does not play the fact of the fact, but an image of impressions, thought, associations. This form of the lesson develops the mental functions of students, logical and analytical thinking.

19. Big (integrated) lesson

Lessons of this type are carried out at once 2 - 3 teachers. For example:

· Mathematics, physics and computer science

· Mathematics, teachers of drawing, production training.

Algorithms for solving the problem with the use of knowledge in mathematics, physics, etc. are compiled.

The main advantage of the dummy lesson is to create a knowledge system among students, help submit the relationship of objects. Bidar lessons require the activity of each student, so the class must be prepared for their holding: to offer literature on the lesson, advise to summarize practical experience. They help to rally the pedagogical team, put in front of it common tasks, develop uniform actions and requirements.

20. Musical Lesson Promotes the development of socio-cultural competence and familiarization with the cultures of English-speaking countries. Methodical advantages of song creativity in foreign language training are obvious. It is known that in ancient Greece, many texts have learned singing, and in many schools of France it is practiced now. You can also say about India, where at present in primary school the alphabet and arithmetic learns singing. The lesson-musical promotes the aesthetic and moral education of schoolchildren, more fully reveals the creative abilities of each student. Thanks to the singing of the musical, a favorable psychological climate is created in the lesson, fatigue decreases. In many cases, it serves as a discharge that reduces the stress, restores the performance of students.

21. Project method It becomes more and more supporters lately. He aims to develop an active independent thinking of a child and teach him not just to memorize and reproduce the knowledge that the school gives him, but to be able to apply them in practice. The design technique is characterized by the cooperative nature of the tasks when working on a project, activities that are carried out is inherently creative and student-oriented student. It involves a high level of individual and collective responsibility for the implementation of each project development task. The joint work of the group of students on the project is inseparable from the active communicative interaction of students. The project technique is one of the forms of organizing research cognitive activity in which students occupy an active subjective position. When selecting the topics of the project, the teacher should focus on the interests and needs of students, their capabilities and personal significance of the upcoming work, the practical significance of the results of the project. The project performed can be presented in a variety of forms: article, recommendations, album, collage and many others. Diverse and form of project presentation: report, conference, competition, holiday, performance. The main result of the project will be the topicalization of the available and acquisition of new knowledge, skills and skills and their creative use in the new conditions. Work on the project is carried out in several stages and usually goes beyond the framework of training activities: the choice of the topic or project problem; Formation of a group of performers; development of a project work plan, definition of timing; distribution of tasks among students; Making tasks, discussion in the group of results of each task; Registration of the joint result; project report; Evaluation of the project. Work on the project technique requires highly independence of search activity, coordinating their actions, active research, performing and communicative interaction. The role of the Teacher is to prepare students for work on the project, choosing the topic, in providing assistance to students when planning work, in the current control and consulting of students in the course of the project on the rights of partner. So, the basic idea of \u200b\u200bthe project method is to move the focus with the various types of exercises on the active mental activity of students in joint creative work.

22. Video Tutorial - Send the communicative competence in English, not being in the country of the study, the case is very difficult. Therefore, the important task is to create real and imagined situations of communication in a foreign language lesson using various techniques of work. The use of a video help also helps the development of various sides of the mental activity of students, and, above all, attention and memory. While viewing in the class, the atmosphere of joint cognitive activity arises. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, schoolchildren need to make certain efforts.

The upgrade of education is impossible to submit without the use of information and communication technologies (ICT).

The rapid development of society, the dissemination of multimedia and network technologies allow us to expand the possibilities of using ICT in the lessons in the modern school.

Using ICT when teaching schoolchildren to general education subjects in school leads to improving the quality of education. Practice shows that children

The training material is learned with great success if ICTs are included in the lesson;

The role of ICT in terms of intellectual and aesthetic development of students is becoming more significant;

Their information culture is formed, which is so necessary for schoolboy for its future sociologicalization;

The spiritual, social, cultural horizon of children is expanding.

V.G. Belinsky said: "There is no life without a desire for a new one, there is no progress." These words are told for a very long time. Then no one has thought about computer technologies. But, it seems to me that these words about the modern teacher who is ready to master everything new, innovative and successfully apply in the practice of its work.

Currently, ICT came to the help of the teacher, which make it possible to revive the lesson, cause interest in the subject, better learning the material.

ICT implementation in lessons allow the teacher to implement the idea of \u200b\u200bdeveloping learning, raise the rate of lesson, reduce the loss of working time to a minimum, increase the volume of independent work, make a lesson more bright and fascinating.

Construction of schemes, tables in the presentation allows you to save time, more aesthetically draw up learning material. Tasks followed by checking and self-test activate the attention of students, form spelling and punctuation diseases. The use of crosswords (sometimes students are invented), training tests, bring up interest in the lesson, make lesson more interesting and allow you to begin preparations for the CT examinations.

The use of ICT at each lesson, of course, is not real, and no need. The computer cannot replace the teacher and the textbook, so these technologies must be used in the complex with the teacher available by other methodological means. You need to learn how to use computer support productively, appropriate and interesting. Information technologies will not only facilitate access to information, open the possibilities of variable learning activities, its individualization and differentiation, but also allow in a new way, at a more modern level to organize the learning process itself, to build it so that the student would be active and equal member.

Modern teacher must learn to work with new training tools at least in order to ensure one of the most important rights of the student - the right to high-quality education.

"The focus of modern education for the development of the child's personality requires identifying the determination of its properties, the impact on which contributes to the development of the individual as a whole Personality at all stages of ontogenesis. "

Activity - multidimensional concept. It is not by chance, therefore, the problems associated with its study are considered by philosophy, pedagogy, psychology.

Much attention to the study of the problem is paid in philosophical literature. Already in Plato and Aristotle's studies there are attempts to find personality activity mechanisms leading to creativity. The concept of "personality activity" is determined how the ability to change the surrounding validity in accordance with their own needs, views, goals.

Activity, according to N.A. Berdyaeva, as a philosophical category reflects the "ability of non-life facilities and wildlife and subjects of social life to a natural, intensively directed or conscious interaction with a medium, change and transformation of it and itself, as well as the intensity of this process, its measure."

According to M.V. Bodunov activity, considered as an integral identity parameter, has two sides - high-quality and quantitative. The qualitative, meaningful side of activity is determined by the complex of existing motives, installations, interests and motives that determine the commission of certain actions. The quantitative side is characterized by tempo, intensity, time distribution.

Druzhinin V.N. It believes that the concept of "general activity" is united by a group of personal qualities that cause the domestic need, the tendency of the individual to the effective development of the external reality is generally for self-expiration relative to the outside world.

In the study of the activity problem for us, the main findings of HP are of interest. Vygotsky about the "human activity system" and labor activity. "In the process of social life, a person has created and developed the most complex psychological communication systems, without which labor activity and all social life would have been impossible. These funds of psychological communication on nature itself and the function of the essence of the signs, i.e. artificially created incentives, the purpose of which consists in The impact on behavior, in the formation of new conditional bonds in the human brain "Vygotsky, referring to the specifics of activity, revealed its social nature.

The philosophical approaches designated above are based on the consideration of the problem of developing activity in pedagogy. Still Ya.A. Komensky considered the activity with a prerequisite for learning. Moreover, the leading factor in the activity of the child, they considered the content of training, although the results of his personal interaction with the surrounding world were also taken into account.

The approach of J. - J. Rousseau is also based on the development of amateur activities, intestinal activity, the activity of the student, but the emphasis in it is shifted to the individual experience of the child as a source of its activity. It is important for our research and its idea about the need to take into account the age characteristics of children when creating a surroundings, as well as the maximum support in teaching the child's individual experience, the use of the results of its personal interaction with the environment.

Domestic teachers - K.D. Ushinsky, N.I. Pirogov, L.N. Tolstoy and others - considered various aspects of activity. K.D. Ushinsky understood training as an active, volitional process. "The child needs to learn to overcome and uninteresting, and difficult." The necessary condition for learning was considered activity and N.I. Pies, who spoke about the need to stimulate activity through the use of productive learning methods. L.N. Tolstoy special place in learning assigned to the development of the creative activity of students by providing the expanser of their amateurness, not suppressing their natural development.

Later, the idea of \u200b\u200bactivity in the domestic pedagogy was considered by P.P. Blonsky, A.S. Makarenko, S.T. Shatsky and kras.t. Shacksky rightly noted that the development of the activity of children should occur in the process of direct active participation in life. For the development of creative and cognitive activity, students need to organize their cognitive activity in such a way as to orient students for independent or partially independent receipt of the new information for them.

V.G. Belinsky and A.I. Herzen were convinced that the curiosity of children and their activity should first of all develop with the help of natural sciences, books that are acquainted with land, nature, which most of all can interest children, as Nature is close to them.

After analyzing all the above, under activity, we will consider the active state of a person, its inner motivation, the desire, mental tension and the manifestation of volitional efforts in the process of mastering knowledge.

creative activity Dance Aerobics

Activity is one of the most common categories in the studies of the nature of mental development, cognitive and creative abilities of the person. G.I. Schukin allocates two extreme types of activity - adaptive and creative. The adaptive form of activity characterizes the needs underlying the motivation of achievements, direct regulation on the principle of feedback, submission to the law of optimum Motivation of Yerks - Dodson

The creative forms of activity are caused by reference to the novelty of the situation and the overall curiosity of a person, the contradiction of the learned stereotypes of past experience, the requirements of new conditions. Creative forms of activity cannot be considered without the definition of such a concept as creativity.

The problem of creativity has a long and controversial story. At all times, it was the object of intelligent attention of thinkers and scientists (philosophers, psychologists, teachers). The concept of "creativity" goes back to the works of Plato and Aristotle. In the philosophical literature, the use of the concept of "creativity" is multifaceted. It is considered "activity", "process", "type of activity", "form of activity".

In the philosophical understanding (N.A. Berdyaev, K. Jung, V.F. Ovchinnikov, etc.) the phenomenon of creativity is defined as something that is characteristic of living and inanimate nature, person and society, and acts as a mechanism of productive development. Psychologists (D.E. Bogoyavlenskaya, A.N. Leontiev. Ya.A. Ponomarev, etc.) consider creativity as a product of mental activity, which is of fundamental importance for our research, as one of the most important personal development mechanisms.

The characteristic of creativity from the point of view of a personal approach is presented in the works of L.S. Vygotsky, who notes that already at the earlier age we find children creative processes that are best expressed in the children's games. The creative principle and the need for the creation arise from preschoolers due to their gaming activities and develop further among younger schoolchildren. L.S. Vygotsky resolutely objects to the fact that creativity is a lot of chosen. He says that the typical features of children's creativity are found to be best not at the wunderkind, but in ordinary normal children.

In the pedagogical literature, creativity or creative activity is defined as an activity that gives new, first created original products that have public importance (V.I. Andreev, Yu.L. Kozyreva. Yu.N. Kudutkin et al.). Researchers (L.K. Veretennikova, S.G. Glukhova, P.F. Kravchuk, etc.) consider the essence of creativity, both through personality, its characteristics and through processes that take place in creative activity. However, most scientists allocate novelty, originality and uniqueness as characteristic signs of creativity, and determine the creativity as an activity that generates something new, never previously had a place.

Expressing a generally accepted understanding of creativity, I.B. Gutein writes: "Creativity is targeted human activity, creating new values \u200b\u200bpossessing a public value."

Creativity always contains elements of novelty and surprise. Stressing the difference between the development of nature and the productive activities of man, K.A. Timiryazev noted the chief distinctive feature of human creativity - his focus. In nature, the development process takes place, but not creativity.

Some authors (Ya.a. Ponomarev, etc.) interpret creativity quite widely and even identify it with the concept of "development". "The universal criterion of creativity acts as a development criterion." Creativity is characterized by productive activities in which the climb from simpler forms to more complex is observed.

Creative activity is impossible without reproductive activities, because thinking is generally impossible without memory. Creativity is the moment of the relationship, dialectical unity of productive and reproductive. Based on the general methodological principle of understanding the development of both the dialectical unity of the old and new, creativity is considered as a process of creative transformation.

A prerequisite for the development of creativity is its diverse ties with cultural whole. The development of an individual outside society is impossible without activity. Therefore, the formula "human development as an end of creativity" means the following:

a) the development of a public person, society that creates more favorable conditions for the heyday of each individuality:

b) self-realization of the individual, the defining of its creative abilities, the achievement of certain objective results, due to which society is developed.

A number of researchers (V.G. Rindak. N.A. Berdyaev Yul. Kulyuttin.A.L. Schnirman, etc.) Human creativity is considering in the aspect of self-realization of a man of the Creator, the manifestation of its higher potencies, the highest form of human activity; As the process of achieving the result, in which personality implements and approves, its potential forces and abilities and in which it itself is implemented.

Modern domestic researchers of creativity (PA Trkov, B.S. Mailah et al.) Complete from understanding the creative process as a complex mental act due to objective factors and connecting elements of figurative and logical knowledge, synthesizing analytical and directly sensual moments of perception and reality reproduction.

Modern foreign scientists are somewhat suitable for the definition of creativity. For example, in understanding P. Torrens, this is a natural process generated by the strong need of a person in removing the voltage arising in the situation of incompleteness and uncertainty.

American scientists (J. Gilford, A. Masu, D.I. Nyberg, E. Trenz) Consider creativity as a process, "the logical development of ideas and mental images that convert the elements of reality into something new." The concept of Creativity R. Sternberg, as well as some other theories, along with cognitive, includes affective and motivational elements. Newell, J. Show, G.S. Simon, analyzing the procedural side of creativity, believe that the solution to the problem can be called creative if strong motivation and stability occurs. R. Muni allocates four main approaches to creativity, depending on which of the four aspects of the problem comes to the fore: Wednesday in which creativity is carried out; creative product; creative process; creative person .

Until now, the subject of the dispute between the researchers of creativity is the aspect in the definition of creativity to consider as the main one. Some believe that creativity should be determined "in terms of the product", others believe that the main thing in the work is the process itself. The look, according to which the essence of creativity should be disclosed through the process, the most sharply expressed in the works of R. Arnheim, who claims that it is impossible to judge the work only on the object produced. Creativity is "full deployment of knowledge, actions and desires."

Novelty, as a criterion of creativity, enters almost all definitions and is a key word. However, the idea of \u200b\u200bthe novelty of various authors is greatly different. Some emphasize the subjective nature of novelty, that is, its significance for the subject itself - the Creator, considering it unimportant, is the idea of \u200b\u200bsociety recognizes. Another approach notes that novelty can characterize only certain moments of activity, for example, creative development of an already known idea. Third views focus on the social significance of novelty. But in any case, it is the term "novelty" is the system-forming in relation to the idea of \u200b\u200bcreativity (J. Gilford, A. M. Matyushkin. Ya.a. Ponomarev, N. Torrens, etc.). It is impossible to create a new whatever to something, in general. New can be new only in comparison with the old, with a stereotype.

Analyzing all of the above, it is possible to conclude that children's creativity is one of the forms of independent activity of the child, in the course of which he retreats from the usual and familiar ways to him manifestations of the surrounding world, experiments and creates something new for himself and others.

Creativity has an individual nature of the manifestation of targeted activities, where the key role is played by the activity of the personality, the so-called Berdyaev "Free Spirit". "Activity as a search for the meaning of human being. The personality creates itself throughout human life."

The formulation and preliminary study of the problem of the development of creative activity found its multifaceted, complexity and insufficient development in the theory and practice of education. To solve this problem, it is important to determine the essential sides of the concept of "creative activity", reveal ways to develop this personality quality. The development of creative activity of the personality was reflected in the works of psychologists A.V. Petrovsky, MG Yaroshevsky et al.

Creative activity can be defined as the integrity for which a variety of its manifestations are characterized: the unity of internal and external creative activity, the mutual conditionality of the motivational and operating components, imagination and productive thinking as the basis of a single executive mechanism of mental creative activity (LS Vygotsky), inclusion search activity due to the fact that the result of creativity is not specified initially. Reflects the integrity of creative activity and transferring methods and features of creative activity from the structure of one direction of creativity into the structure of another, manifested, in particular, in "universal" creative abilities (B.M. Heat).

A number of scientists (MA Danilov, A.V. Petrovsky, T.I. Shamova, etc.), giving an assessment of the concept of "creative activity" in the context of activity, determine it as an installation on transforming and search methods of activity.

Creative activity expresses the desire and readiness of the person consciously and voluntarily, according to inner conviction, improve initiative innovative actions in a wide variety of areas of human activity.

We consider creative activity as a sustainable integrative quality, simultaneously inherent in the personself, and its activities, expressing in a targeted unity of needs, motives, interest and actions characterized by the conscious search for creative situations. Creative activity involves theoretical understanding of knowledge, independent search for solving the problem.

The development of the creative activity of children remains one of the psychological and pedagogical problems of modernity. An analysis of some of the main directions makes it possible to present in general as a form of some important points for the development of the creative activity of the individual. In particular, the following of them can be noted:

1. The manifestation of creative abilities in man is personally indirectly, i.e. His psychological-pedagogical "history" of development is a peculiar key that opens the manifestation of creative activity, covering all aspects of existing knowledge, skills and a living experience, i.e. Personality manifests itself in creative activity. This determines the relationship and interdependence of the characteristics of the identity and creative processes;

2. The most important component of the creative process is the intellectual activity of a person manifested in the creative initiative. Naturally, the level of creative activity is associated with the personality characteristics of a person, and often the nature of mental processes in a person predetermines the level of manifestation of activity.

Druzhinin V.N believes that creative activity in one way or another is inherent in each person, and its manifestation is hampered by the influence of the environment, prohibitions, social patterns, it is possible to interpret the role of elements of open education, strengthening the emphasis on independent work of trained as a very positive moment. And on this basis, the development of creative activity is the release of the creative potential from those "clamps" that they purchased earlier.

In the process of studying and analyzing philosophical, psychological and pedagogical literature on the issue of research, we concluded that the indicators of creative activity in children can be considered those that are highlighted in the characteristics of psychology creativity: novelty, originality, removal, deposit from the template, breaking traditions, Surprise, expediency, social value. If you share the point of view that creative activity is in one way or another to every person, and its manifestation prevents the impact of the environment, prohibitions, social patterns, it is possible to develop creative activity by inclusion in the organization of creative activities that contribute to the development of creative activity.

The development of the creative activity of children remains one of the psychological and pedagogical problems of modernity. All sorts of games were created, aimed at physical and mental development, to improve the sensory apparatus, however, the game teachers are traditionally paid not enough attention. Sometimes this is due to the insufficient professionalism of the educator, or a formal attitude to work. But the main reason is most likely that the creative thinking personality was not in demand in our country, therefore, the development of the creative activity of children was paid to extremely few. For example, it was not considered a priority direction of pedagogical theory and practice. At the same time, studies were conducted in our country, the subject of which was the problem of developing children's individuality in creative games. Often there were also a discussion on the issue under consideration.

Specialists, in particular, came to the conclusion that the training and development of children's creativity go in unity and interaction. Proving this, E.A. Flearin, for example, criticized the "the theory of the recession" of children's creativity, which is that the work of preschoolers is unconsciously determined by instinctive, inherited by the motives.

Fleirina proved that the decline may come due to lack of learning or due to bad learning; With the right leadership and training, the work of children reaches a relatively high level.

Path to the development of personality - mastering skills. However, it is impossible to think that you must first teach a child with drawing or modeling, and then develop its creative abilities. "The creative start permeates the process of learning skills."

In order to deepen the presentation of children, wake up their interest in the artistic game, to drawing, modeling, cause certain emotions, observations of life must be complemented with artistic images. In the older preschool age, the book becomes an important source of game creativity. From how emotionally the children will be perceived by these literary and artistic images, how deeply aware of the idea of \u200b\u200bthe work depends on the wealth of their plan, ingenuity in search of funds for its best incarnation.

For the development of the ability to go from thought to action, it is necessary to develop the focus of the child's activities. Goal - what to play what to draw. If there is a goal of children, you can easily teach to think about the upcoming game, prepare the desired material. The goal is an essential element of the structure of artistic activities.

For the development of creative activity of children, it is necessary for both objective and subjective conditions.

Objective conditions are as follows:

• a) sources of various artistic information enriching the experiences of children, classes, entertainment, holidays in kindergarten, numerous life situations surrounding the child;
• b) the conditions of the material environment that allow children to deploy their activities and give it one or another, choose any kind of artistic practice;
• c) the nature and tactics of the teacher's leadership, its indirect actions, its complicity, manifested in the expression of its attitude towards artistic activities, in encouraging remarks that create a favorable atmosphere.

Subjective conditions include:

• a) the artistic interests of children, their selectivity, stability;
• b) Causes of children who cause their independent activities based on the desire to express their artistic impressions, apply an existing artistic experience or improve it, to engage in relationships with children.

Since any, including game, activities consists of completed actions subordinate to the common goal, then its structure should be considered in connection with its process: the emergence of the plan, the deployment of the activity itself and its conclusion. Analysis of special literature shows that the structure of activity looks like this:

• 1. The emergence of designs (goals) as a manifestation of the interests of a child dictated by internal motifs and caused by existing artistic experience. Externally, this can be expressed in choosing a child of a particular activity, finding the form of its organization, attracting peers to participate, to establish relationships and distribution of roles, in the preparation of material conditions for its implementation.
• 2. Implementation of the plan, the quality of which depends on the possession of the transfer methods of existing experience in new conditions.
• 3. Self-control of action, the desire to approach the goal. It is expressed in improving the child of his actions in the course of the development of gaming activities, in the suggested assumptions on its further move and ending.

At the same time, in foreign and domestic pedagogy and psychology, the question of the need to guide the artistic activities of children are widely discussed. Art in modern theories is interpreted from various positions - existentialism, nepragmatism, behaviorism, etc. The heterogeneity of the approach to art does not allow us to talk about uniform directions. Nevertheless, the ideas about art are dominated as a phenomenon of independent and purely intuitive. In the theory of upbringing, this provision is also leading, therefore, naturally, leads his supporters to the conclusion on a negative attitude to the pedagogical management.

In many works, it is emphasized that art is not a reflection of life, but only a way to identify personal experiences, such as the essence of the artistic activities of children.

A number of studies, however, recognizing that independent activity begins on the initiative of children, conclude that this process is not spontaneous, but pedagogically determined. Pedagogical conditionality depends on the establishment of the correct ratio of subjective and objective reasons. Formed adult interests of children, accumulated impressions - all this is poured in attempts to "self-declaration" of their experiences. Adult acts as a leader who uses the subjective interests of the child. This adult activity is indirect and requires him:

• - enrichment of children's minds impressions;
• - creating an objective environment that allows them to easily navigate and act with artistic materials; a benevolent relationship, having children to activities;
• - establishing the right relationship between various forms of the organization of children;
• - the development of its pedagogical abilities that will help educators creatively and tactfully formed ways of independent actions of children.

The available domestic experience in the development of creative activity of children in the game shows that methodological guide is needed for the development of independent gaming activities. It is planned to plan an approximate topic of children's games, challenge leadership. All this contributes to supporting the sustainable interest of children to artistic activities.

The teacher can use a whole group of methods to develop independent gaming actions. This is the organization of targeted observation, conversations, questions.

With the help of these methods, the teacher contributes to the formation of the plan (the choice of the object, the content of the future composition), the selection of the material (paper, paint, color chalk), the implementation of the plan (finding expressive means for the best embodiment of the content of the pattern, modeling), the product evaluation of the product.

The study of the influence of visual arts, for example, on the development of creativity in the drawings of children of senior preschool age showed that in the plans of children under the influence of the display of an illustrative material, the images, enrichment of them by using and combining the parts seen, the properties of the item; A pronounced emotional attitude towards the hero and the plot; Attention is sent to the choice of means to transfer the image depicted.

Analysis of the drawings confirms that illustrative material helps the child to find various ways to transfer their design: expressive appears in the images of the drawings; used flavor as a means of expressing content; Done different compositional solutions.

An adult can actively participate in the role-playing game, in dramatization, entertainment, perform the role of the lead, viewer, or artist.

Children are not indifferent to whether the teacher sees what they are busy, whether their game notices. They are very sensitive to his reaction, and if he supports, approves their actions, they increase their activity, friendly comments, the TIMP is accepted as due.

Experienced work of experts showed that it was in the process of pedagogical guidance to the development of independent gaming activities of children, their initiative increases, speech activity, the ability to apply in the new conditions, the creative possibilities obtained in training are disclosed. In particular, N.S. Karpinskaya, who studied the development of the artistic abilities of children in the process of dramatization games, wrote that "outside the process of special training children's dramatization games, the transfer of the text of the fairy tales is devoid of paints, expressiveness" Vygotsky L. S. Selected psychological research. M., 1956. 519 s ..

Among the main methods that determine the effectiveness of the management were allocated: systematic planning, creation of a raising environment, organization of holidays, entertainment, the use of specific techniques of pedagogical effects of Royak A. A. Psychological conflict and features of the individual development of the child's personality. M., 1988. 113 s ..

But the work of the educator for the development of preschoolers should not be limited to a pedagogical effect directly on children. In the activation of the creative activity and development of the initiative, the conditions in the family are also played in the enrichment by their figurative artistic impressions. To familiarize parents with the tasks of psychology of education of children, specialists advise parental meetings. They need to be given to the deployed characteristics of children's creativity, the work that is carried out in the classroom. Special attention should be paid to the need for a close connection of the children's preschool institution and family in order to artistic development of children. Not only in kindergarten, but also at home the child must have favorable conditions for the development of his creative and personal initiative.

R.I. Zhukovskaya emphasizes that creative games contribute to the transition of children's curiosity into curiosity; Education of observation, development of imagination, smelting, ingenuity, memory of speech.

It is important that the teacher can skillfully enter the game, children's society. This skill is the great quality of the teacher. Still V.G. Belinsky wrote: "There are people who love children's society and are able to take it and a story, and a conversation, and even Igro, accepting participation in it; Children on their part meet these people with noisy joy, listen to them with attention and look at them with frank credulity as their friends. "

Thus, the role of the teacher in the management of the game is quite large and requires special qualities and skills.

The identity of the child is multifaceted and the most vivid quality of the personality, its shades can manifest itself and develop best in games. However, the formation of creative initiatives from each child is a long-term process and largely all the same depends on the level of cognitive and creative interests.

The task of the teacher is to appreciate and correctly send the creative abilities of the child.

Obviously conclusion: there is a direct relationship between learning and any game.

Undoubtedly, the issue of the development of the creative activity of preschoolers, and the development of his personality as a whole, in games there is a further profound study.