"The focus of modern education on the development of a child's personality requires the identification and definition of those properties, the impact on which contributes to the development of the personality as a whole. As one of them, creative activity is considered, which is a system-forming property of a personality, a defining characteristic of its movement towards self-improvement, a condition for self-realization as personality at all stages of ontogenesis ".

Activity is a multidimensional concept. It is no coincidence, therefore, the problems associated with his study are considered by philosophy, pedagogy, psychology.

Much attention is paid to the study of the problem in the philosophical literature. Already in the studies of Plato and Aristotle, there are attempts to find the mechanisms of personality activity that lead to creativity. The concept of "personality activity" is defined as the ability to change the surrounding reality in accordance with their own needs, views, goals.

Activity, according to N.A. Berdyaev, as a philosophical category, reflects "the ability of objects of inanimate and living nature and subjects of social life for spontaneous, intensely directed or conscious interaction with the environment, changing and transforming it and itself, as well as the intensity of this process, its measure."

According to M.V. Bodunov's activity, considered as an integral parameter of personality, has two sides - qualitative and quantitative. The qualitative, meaningful side of activity is determined by a complex of acting motives, attitudes, interests and motives that determine the performance of certain actions. The quantitative side is characterized by pace, intensity, distribution over time.

Druzhinin V.N. believes that the concept of "general activity" unites a group of personal qualities that determine an internal need, an individual's tendency to effectively master external reality, in general to self-expression relatively outside world.

In studying the problem of activity, we are interested in the main conclusions of L.S. Vygotsky about the "system of human activity" and labor activity. "In the process of social life, a person created and developed the most complex systems of psychological communication, without which labor activity and all social life would be impossible. These means of psychological communication by their very nature and function are signs, that is, artificially created stimuli, the purpose of which is influence on behavior, in the formation of new conditioned connections in the human brain "Vygotsky, referring to the specifics of activity, revealed its social nature.

The philosophical approaches indicated above underlie the consideration of the problem of the development of activity in pedagogy. Also Ya.A. Comenius considered being active as a prerequisite for learning. Moreover, he considered the content of education to be the leading factor in the child's activity, although the results of his personal interaction with the outside world were also taken into account.

The approach of J. - J. Rousseau is also based on the development of initiative, inquisitiveness, activity of the student, but the emphasis in it is shifted to the individual experience of the child as a source of his activity. Important for our study is its idea of ​​the need to take into account the age characteristics of children when creating the environment, as well as the maximum reliance in learning on the individual experience of the child, the use of the results of his personal interaction with 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. "A child needs to learn to overcome both uninteresting and difficult." Activity and N.I. Pirogov, who spoke about the need to stimulate activity through the use of productive teaching methods. L.N. Tolstoy assigned a special place in teaching to the development of the creative activity of students by providing space for their initiative, not suppressing their natural development.

Later, the idea of ​​activity in domestic pedagogy was considered by P.P. Blonsky, A.S. Makarenko, S.T. Shatskiy and others S.T. Shatsky rightly noted that the development of children's activity should take place in the process of direct active participation in life. For the development of the creative and cognitive activity of students, it is necessary to organize their cognitive activity in such a way as to orient students to independently or partially independently receive information that is new to them.

V.G. Belinsky and A.I. Herzen were convinced that the curiosity of children and their activity should first of all be developed with the help of natural sciences, books introducing the earth, nature, which can most interest children, since nature is close to them.

Having analyzed all of the above, under activity, we will begin to consider the active state of a person, his inner motivation, aspiration, mental tension and the manifestation of volitional efforts in the process of mastering knowledge.

creative activity dance aerobics

Activity is one of the most general categories in studies of the nature of mental development, cognitive and creative abilities of a person. G.I. Shchukina distinguishes two extreme types of activity - adaptive and creative. The adaptive form of activity is characterized by the needs underlying achievement motivation, direct regulation based on the feedback principle, subordination to the Yerkes - Dodson law of optimum motivation

Creative forms of activity are caused by an orientation towards the novelty of the situation and the general curiosity of a person, the contradiction of the assimilated stereotypes of past experience, and the requirements of new conditions. Creative forms of activity cannot be considered without defining such a concept as creativity.

The problem of creativity has a long and controversial history. At all times, it has been the object of close attention of thinkers and scientists (philosophers, psychologists, teachers). The concept of "creativity" goes back to the works of Plato and Aristotle. In philosophical literature, the use of the concept of "creativity" is multifaceted. It is considered as "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 that which is characteristic of animate and inanimate nature, man and society, and acts as a mechanism of productive development. Psychologists (D.E. Bogoyavlenskaya, A.N. Leont'ev, Ya.A. Ponomarev and others) consider creativity as a product of mental activity, which is of fundamental importance for our research, as one of the most important mechanisms of personality development.

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 a very early age we find creative processes in children that are best expressed in children's games. Creativity and the need for creation arise in preschoolers due to their play activities and develop further in younger schoolchildren. Vygotsky strongly objects to the idea that creativity is the lot of the elite. He says that the typical characteristics of children's creativity are best understood not by geeks, but by ordinary, normal children.

In pedagogical literature, creativity or creative activity is defined as an activity that gives new, for the first time created original products that have public importance(V.I. Andreev, Yu.L. Kozyreva. Yu.N. Kudyutkin and others). Researchers (L.K. Veretennikova, S.G. Glukhova, P.F. Kravchuk and others) consider the essence of creativity, both through the personality, its characteristics, and through the processes that take place in creative activity. However, most scientists distinguish novelty, originality and uniqueness as characteristic features of creativity, and define creativity as an activity that generates something new that has never happened before.

Expressing the generally accepted understanding of creativity, I.B. Gutchin writes: "Creativity is a purposeful human activity that creates new values ​​of social significance."

Creativity always contains elements of novelty and surprise. Emphasizing the difference between the development of nature and the productive activity of man, K.A. Timiryazev noted the main distinguishing feature of human creativity - its purposefulness. In nature, there is a process of development, but not creativity.

Some authors (Ya.A. Ponomarev and others) interpret creativity quite broadly and even identify it with the concept of "development". "The universal criterion of creativity acts as a criterion for development." Creativity is characterized by productive activity in which there is an ascent from simpler forms to more complex ones.

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

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

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

b) the self-realization of the individual, the objectification of his creative abilities, the achievement of certain objective results, thanks to which the development of society takes place.

A number of researchers (V.G. Ryndak, N.A. Berdyaev, Yu.L. Kuljutkin, A.L. Shnirman and others) consider human creativity in the aspect of self-realization of a creator man, the manifestation of his higher potencies, higher form human activities; as a process of achieving a result, in which a person realizes and asserts his potential strengths and abilities, and in which he himself is realized.

Modern domestic researchers of creativity (P.A.Beskova, B.S.Meylakh, etc.) proceed from the understanding of the creative process as a complex mental act conditioned by objective factors and combining elements of figurative and logical cognition, synthesizing the analytical and directly sensory moments of perception and the reproduction of reality.

Modern foreign scientists have different approaches to the definition of creativity. So, for example, in the understanding of P. Torrens, this is a natural process generated by a strong need for a person to relieve tension that arises in a situation of incompleteness and uncertainty.

American scientists (J. Guilford, A. Maslow, DI Nireberg, E. Torrance) consider creativity as a process, "the logical development of ideas and mental images that transform elements of reality into something new." R. Sternberg's concept of creativity, like some other theories, along with cognitive ones, includes affective and motivational elements. Newell, J. Shaw, G.S. Simon, analyzing the procedural side of creativity, believe that the solution to a problem can be called creative if there is strong motivation and stability. R. Mooney identifies four main approaches to creativity, depending on which of the four aspects of the problem comes to the fore: the environment in which creativity is carried out; creative product; creative process; creative person .

Until now, the subject of dispute between researchers of creativity is which aspect in the definition of creativity should be considered as the main one. Some believe that creativity should be defined "in terms of the product", while others believe that the main thing in creativity is the process itself. The view that the essence of creativity should be revealed through a process is most sharply expressed in the works of R. Arnheim, who asserts that creativity cannot be judged only by the object being produced. Creativity is "the complete unfolding of knowledge, actions and desires."

Novelty, as a criterion for creativity, is included in almost all definitions and is the key word. However, the idea of ​​novelty among different authors is very different. Some emphasize the subjective nature of novelty, that is, its significance for the subject himself - the creator, considering it unimportant whether society recognizes the idea. Another approach notes that novelty can characterize only certain moments of activity, for example, the creative development of an already known idea. Still others focus on the social significance of novelty. But in any case, it is the term "novelty" that is systemic in relation to the idea of ​​creativity (J. Guildford, A. M. Matyushkin. Ya.A. Ponomarev, N. Torrens, etc.). It is impossible to create something new without regard to something, in general. The new can be new only in comparison with the old, with the stereotype.

Analyzing all of the above, we can come to the conclusion that children's creativity is one of the forms of the child's independent activity, in the process of which he deviates from the ways he is familiar and familiar with the manifestation of the world around him, experiments and creates something new for himself and others.

Creativity has an individual character of the manifestation of purposeful activity, where the key role is played by the activity of the individual, the so-called "free spirit" by Berdyaev. "Activity, as a search for the meaning of human existence. Personality creates itself throughout human life."

The formulation and preliminary study of the problem of the development of creative activity revealed its versatility, complexity and insufficient elaboration in the theory and practice of education. To solve this problem, it is important to define the essential aspects of the concept of "creative activity", to reveal the ways of development of this personality trait. The development of a person's creative activity is reflected in the works of psychologists A.V. Petrovsky, M.G. Yaroshevsky and others.

Creative activity can be defined as integrity, which is characterized by many of its manifestations: the unity of internal and external creative activity, the mutual dependence of motivational and operational components, imagination and productive thinking as the basis of a single executive mechanism of mental creative activity (L.S.Vygotsky), involvement search activity due to the fact that the result of creativity is not set initially. Reflects the integrity of creative activity and the transfer of methods and characteristics of creative activity from the structure of one direction of creativity to the structure of another, manifested, in particular, in "universal" creative abilities (BM Teplov).

A number of scientists (MA Danilov, AV Petrovsky, TI Shamova and others), assessing the concept of "creative activity" in the context of activity, define it as an attitude towards transformative and search methods of activity.

Creative activity expresses the desire and readiness of the individual, consciously and voluntarily, according to inner conviction, to improve proactive innovative actions in various areas of human activity.

We consider creative activity as a stable integrative quality, simultaneously inherent in both the personality itself and its activity, expressed in a purposeful unity of needs, motives, interest and actions, characterized by a conscious search for creative situations. Creative activity presupposes a theoretical understanding of knowledge, an independent search for a solution to a problem.

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

1. the manifestation of creative abilities in a person is personally mediated, i.e. his psychological and pedagogical "history" of development is a kind of key that opens the manifestation of creative activity, covering all aspects of existing knowledge, skills and existing life experience, i.e. personality manifests itself in creative activity. This determines the relationship and interdependence of personality traits and creative processes;

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

Druzhinin V.N. believes that creative activity is inherent in every person to one degree or another, and its manifestation is hindered by the influence of the environment, prohibitions, social patterns, then the role of elements of open education, strengthening the emphasis on independent work of students, can be interpreted as a very positive moment. And on this basis, the development of creative activity is the way of freeing the creative potential from those "clamps" that they acquired earlier.

In the process of studying and analyzing the philosophical, psychological and pedagogical literature on the research problem, we came to the conclusion that indicators of creative activity in children can be considered those that are highlighted in the characteristics of creativity by psychology: novelty, originality, detachment, departure from the template, breaking traditions, unexpectedness, expediency, social value. If we share the point of view that creative activity is inherent in every person to one degree or another, and its manifestation is hindered by the influence of the environment, prohibitions, social patterns, then it is possible to develop creative activity by including in the organization of creative activity those means that contribute to the development of creative activity.

An article on psychology. Features of the development of creative activity in older preschool children

Job description: I offer an article about the peculiarities of the development of creative activity in older preschool children. This article will be useful for teachers - psychologists, kindergarten teachers, students.

Creative activity of senior preschoolers

The Concept for the long-term socio-economic development of the Russian Federation for the period up to 2020 emphasizes that today it is necessary to ensure maximum accessibility of cultural benefits and education for Russian citizens, including improving the system of support for children's and youth creativity, as well as maintaining the creative activity of youth. Also Federal State Educational Standard preschool education, among the many tasks that it solves, distinguishes the following:
- preservation and support of the individuality of the child, the development of individual abilities and the creative potential of each child as a subject of relations with people, the world and oneself.
From a psychological point of view, a favorable period for the development of creative activity is preschool childhood, because at this age children are extremely inquisitive, they have a great desire to learn the world... In the studies of L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontiev, they find confirmation of the idea that in senior preschool age a new type of activity appears - creative. And its originality lies in the fact that it gives rise to the ability to go from thought to situation, and not vice versa, as it was before. However, teachers and psychologists note the specificity of this activity in older preschool children. So, many of the components of creativity at this age are just beginning to develop, although subjectively the child is constantly discovering something new.
In studies devoted to the problems of the development of children's creativity, it is noted that in preschool age a child manifests a number of features that characterize him as a creator. This is a manifestation of activity and initiative in the application of already mastered methods of work in relation to new content, finding original ways solving tasks, using different types of transformations.
It is known that the psychological basis of creative activity is imagination - a mental process that consists in creating images of objects and situations based on the results of their perception and comprehension. Imagination in preschool childhood is manifested in three stages of development, and in the third stage, in older preschool age, children develop a creative imagination.
In older preschool age, logical thinking begins to form intensively. As if defining thereby the nearest perspective of creative development. The accumulation of experience of practical actions, a certain level of development of perception, memory, imagination create a situation of confidence in their goals. A child of 6-7 years old can strive for a distant (including an imaginary) goal, while maintaining strong volitional tension for quite a long time.
The analysis of scientific literature allowed me to highlight the indicators of the creative activity of children:
1. High level of interest.
2. Ability for fantasy, imagination and modeling.
3. Manifestation of shrewdness, ingenuity and discovery of new knowledge, methods of action, search for answers to questions.
4. Manifestation of joyful emotions in the process of work.
5. Ability to experience the situation of success, enjoy the process of creativity.
6. Striving for originality.
7. Demonstration of independence in work.
8. Ability to overcome difficulties encountered.
The upbringing of creative activity in older preschoolers has its own features, due to the psychological and physiological characteristics of their development.
Studies of teachers and psychologists have established that the creative activity of a child in various areas depends on the specifics age development, and are fully determined by it.
For the formation of the ability to create, there are optimal sensitive periods. These include, as studies show (L.S.Vygotsky, L.V. Zankov, V.V. Davydov, D.B. Elkonin, A.Z. Zak), senior preschool age, because it was during this period that the psychological foundation for creative activity was laid.
One of the most important mechanisms for the successful creative development of a child is a teacher... The role of the teacher is to contribute to the child's own creative activity. This is possible under the condition of interaction, which implies authenticity (sincerity), unconditional acceptance of the child and the ability for empathic understanding (empathy) on the part of the teacher. Without these conditions, it is impossible to talk about the creative development of the child. The main task of the teacher is the ability to interest him, ignite the hearts, develop creative activity in him, without imposing his own opinions and tastes. The teacher must awaken in the child faith in his creative abilities, individuality, uniqueness, the belief that doing good and beauty brings people joy.
One of the determining factors in the creative development of children is the creation of conditions, the creation of such an atmosphere when children develop curiosity and interest, the need to defend their creative positions, a sense of passion, the desire for creative achievements, a situation of success in creative activity is created.
Thus, summarizing all of the above, we can conclude that senior preschool age is a sensitive period in the development of logical thinking, creative imagination and creative activity.
In a holistic pedagogical process, the formation of creative activity is a necessary condition for the all-round development of a personality, which can be carried out in various types of activity. One of these types is project activity.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

INTRODUCTION

1.1 Learning a foreign language as a means of improving and developing a student's personality

1.3 Features of the creative activity of students

CHAPTER 2. DEVELOPMENT OF CREATIVE ACTIVITY OF STUDENTS BY MEANS OF GAME ACTIVITY

2.2 Game technologies in the development of students' creative activity

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

The teaching profession is creative in itself. Such a topic as the development of creative cognitive activity is very relevant for the school and it is to her that a special role is assigned. After all, it is in the school that fundamental knowledge is laid, the personality of the child is formed.

Relying on the creativity of students is one of the main techniques for creating positive motivation for learning. In practice, there are no universal methods for the formation of creative cognitive interests in schoolchildren. creativity game lesson educational

Each teacher, being a creative person, achieves this by using his own methods of developing creative cognitive interests. The development of activity, independence, initiative, a creative attitude to business, to cognitive activity, is one of the most important and necessary tasks facing the teacher.

For the formation of the creative cognitive activity of schoolchildren, it is possible to use all the methods and techniques that didactics have. Explanatory - illustrative - story, explanation, experiments, tables, diagrams - contributes to the formation of knowledge among schoolchildren.

The need for the formation of creative activity inspires the teacher to search for a means of activating and managing educational and cognitive activities.

Foreign language as a general education subject can and should contribute to the development of students' creativity. Possessing a huge educational, educational and developmental potential of students' creative abilities, a foreign language can realize it only in the course of the implementation of the practical goal of learning, that is, only if the student in the process of foreign language communicative and cognitive activity (listening, speaking, reading, using writing ) will expand their general educational horizons, develop their thinking, memory, feelings and emotions; if in the process of foreign language communication the social and value qualities of the individual will be formed: worldview, moral values ​​and beliefs, character traits.

The purpose of this work is to develop the creative activity of students in the process of learning a foreign language.

The object of the work is to study the influence of non-traditional forms of a foreign language lesson on the creative development of students.

The subject of the work is the very process of formation and development of students' creative activity in the process of language learning.

CHAPTER 1. DEVELOPMENT OF CREATIVE ACTIVITY OF STUDENTS IN THE LESSON OF THE ENGLISH LANGUAGE

1.1 Teaching a foreign language as a means of improving and developing a student's personality

1.2 Creative activity of students as a process and result of educational creative activity in the classroom

Activity - is complex feature character, manifested in the active attitude of a person to work. Activity presupposes the constancy of efforts directed towards one goal, persistence and perseverance in work, the planned and systematic nature of actions, the obligatory achievement of a certain result.

Creative activity is the highest level of the educational process and a necessary condition for the all-round development of the individual. This is confirmed by research by scientists. Modern researchers understand creative activity as the desire for action, for the manifestation of one's abilities, for satisfying the need to transform and create oneself, in creating new forms of behavior, in mastering culture, the emergence of new ways of activity, knowledge and skills.

E.N. Leonovich names the principles of the development of activity, which include the principle of problematicity, the principle of motivation, the principle of individualization of educational activity, the principle of consistency. Another indicator of creative activity is the independence of creative activity. Linking independence and activity, we rely on the following statement from the doctoral dissertation of G.V. Sorokov: “Independence and activity are two inseparable components, and activity is a necessary condition, an external sign of the emergence and development of independence, and independence is, as it were, a form of manifestation of activity, the result of her upbringing "

Creative activity is a form of human activity aimed at creating qualitatively new social values. The stimulus for social activity is a problematic situation that cannot be resolved on the basis of available data in traditional ways. The original product of activity is obtained as a result of non-traditional interconnection of the elements of a problem situation, the attraction of implicitly related elements, the establishment of new types of interdependence between them.

The prerequisites for creative activity are flexibility of thinking (the ability to vary ways of solving), criticality (the ability to abandon unproductive strategies), the ability to converge and cohere concepts, the integrity of perception, and more.

ME AND. Ponomarev said: "Creativity consists not in that activity, each link of which is completely regulated by previously given rules, but in that, the preliminary regulation of which contains a certain degree of uncertainty in activities that bring new information and offer self-organization."

From this we can conclude that creative activity is the highest level of activity, since the task itself is posed to the student, and the ways of its solution must be original. Indicators of creative activity, which are identified by psychology in the nature of creativity, are: novelty, originality, departure from the template, surprise.

A creative lesson is a lesson in which students do not just count, write, read, listen to the teacher, but research, invent, compose, put forward and prove hypotheses, that is, independently create a new educational product for themselves. By participating in such a lesson, students develop their abilities, realize their creative potential.

Creation of a creative lesson is a process in which the teacher not only plans the stages of the lesson and assignments for each stage, but develops a system of conditions for children's creativity. This takes into account the educational program, the level of training of children, the type of lesson, types of activity. The basis of a creative lesson is heuristic, problematic, developmental learning.

Each lesson is a specific system of tasks that leads the student to mastering certain concepts, skills, and abilities. The achievement of the goals of the lesson, energy, independence of students depends on what tasks the teacher selects for a given lesson, in what sequence they are built. The teacher selects such exercises for the lesson that would work for a specific goal or were based on the use of any concepts, rules, establishing certain connections, identifying patterns based on research. Tasks of this type allow not only to conduct lessons effectively, but also serve the development of mental activity and the development of strong knowledge, skills and abilities of students. From the extent to which the teacher is able to select and combine tasks for the lesson, children will learn in primary school... The independence of their thinking, the ability to connect theoretical material with practical activity, depends on this in the future.

Fundamental cognitive interest is formed in different subjects in elementary school by different means. The better assimilation of the material is facilitated by means of visualization, diagrams, tables, which are used in each lesson.

Amusement is considered a very significant tool. Elements of amusement bring something unusual, sudden into the lesson, activate in the children a sense of surprise, rich in its consequences, a keen interest in the learning process, help them to easily assimilate any educational material.

From this we can conclude that creative activity is the highest level of activity, because the task itself is posed to the student, and the ways of its solution must be original. Indicators of creative activity, which are identified by psychology in the nature of creativity, are: novelty, originality, departure from the template, surprise.

Creative activity develops cognitive abilities in mastering knowledge, fosters a constant craving for self-education, for acquiring new knowledge, as well as perseverance in achieving goals.

In pedagogy, the formation of creative activity is a necessary condition for the all-round development of a personality. The development of the student's creativity, his abilities in solving educational problems, the manifestation of initiative, independence, is an important point in pedagogy. The effectiveness of the school is determined by the extent to which the educational process ensures the development of students' creative abilities, prepares them for life in society.

1.3 Features of the creative activity of students in the lesson in English

The upbringing of a creative personality is the goal of the entire education system from preschool to higher education. And the significance of the higher education system is very responsible here, since it is at this stage that there is an opportunity, often the last, to compensate for the omissions that were made earlier.

Creative activity is one of the essential properties of a personality, where its individual, special is manifested most fully.

The creative activity of an individual has a clearly expressed social conditioning, and it must be considered as a social value, as an indicator of the level of formation of society. Its levels and forms may be different, which means that the objective value of professional activity may also be different.

Learning English should be started at an early age. Thus, learning a foreign language should be taken when the child is 3-4 years old. It is during this period that the child can absorb English into the subconscious - thus, in the future, learning will be much easier.

When teaching children English, we must not forget that they are open and remember as they are. In addition, they have developed imagination and open creative abilities. It is necessary that the lessons (both at home and in any other institution) be played in a playful way - at the same time various games, songs in English are used, educational films are watched.

English for preschool children should be as easy as possible. All sentences should be simple. To learn a foreign language for preschool children, they need to be carried away.

Interesting ones will help to captivate the child:

· Counting rhymes;

The psychological characteristics of younger students give them advantages in learning a foreign language. Children 7-10 years old absorb like a sponge indirectly and intuitively. They understand the situation faster than speaking in a foreign language on a given topic. The attention span and focus time are very short, but they increase with age. Younger schoolchildren have a well-developed long-term memory. The best stimulus for further learning for students in grades 1-4 is a sense of success. The ways of receiving and assimilating information among schoolchildren are also different: visual, auditory, kinesthetic. Unfortunately, teachers with experience in secondary school are often unable to professionally educate younger students due to their psychological characteristics, which imply the use of other teaching methods and techniques. The main factor in the failure of the teacher in primary school is that he has no idea how children develop, and what role the learning of a foreign language brings to this development. First of all, teachers must always take into account the degree of the child's language development in their native language when planning a lesson, then teaching a second language will be more successful. It is believed that until the child is mature enough to step forward in language development, it is in vain to try to teach him to take this step. For the formation of creative cognitive activity of students, it is possible to use all the methods and techniques that didactics have.

Indicators of a student's creative activity can be considered those that are highlighted in the characteristics of creativity by psychology: innovation, originality, individuality, departure from the template, breaking traditions, unexpectedness, significance, value. Therefore, forming creative activity in English lessons, students strive to learn more. additional information by independent work. Students can already skillfully organize their activities, even without resorting to the help of a teacher. Students become more open to communication and learning. They strive to express themselves, demonstrate their talents, and achieve academic success. Many of the students are determined with their interests, go to the intended goal. Students are aware not only of their own growth in learning, psychological development, but also notice changes in each other. There is a comparison of their own "I" with classmates. From here observation and Attentive attitude to all people.

Based on the opinions of scientists that creativity in the educational process is defined as a form of human activity aimed at creating qualitatively new values ​​for him that have social significance, i.e. important for the formation of personality as a social subject, N.M. Yakovleva concludes that creativity can be both “discovery for others” and “discovery for oneself”. So, in creativity, self-expression, self-disclosure of the child's personality is carried out. This act is not always fully conscious, but always characterized by a high intensity of positive emotions, the rise of moral and physical strength, the mobilization of all the necessary knowledge acquired earlier, the zeal to give the most valuable thing he can do to his beloved work - even when the author himself thinks that he acts only for himself.

CHAPTER 2. DEVELOPMENT OF CREATIVE ACTIVITY OF STUDENTS BY MEANS OF GAME ACTIVITY

2.1 Gaming technologies as a means of developing students' creative activity

“Without a game, there is no and cannot be a full-fledged mental development... Play is a huge bright window through which a life-giving stream of ideas and concepts flows into the child's spiritual world. The game is a spark that ignites the spark of inquisitiveness and curiosity. "

V. A. Sukhomlinsky.

Having analyzed the variety of techniques and methods of organizing educational activities, we can single out the play method.

Students are always attracted by creative assignments and various kinds of games. The game is one of the ways to organize educational and cognitive activities. It requires students to work with thought aimed at finding ways and means of solving it. Through play, students make discoveries for themselves that have personal value and significance for them. The educational game is most actively used in foreign language classes, which is explained by the peculiarities of this subject, the main purpose of which is to teach the language as a means of communication. Games should correspond to the level of training of students. The choice of the form of the game must be reasoned, the games must be conducted methodically competently. However, the game should not be allowed to turn from educational and become an entertainment game. It is necessary to pre-think and direct the student's enthusiasm for the practical mastery of the language. This method contributes to a faster and stronger memorization of foreign words and expressions.

Games facilitate the accomplishment of the following tasks such as:

Creation of psychological readiness of children for speech communication;

Providing the natural need for multiple repetition of language material;

Training students in choosing the desired speech option;

In his work, E.I. Passov defines the main goals of using the game in foreign language lessons:

1. the formation of certain skills;

2. development of certain speech skills;

3. learning the ability to communicate;

4. development of the necessary abilities and mental functions;

5. cognition (in the sphere of the formation of the actual language);

6. memorization of speech material.

In my opinion, the goal this method it is also to teach students the use of speech patterns containing certain grammatical difficulties, to create a natural situation for the use of a given speech pattern, to develop speech creative activity and independence of students.

Game activity also affects the development of attention, memory, thinking, imagination, all cognitive processes.

Games increase the effectiveness of learning because:

· During the game, the most important condition is realized: both the teacher and the students communicate in English;

· Boring repetition of some grammatical rule or consolidation of new vocabulary in the form of a game turns into an exciting activity.

· Pupils receive a visual practical application of new knowledge.

· The language barrier, which is often present among shy people, disappears. In the course of the game, a person is liberated, which allows him to communicate more freely and naturally.

· The value of gaming technologies and the fact that they add variety to lessons, contribute to the development of creativity.

· The game has existed for as long as there is a society. Every person's life is accompanied by a game. In our time, the game has become not only an independent type of activity, but also its universal tool in almost all spheres of public life: economics, politics, management, science and, no doubt, in the field of education.

· The main function of educational activity is not only in the transmission of knowledge, but in the creation of problem-cognitive situations and the management of the process of cognitive activity of students, taking into account their individual qualities and abilities.

The use of game forms of learning makes the educational process more meaningful and of higher quality, since:

· The game draws into the intensive cognitive activity of each student individually and all together and, thereby, is an effective means of managing the educational process;

· Learning in the game is carried out through the students' own activities, which are in the nature of a special type of practice, in the process of which up to 90% of the information is assimilated;

· Play is a free activity that gives the opportunity for choice, self-expression, self-determination and self-development for its participants;

· The game has a certain result and stimulates the student to achieve the goal (victory) and awareness of the way to achieve the goal;

· In the game, teams or individual students are initially equal (there are no bad and good students: there are only those who play); the result depends on the player himself, his level of preparedness, abilities, endurance, skills, character;

· Competitiveness - an integral part of the game - attractive to students; the pleasure received from the game creates a comfortable state in foreign language lessons and enhances the desire to study the subject;

• there is always a certain mystery in the game - an unreceived answer, which activates the student's mental activity, prompts him to search for an answer;

· Play occupies a special place in the system of active learning, since it is both a method and a form of organizing learning, including almost all methods of active learning.

All this allows us to define play as the highest type of pedagogical activity.

Psychologists and teachers have established that, first of all, the ability to imagination, figurative thinking develops in play. This happens due to the fact that in play the child seeks to recreate wide spheres of the surrounding reality that go beyond the limits of his own practical activity, and he can do this only with the help of conditional actions. First, these are actions with toys that replace real things. Expansion of the game (recreating more and more complex actions and events from the life of adults, their relationships) and the inability to realize it only through object actions with toys entails a transition to the use of visual, speech and imaginary actions (performed internally, “in the mind”) .So, one of the leading modern Russian psychologists R.S. Nemov in a textbook on psychology defines play as "a type of activity that performs two functions: the psychological development of a person and his rest."

With the help of the game, pronunciation is well practiced, lexical and grammatical material is activated, listening skills are developed, oral speech... The game develops the creative, thinking abilities of the child. It is supposed to make a decision: how to act, what to say, how to win. Learning games help make the process of learning a foreign language interesting and fun. It is the game that is one of the strongest motives in teaching a foreign language. The use of various games in a foreign language lesson contributes to the acquisition of the language in an entertaining manner, develops memory, attention, intelligence, and maintains interest in a foreign language. Games in foreign language lessons must also be used to relieve stress, monotony, when working out language material, when activating speech activity. Of course, it should be borne in mind that each age period is characterized by its own type of leading activity.

The use of game techniques and situations in the classroom must be subject to the following requirements:

1. A didactic goal is set for students in the form of a game task.

2. Educational activity is subject to the rules of the game, and educational material is used as its means.

3. In educational activity, an element of competition is required, with the help of which a didactic task is translated into a game one.

4. The successful completion of the didactic task must be necessarily with a game result.

5. The game should evoke in students only positive emotions, accessibility, attractiveness, the goal should be achievable, and the design should be colorful).

6. Compulsory consideration of the age characteristics of students. Game (should be based on free creativity and amateur performance. The structure of the educational process based on didactic games.

Creation of a game problem situation:

· Introduction of a simulation / game situation;

· Course of the game: "living" a problem situation in its game embodiment Students' actions according to game rules;

· Deployment of the game plot. Summing up the results of the game (for example: scoring the announcement of the game results). Self-assessment of the actions of the participants (in a conditional, modeling plan);

· Discussion of the course and results of the game, game actions AND experiences of the participants. Analysis of the game (modeling) situation, its relationship with reality. Educational and cognitive results of the game.

2.2 Game technologies in the English lesson in the development of creative activity of students

Games help children become creative personalities, teach them to be creative in any business. To be creative in a business means to carry it out with high quality, at a higher level. Creativity is constant improvement and progress in any activity. Games bring creativity to children and adults alike. Without the joy of creativity, our life turns into boredom and routine. A creative person is always passionate about something. A person's standard of living depends on the creative potential of a person.

Both an adult and a child can see the unusual in the ordinary. Creativity is inherent in children by nature itself. They love to compose, invent, fantasize, portray, transform. Children's creativity quickly fades if there is no interest in it from others. Joint creative games bring both adults and children closer together. This is one of the main principles of effective education.

The child, while playing, always strives to go forward, not backward. In games, children seem to be doing everything three together: their subconscious, their mind, their imagination "work" synchronously.

Opposites

Level: Medium Optimal group size: 10 students Objective: Review words and increase vocabulary, especially adjectives, adverbs, verbs and antonymic pairs. Required material: A deck of cards, on which one word is written: adjective, adverb or verb. Each word must have an antonym (not written on the card).

Description: The class is divided into two teams (A and B). A player from team A chooses a word and thinks of it to a player from team B, who must say the antonym and use it in his sentence. Then the player from team B says a word to the player from team A. And so on in pairs. For example: A1: "My father is FAT." B1: "My father is THIN." B1: "This book is LIGHT." A1: "This book is HEAVY. A2:" I CRY when I "m sad.". B2: "I LAUGH when I" m sad. "B2:" She talks LOUDLY. ". A2:" I don "t know." Scoring: 1 point for correct question. 1 point for a correct answer. 2 points if you name a sentence with an antonym that your opponent does not know. Tips: If no one knows the antonym, the teacher calls it.

Tic-Tac-Tense

Level: Medium Optimal group size: 20 students Objective: Review the tenses of the verb. Required material: Projector or grid (see below) drawn on the board.

Description: The class is divided into two teams (team X and team O). A student from team X selects a cell and makes a sentence at the time, the indicators of which he sees in the cell. For example, Two weeks ago, I broke my leg. Next year, Pm going to visit my cousins ​​in Texas. The correct sentence allows his team to occupy that space with their symbol. If a mistake is made, then the cell remains free, and the move goes to another team. Teams take turns trying to occupy three cells horizontally, vertically or diagonally. The first team to do so wins.

Word Calling

Level: Beginners Optimal group size: No limit

Objective: To increase the speed of word recognition.

Required Material: Flashcards with familiar words. The number of cards is equal to the number of students in the class. The card contains one word at a time.

Description: The class is divided into two teams (A and B). The word card is quickly shown to two team representatives. The first to say a word earns his team a point. All members of both teams go through this procedure, in two circles.

Tips: The game is best played when both representatives of different teams are at the same distance from the teacher. This is most easily accomplished by positioning the students as shown.

The final decision belongs to the teacher. He decides who was first. An argument with a teacher takes 5 points from the arguing team.

Charades

Level: Intermediate and Advanced Optimal Group Size: No Limits Purpose: To help students relax, overcome reticence, increase attentiveness and / or extinguish violent behavior in the lesson. Material Needed: Lots of phrases or short sentences written on pieces of paper in a box or bag. Description: Students take turns gesturing to show what is written on pieces of paper drawn at random from a bag. A time limit can be put in place to create a competitive spirit.

For example: Don't eats pizza twice a week. They never go bowling on Sunday. My father slept on the floor last night. She will call him next month. Variations: Groups with a large number of students (20 to 40) can be divided into small teams of 5 players. Players take turns playing charades, and their team tries to guess the offer. The team is awarded a point if the sentence is guessed verbatim and within the allotted time. Other teams watch silently, but if they talk or distract the player, a point is taken from them. For stronger classes, use famous sayings as charades (for example, "You can lead a horse to water, but you can" t make him drink. " "Number of words" (touch the required number of fingers to the back of the bent elbow): "First word", "Second word"; "Number of syllables" (the required number of fingers on the elbow of the outstretched arm); "opposite" (make a gesture, as if someone had turned an object over with both hands); "same as" (crossing the fingers of both hands); "Past" (pointing back over the shoulder); "Present" (pointing to the floor in front of him); "Future" (showing hand forward), as well as other necessary gestures that come to mind before, after or during the game.

Spelling Baseball

Level: beginners and intermediate Optimal group size: no restrictions Purpose: To consolidate the skill of spelling words by letter Material required: A special list. Description: Three bases and a "house" are drawn in the classroom, desks can be used. Students are divided into two teams of equal strength. One team (team A) sits on the bench and one player becomes the batter. The pitchers, or catchers (team B) are in the center and name the words from the list that the batters should spell.

Younger schoolchildren really like outdoor games and ball games. Outdoor games include games:

"The best". Condition: divide the group into 2 - 3 teams, build them into a column and, by the command "Start", start dictating letters. Each student runs up to the board and writes the named letter, passes the chalk to the next player on the team, and gets up from behind. The teacher dictates the letters at a fast enough pace so that the students do not have the opportunity to spy on other commands.

Game "One day in London (New York, Washington, Moscow)". Purpose: activation of monologue speech in the proposed situation and the practice of generating a coherent detailed statement. The course of the game: a situation is set - a city tour, each student or group is invited to first name the sights of the city, then choose those of them that they wanted to see during one day, and also explain their choice.

Learning English Phrasal Verbs

To conduct the game, you must prepare a manual, which is a training deck consisting of 54 cards. Phrasal verbs are recorded on separate cards. Each verb is presented in 9 variants with particles (for example: look for, look after, look up, look through, etc.). The training deck includes 5 different verbs. The remaining 9 cards are of a service nature. As an example, we will give the composition of one of the author's training decks:

Didactic goal of the game: learn 45 phrasal verbs. The optimal number of players is no more than 10 people. The duration of the game is on average 10-15 minutes, and the longer the game is, the smaller the number of participants. The duration of the game can be controlled by declaring the winner of the one with the fewest cards remaining after the allotted time. It should also be borne in mind that to play training cards, you need a common table, at which the players could sit facing each other.

Rules of the game:

Each participant in the game takes six cards from the deck. Thus, any player has six different phrasal verbs. The first player lays down any card. Then the game continues in turn. The next player must put a card with the same verb (for example, “bring back” to “bring together”) or with the same particle (for example, “break in” on “bring in”). The cards are stacked on top of each other. There are also service cards, the task of which is to make the game more dynamic, reducing the likelihood of players not in the required form. So, for example, on the verb “stay out” you can put the card “out -> away”, and then the next player has the opportunity to use, for example, the card “put away”, which could not be put immediately on “stay out”. Service cards allow players to miss a turn less often. The special card “Discard any Phrasal Verb” also pursues this goal. It can be placed on any card and allows the next player to use any phrasal verb. There are three such cards in the training deck. In English, there are examples of the use of a verb with several adverbial particles. Let's consider the possibility of using such verbs in a practical game situation: player 1 puts the verb “stand up for”, player 2 can, for example, put: a) stand by; b) bring up; c) call for; d) a service card, for example, “up -> out” or “Discard any Phrasal Verb”. If the player does not have the required card, he draws a card from those remaining on the table. If this card does not fit, the player skips a turn. The object of the game is to get rid of your cards. The winner is the one who runs out of cards first. Also, the winner can be considered the one who has fewer cards at a certain stage of time, for example, at the end of the lesson. In this case, during the game, the cards are not obtained, except for the described case, when the player does not have the required card.

CHAPTER 3. LEARNING A FOREIGN LANGUAGE AS A MEANS ON THE WAY OF PERFECTION AND DEVELOPMENT OF THE PERSONALITY OF A SCHOOLBOY

It is a well-known fact that man and language are inseparable. Language does not exist outside of man, and man, like homo sapiens, does not exist outside of language.

Consequently, a person cannot be studied outside of the language, and a language cannot be studied outside of a person. Language reflects for a person his world around him, language also reflects a culture created by a person, preserves it for a person and passes it on from generation to generation. Ultimately, language is an instrument of cognition, with the help of which an individual learns the world and culture. A person is not born either a Russian, or an Englishman, or a Frenchman, but becomes one as a result of being in the corresponding national community of people. The upbringing of a child is facilitated by the influence of culture, the carriers of which are the people around. It is important to remember that language plays a special role in the formation of personality. After all, it is through language that a person acquires an idea of ​​the world and society, of which he becomes a member.

In the modern world, due to global, geopolitical, economic and transformations, more stringent requirements are imposed on a person. The need to communicate fluently in a foreign language, and sometimes even several, is increasing.

As practice shows, early learning of foreign languages ​​not only accelerates the process of formation of foreign language communicative competence, but also has a positive effect on general development child.

The native language, acting in the unity of the functions of communication and generalization, is, first of all, a means of “appropriation” by a person of social experience, and then only together with the performance of this function, a means of expressing and developing his own thought. Assimilating native language, the person "appropriates" the fundamental instrument of cognition of reality. In this process, his specific human (cognitive, communicative) needs are satisfied and formed.

A foreign language in learning conditions cannot, to the same extent as a native one, serve as a means of “appropriating” social experience, an instrument of cognitive reality. Mastering a foreign language is most often determined by the satisfaction of educational and cognitive needs, it involves an awareness of the form of expressing one's own thoughts in the target language. Learning a foreign language is a means of "developing dialectical thinking." If we consider the goal of teaching a foreign language to teach foreign language communication, the development of the student's personality and the creation of conditions for personal self-determination, then there is a need to determine such characteristics of the language that correlate with the intellectual, personal characteristics of the student.

The assumption that different languages ​​have different influences on thinking is disclosed in the hypothesis of linguistic relativity on determinism, called the Whorf hypothesis. For the first time, however, it was formulated by an outstanding linguist, teacher B. Whorf -E. Sapir. In this area, research was also carried out by W. Wundt, W. von Humboldt, A.A. Leontiev, A.R. Luria, A.A. Potebnya, D. Slobin. Sapir introduces the concepts of linguistic determinism (language can determine thinking) and linguistic relativity (such determinism is associated with a specific language spoken by a person). Language is able to determine and direct thinking, since a person, being born in a particular society, is to one degree or another limited by the framework of the historical and cultural development of a given society, which, in turn, is reflected in the features of phonetic, lexical, grammatical norms of a given language, cultural and linguistic factors influence his mental and personal development.

So, in the teachings of many linguists, psychologists, methodologists, language learning is considered as a powerful factor in the development of personality. Moreover, the language gives the adolescent inner freedom and the ability to form internal criteria, self-determination, which is a kind of impulse to independent life and activity. Additional education provides space, in particular linguistic, personal self-determination of a teenage boy (girl) child, carried out through the identification and stimulation of his (her) cognitive interests and needs, actualization and development of his (her) potential abilities and capabilities, professional orientation and pre-professional preparation.

CONCLUSION

Modern researchers understand creative activity as the desire for action, for the manifestation of one's abilities, for satisfying the need to transform and create oneself, in creating new forms of behavior, in mastering culture, the emergence of new ways of activity, knowledge and skills.

A foreign language lesson is a definite social environment, in which the teacher and students enter into certain social relations with each other, where the learning process is the interaction of all those present.

The pedagogical process is structured in such a way as to guarantee the expression and the maximum possible development of creative abilities in the future. In their practice, many experienced teachers rely on a student-centered approach in teaching a foreign language and present the student as an active subject of educational activity. This approach is precisely focused on creating conditions that would contribute to the development of each child. In my opinion, in foreign language lessons it is imperative to use various technologies in the search for the optimal effective ways development of creative abilities of students.

To increase the effectiveness of teaching a foreign language, it is necessary to use the emotions of students in this process. A comprehensive solution to the practical, educational, educational and developmental tasks of teaching is possible only under the condition of influencing not only the consciousness of students, but also penetration into their emotional sphere. Musical and artistic activities help to form a positive emotional mood of children and in a relaxed atmosphere to solve the problems of the lesson, forming their creative abilities.

Game technologies play an important role in the educational process. The value of the game is that it takes into account the psychological nature of the student and corresponds to his interests.

The use of gaming technologies in English lessons increases students' interest in the discipline being studied, that is, it helps to positively motivate the student to learn English. And motivation, in turn, determines the significance of what is learned and assimilated by students, their attitude to educational activity, its results. Characteristic foreign language as a subject lies in the fact that educational activity presupposes foreign language speech activity, that is, the activity of communication, in the process of which not only knowledge is formed, but also speech skills. The use of the game as a method of teaching is an effective tool for managing educational activities, activating mental activity, allowing you to make the educational process interesting. Game forms of work lead to an increase in the creative potential of students, to their disclosure as individuals and personalities in the classroom.

Summing up, it should be noted that playing is an effective way to improve the quality and effectiveness of teaching a foreign language. The use of various games in the lesson brings nice results, increases the interest of children in the lesson, makes it possible to concentrate their attention on the main thing - mastering speech skills in the process of communication during the game. Games help children become creative personalities, teach them to be creative in any endeavors. Joint creative games bring both adults and children closer together. The game, introduced into the educational process in foreign language classes, as one of the teaching methods, should be fun, simple and lively, contribute to the accumulation of new language material and consolidate the acquired knowledge. Depending on the conditions, goals and objectives set by the foreign language teacher, the game should alternate with other types of work. At the same time, it is important to teach children to distinguish between play and learning.

LIST OF USED SOURCES

1) Petrichuk I.I. Once again about the game / I.I. Petrichuk // Foreign language at school. - 2008. - No. 2. - P. 37-42

2) Passov E.I. Foreign language lesson in secondary school- M .: Education, 1991.-233s.

3) Handbook of a foreign language teacher / E.A. Maslyko, P.K. Babinskaya and others - Minsk: Higher school, 2004. - 522s .;

4) Galskova, N.D., Gez, N.I. Theory of teaching foreign languages. Linguodidactics and methodology / N.D. Galskova, N.I. Gez - M .: Publishing Center "Academy", 2005. - 336 p .;

5) Ivantsova, T.Yu. Games in English / T.Yu. Ivantsova // Foreign languages ​​at school. - 2008. - No. 4. - S. 52-57;

6) Zhuchkova, I.V. Didactic games in English lessons / I.V. Zhuchkova // English. - 2006. - No. 7. - S. 40-43;

7) Konysheva A.V. Game method in teaching a foreign language / A.V. Konysheva. - SPb .: KARO, Minsk: "Four quarters", 2006. - 192s .;

8) Stepanova, E.L. Game as a means of developing interest in the studied language / E.L. Stepanova // Foreign languages ​​at school. - 2004. - No. 2. - S. 66-68;

9) Ponomarev. Psychology of creativity. M., Science. 1973.-304s.

11) Makarova, T.A. Pedagogical conditions for the development of creative activity in preschool children: author. dis. Cand. ped. nauk / T.A. Makarov. - Yakutsk, 2009 .-- 23

12) Gez N.I., Lyakhovitsky M.V., Mirolyubov A.A. and other Methods of teaching foreign languages ​​in secondary school. Textbook. - M .: Higher. school, 2009 .-- 373 p.

13) Shchukin, A.N. Methods of teaching foreign languages: Textbook for teachers and students. - M .: Filomatis, 2004 .-- 416 p.

14) Galskova N.D. Modern methods of teaching foreign languages: A guide for teachers. - 2nd ed., Rev. and add. - M.: ARKTI, 2003 .-- 192p.

15) Solovova, E.V. Methodology for teaching foreign languages: a basic course of lectures / Manual for students ped. universities and teachers. - M .: Education, 2005 .-- 239 p.

16) E.N. Leonovich // Scientific notes of the Moscow Humanitarian Pedagogical Institute. Volume 2. - M .: MGPI, 2004. - S. 117-184

Posted on Allbest.ru

...

Similar documents

Studying the development of students' creative activity in the process of mastering the composition in the classroom of artistic and decorative-applied activities. Educational program of additional education for children, its features and results of approbation.

article added on 07/29/2013


The concept of "creative activity" in the psychological and pedagogical literature. Game technologies as a factor in the development of children's creative activity. Research on the use of gaming technologies with younger students in the process of creative work in technology lessons.

thesis, added 09/08/2017


The essence and content of the cognitive activity of students in the classroom. The concept of "game teaching methods". Development of game teaching methods in the lesson French in high school. Methodical recommendations for the use of game teaching methods.

thesis, added 07/22/2017


Analysis of a creative person, stimulating her creative activity. Features of the development of pedagogical creativity, personal qualities of a teacher-researcher. The essence of the elective program "Window decoration", the creative abilities of students.

thesis, added 05/12/2012


Psychological substantiation of the peculiarities of the development of the creative activity of children 3-4 years old. Studying the problem of children's creative activity in the process of getting acquainted with artistic and expressive means in drawing. The dynamics of the development of creative activity.

thesis, added 12/23/2017


The essence of creative activity in children of 7-9 years old, their psychophysical characteristics, contributing to its development. Dance aerobics as a form of creative activity development. Means of dance aerobics for the development of creative activity of schoolchildren.

term paper, added 02/23/2014


Creativity as self-reinforcement of the student's personality. Features of the creative activity of school age. Influence of imagination on its development. The development of emotions as a means of forming creativity. Groups of games that develop the cognitive interest of the child.

thesis, added 05/14/2015


Psychological and pedagogical foundations for the development of creative activity in a modern primary school. Creative activity concept. Application and its importance in the modern primary school. Research of the creative activity of junior schoolchildren in the technology class.

thesis, added 09/24/2017


Fundamentals of the formation of a creative personality. Analysis of the levels of cognitive activity in preschoolers. Types of fine arts, their influence on the creative activity of preschoolers. The main tasks of the program for the formation of creative activity of preschoolers.

term paper added 06/18/2012


Man as a subject and object of development. Creativity as self-reinforcement of the student's personality. The role of imagination in the creative activities of children in the classroom. The development of emotions as a means of forming creativity. The influence of play on the creative activity of students.

KOU RK "Tsaganaman sanatorium boarding school"

I approve

Head teacher

M.S. Tebleeva

Order No. __________

KOU RK "TSASSHI"

From________________

Self-education

on the topic of:

"Development of creative activity"

Prepared by: R.R. Koksheva

2015 g.

Explanatory note …………………………………………………………………………………

1. Features of the development of creativity and creative abilities in preschool children in modern pedagogy and psychology ………………….

1.1 The concepts of "creativity" and "creativity" …………………… ..

1.2 Characteristics of the peculiarities of the development of creative abilities in senior preschool age ………………………………………………………

1.3 Conditions for the successful development of creative abilities of preschoolers 5-7 years old by means of theatrical art …………………………………….

2. Theatrical activity as a means of developing creative abilities in older preschool children ………………………… ..

2.1 Creative games as a type of theatrical activity …………….

2.2 Methods for diagnosing creative abilities in children 5-6 years old …….

2.3 Educational games for older preschool children ……… ..

2.4 Methods for the development of children's creative abilities by means of theatrical activities …………………………………………………….

Conclusion………………………………………………………………………..

Bibliography……………………………………………………………….

Explanatory note.

The transformations taking place in society give rise to new requirements in education for preparing children for school. One of them is the development of artistic and creative abilities in older preschool children.

Play in the forms in which it existed in preschool childhood begins to lose its developmental value and is gradually replaced by learning and work, the essence of which is that these types of activities, in contrast to play, which are simply enjoyable, have a specific purpose. The games themselves are new. The question of the nature and essence of the game worried and still continues to attract the attention of many researchers, such as: Galperin P.Ya., V.L. Danilova, Zaporozhets A.V., Elkonin D.B ..

Different approaches to children's play are reflected in many works. Among these approaches, one can single out the explanation of the nature of the essence of children's play, as a form of communication (Lisina M.I.), or as a form of activity, including the assimilation of adult activities (Elkonin D.B.), or as a manifestation and condition of mental development (Piaget J.)

Each of these approaches, highlighting some aspect of play, ultimately turns out to be insufficient to explain the essence and specificity of children's play in general.

L.S. Vygotsky noted that at school age, play and activities, play and work form two main channels along which the activity of preschoolers proceeds. Vygotsky L.S. saw in the game an inexhaustible source of personality development, a sphere that defines the "zone of proximal development." Hence - the essence of the problem lies in the influence of play on the development of children's creative abilities, personal qualities. Play creates a positive emotional background against which all mental processes are most active. The use of game techniques and methods, their sequence and interconnection will contribute to solving this problem.

Relevance the raised problem is caused by the need of psychologists, teachers, parents in improving methods of psychological and pedagogical influence on the forming personality of the child in order to develop intellectual, communicative and creative abilities.

The definition of the problem and the relevance of the topic allows us to formulate quite specifically the purpose of the study: to develop and prove the effectiveness of play tools for the development of the creative beginning of children.

Artistic and creative abilities are one of the components of the general structure of the personality. Their development contributes to the development of the child's personality as a whole. According to the outstanding psychologists L.S. Vygotsky, L.A. Venger, B.M. Teplov, D.B. Elkonin and others, general abilities are the basis of artistic and creative abilities. If a child is able to analyze, compare, observe, reason, generalize, then, as a rule, he has a high level of intelligence. Such a child can be gifted in other spheres: artistic, musical, social relations (leadership), psychomotor (sports), creative, where he will be distinguished by a high ability to create new ideas. Based on the analysis of the works of domestic and foreign psychologists who reveal the properties and qualities of a creative personality, general criteria for creative abilities were identified: readiness for improvisation, justified expressiveness, novelty, originality, ease of association, independence of opinions and assessments, special sensitivity.

The hypothesis is that if theatrical activity is used to develop creative abilities in working with older preschool children, then the formation of abilities will occur faster and more efficiently.

To solve this goal, the following tasks are formulated:

1. Analyze the psychological, methodological and historical literature on this topic.

2. Examine the process of developing creativity

3. To study the theatrical activity of older preschool children and the conditions for its occurrence and organization

4. To carry out practical work confirming the influence of theatrical activity on the development of the creative abilities of older preschool children.

Research methods : analysis of psychological, pedagogical, methodological, and other scientific literature, observation of the productivity of children's activities. These methods are used in a certain system, which is characterized by an increase in the role of certain methods at certain stages of research by N.A. Vetlugina, O.P. Radynova, E.A. Medvedeva, B.P. Nikitin, V.G.

1. Features of the development of creativity and creative abilities of preschool children in modern pedagogy and psychology.

1.1. The concept of "creativity" and "creativity"

The analysis of the problem of the development of creative abilities will largely be predetermined by the content that we will put into this concept. Very often in the ordinary consciousness, creativity is identified with the ability for various types of artistic activity, with the ability to draw beautifully, write poetry, write music, etc. What is creativity really?

Obviously, the concept under consideration is closely related to the concept of “creativity”, “creative activity.” Creative activity should be understood as such human activity, as a result of which something new is created - whether it is an object of the external world or the construction of thinking, leading to new knowledge about the world , or a feeling that reflects a new attitude towards reality.

If we carefully consider the behavior of a person, his activities in any area, then we can distinguish two main types of actions. Some human actions can be called reproductive or reproductive. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and actions.

In addition to reproductive activity, human behavior contains creative activity, the result of which is not the reproduction of the impressions or actions that were in his experience, but the creation of new images or actions. This activity is based on creativity. Thus, in its most general form, the definition of creativity is as follows. Creativity is individual characteristics qualities of a person that determine the success of his performance of creative activities of various kinds.

Since the element of creativity can be present in any kind of human activity, it is fair to talk not only about artistic creativity, but also about technical creativity, about mathematical creativity, etc.

1.2. Play as a means of developing a person's creative abilities

Play has a special meaning in the life of a child, it has the same meaning as an adult's activity, work. What a child is like in the game, so in many ways he will be in work when he grows up. Therefore, the upbringing of the future “man” takes place, first of all, in the game. And the whole history of the individual as a doer and worker can be represented in the development of the game and in its gradual transition into work. Childhood gives birth to its own culture of being a child. The importance of play in culture can be understood from the need to reproduce a person's relationship to the real world, which he cannot carry out in a real situation, from the need to communicate and exchange activities and emotions. The game has a procedural and transient nature, its purpose is to change the personality. Play is a means of adapting to culture. She prepares the child for a future independent life. In it, the child, first of all, learns to be human. Play is fundamentally different from imitation. In play activity, there is always imagination, which does not allow to merge with the object of imitation, maintains a certain distance in relation to it. Children, playing war, are carried away, they believe that "this is so", that a battle is taking place, and at the same time they know that "this is not so", they will not kill anyone here. Imitating something beautiful, sublime, dangerous, something other than what surrounds, the child never loses the idea of ​​"ordinary reality." Play and imagination are inextricably linked. According to L.S. For Vygotsky, play is the "common root" of the child's artistic activity. Children always strive to compose, writing is the same activity of the imagination as a game. The game acts as a way of mastering the world. In the future, learning becomes this way of mastering the world, although the game does not completely disappear from the life of a teenager. Play has qualities that are directly related to the basic traits of a person; it acts as a kind of substitution for a real situation, as a truly human activity. Play arises out of necessity in a certain period of human development, and this is directly related to the tasks of educating an integral personality.

The world of play is the product of the imagination, as Gross comes to this by examining children's play. Elkonin, unlike Gross, believes that the element of fantasy, present in every play, does not isolate the creative and adaptive function of play from each other, but, on the contrary, unites them, requiring the child to have an active emotional response to the world around him. Fantasy is not only present in the game, it creates the game, it is the most important mechanism for transforming reality into the game world.

The ability to play and the need for it is inherent in the existential nature of a cognizing person, a person who actively passes the world around him through the prism of subjective perceptions and ideas, through the world of his own imagination, which produces different play forms. A playing person is a person who creates his own world, and therefore, a person who creates. Being a creative person, according to N. Berdyaev, he turns into a being similar to God. Man is a great miracle of creation, he was created "in the image and likeness of God", and therefore, created free, the whole world is reflected in him as in a mirror, or rather, he himself is the whole world, a model of everything that was created "from the ages." “Man is a microcosm, in him the solution to the mystery of being is given - the macrocosm”. Therefore, anyone who wants to understand the world must understand a person, Berdyaev believes. Play is not indifferent to creativity and is not devoid of it. Not everything that is created by a human genius can be called a game, but everything that is created by a person is the result of his creative efforts. Play feeds all other spheres of being, but does not create them. A person knows how to play and feels the need to play due to the reflexive nature of his consciousness, which manifests itself primarily in fantasy. According to the traditional understanding that has developed in psychology and philosophy by the beginning of this century, fantasy is the ability to create new images (as well as reproduce images stored in memory). A little girl, playing with a doll, imagines herself to be a mother and knows perfectly well that all her actions are; - this is "make-believe". Elkonin brilliantly described this division of the world into "for real" and "pretend", concluding that where there is "in fact" there is no game, she: - where, "pretend". The playing girl reproduces maternal functions, imagining, fantasizing, creating an image of a mother. She creates her own game world. The same can be said about acting. The result of the conscious doubling of the world is also the doubling of the personality. "The animal does not know the play of fantasy as communication with possibilities, it does not play, referring itself to an imaginary appearance." Man, as a thinking and creating creature, is the only subject of play activity, play consciousness and play relationships. A kitten playing with a bow and a kitten lapping milk are one and the same kitten. A child sadly picking semolina with a spoon, and a child riding a stick, imagining himself to be a dashing rider, are two different children. The animal does not play in the full sense of the word. In our opinion, here it is advisable to talk not about the presence of play in its true embodiment, in its specificity and self, but about some rudiments of play, or, better, its prerequisites, just as we talk about the prerequisites of consciousness in the animal world in the form of a highly organized psyche. Probably, as the mental processes of an animal as a result of evolution are transformed into the mental activity of a person, his play behavior grows into an original, holistic, qualitatively defined phenomenon - a game. A person endowed with fantasy is already a lot of people in one person, this is the possibility of playing, because only he has the ability to turn the possible into reality, and the impossible to make possible. Knowledge of truth is impossible without emotions. In its subjective reality, play is defined by its connection with emotionality. The game serves, first of all, the needs of the senses, which is why children often easily destroy what they have created in the process of playing (locks from cubes, sewn outfits for dolls, etc.): things by themselves, they are not interested here. Both adults and children alike "cannot stand" when someone starts to "indulge" in the process of playing, playfully and playfully, and not "seriously" about what they are doing. The attitude to seriousness is wholly determined in the game by the interests of feelings - and in this it differs from the seriousness that accompanies all other spheres of being - work, love, death, etc. Playful seriousness is the depth of feelings and experiences, a moment of authenticity within the framework of conventional being. Play as a process and state of mind in its sensory-emotional being is associated with pleasure. The game is the kind of pleasure that is available to everyone; games, like pleasure, can be “bad” and “good”; bring good and evil, teach, heal the soul, help, or they can make them angry, cripple; everyone chooses their own games, and the choice is determined by many factors. Remains unchanged, only the focus of the game on getting pleasure. There is no game without pleasure, while pleasure without game is quite achievable.

Perhaps because we are sorry to part with childhood, where play is organic and natural, where play is the main way of mastering the world, why, in fact, is role play being formed, the child, as it were, tries on his future life? Does this division into childhood and non-childhood exist in general within the existential significance of certain phenomena? Why do the geniuses of mankind often resemble children in their behavior and attitude? Is it because they "know how" and are not afraid to play?

Everyone agrees that a non-playing child is nonsense, rather an anomaly than a norm, something that worries parents, educators and doctors. Childhood is not only and not so much a preparation for adult life, but an original and self-valuable phenomenon, genuine being, real life, which, perhaps, is much more significant than the whole subsequent one. Children's play is extremely meaningful, multifaceted, it constitutes the main content of a child's life. And what is the content of the game? - Life, in all its diversity and manifestations. This interpenetration of play and life, their interdependence characterizes not only children's play, but play in general. However, in the context of childhood, play is realized and manifested, "defined" more fully and brighter. It is interesting to look at the game from the point of view of a philosophical understanding of childhood. The world of childhood is a world of deep feelings, strong emotions, all-consuming feelings. Childhood is an intuitive comprehension of the truth of life, its deep ontological meaning is boundless authenticity. How does this authenticity fit in with the conventionality of play, which we have called an inalienable part of childhood? Is there a contradiction here? Of course, there is, and this is a paradox that only reveals the deepest moments of the unity of paradoxical phenomena - in our case it is the authenticity, sincerity of childhood and convention, the imaginary world of the game. The state of play for a child is precisely the moment of authenticity. The game preserves and protects the authenticity, sincerity, naivety from the cruel lies of everyday life. Being imaginary, the game is never deceitful, since deception is impossible where there is initially an appearance that is not passed off as reality, but exists by itself. After all, a lie presupposes the substitution of one phenomenon - the present, with another - false, while play does not substitute for reality, it exists with it.

Play is as sincere as a child, and this is probably why they "understand" each other so well and are so organically combined - child and play. The child is "thrown" into a world alien and incomprehensible to him, often frightening and incredibly huge, but interesting. Interest and an attempt to bring this world closer to himself pushes the child to adaptive activity by creating his own conditioned world. The conventionality of play and the authenticity of children's perception of the world organically complement each other, perhaps for this reason, play forever retains the authenticity of emotions, which are the source of pleasure.

1.3. Conditions for the successful development of creative abilities

preschoolers 5-7 years old by means of theatrical art

One of the most important factors in the musical creative development of children is the creation of conditions conducive to the formation of their creative abilities. Based on an analysis of the works of several authors, in particular J. Smith, B.N. Nikitin, and L. Carroll, O. P. Radynov, E. A. Medvedev, six main conditions for the successful development of musical creative abilities of children were identified.

It has long been known that musical creativity requires a comfortable psychological environment and free time, therefore the sixth condition for the successful development of creative abilities is a warm and friendly atmosphere in the family and the children's team. Adults must create a safe psychological base for the child's return from creative pursuits and their own discoveries. It is important to constantly stimulate the child to musical creativity, to show sympathy for his failures, to patiently treat even strange ideas unusual in real life. It is necessary to exclude comments and condemnation from everyday life.

But the creation of favorable conditions is not enough for raising a child with a high musical creative potential, although some Western psychologists still believe that musical creativity is inherent in the child from the very beginning and that it is only necessary not to interfere with his free expression. But practice shows that such non-interference is not enough: not all children can open the way to creativity, and maintain creative activity for a long time. It turns out (and pedagogical practice proves this), if you choose the appropriate teaching methods, then even preschoolers, without losing the originality of creativity, create works of a higher level than their untrained self-expressing peers. It is no coincidence that children's circles and studios, music schools and art schools are so popular now. Of course, there is still a lot of debate about what and how to teach children, but the fact that it is necessary to teach is beyond doubt.

Modern pedagogical science, looking at education as a reproduction of the spiritual potential of a person, has various spheres of educational impact on the child. The sphere of art is viewed as a space that contributes to the formation of a person's social and aesthetic activity. According to modern scientists who study the problems of preschool education, the synthesis of arts contributes to the disclosure of the inner qualities of the individual and the self-realization of his creative potential.

This view of the upbringing of a child made the problem of education and upbringing of preschoolers actual by means of theatrical art and made it possible to turn to theatrical activity in a preschool educational institution not only as an independent section of the artistic education of children, but also as a powerful synthetic means of developing their creative abilities. After all, the art of theater is an organic synthesis of music, dance, painting, rhetoric, acting, concentrates into a single whole the means of expressiveness available in the arsenal of individual arts, and, thereby, creates conditions for the upbringing of an integral creative personality, which contributes to the implementation of the goal of modern education ...

The modern paradigm of preschool education comes into conflict with the traditional concept of the development of the child - preschooler by means of theatrical activity, which asserted that the introduction of a child to theatrical art at this age is limited only to teaching children elementary expressive skills and the formation of specific skills in performing skills.

Focusing on the above, it is possible to note the high degree of significance of theatrical activity for the development of the musical creative abilities of the child and to assert the necessity and expediency of the existence of an activity program not only with gifted children, but also with all pupils of the preschool educational institution.

2. Theatrical activity as a means of developing the creative abilities of older preschool children.

Children's creative abilities are manifested and developed on the basis of theatrical activity. This activity develops the personality of the child,instills a steady interest in literature, music, theater, improves the skill of embodying certain experiences in play, encourages the creation of new images, and encourages thinking. There is a problem that worries many teachers, psychologists, parents: some children have fears, breakdowns, lethargy, while others, on the contrary, are loose and fidgety. Children often lack the skills of voluntary behavior, memory, attention and speech are insufficiently developed. The shortest path of emotional liberation of a child, removal of congestion, teaching feeling and artistic imagination is the path through play, fantasizing, writing. All this can be provided by theatrical activity. Being the most common type of children's creativity, it is dramatization that connects artistic creativity with personal experiences, because the theater has a tremendous power to influence the emotional world of the child.

2.1. Creative games as a type of theatrical activity

Theatrical activity creates conditions for the development of creative abilities. This type of activity requires from children: attention, ingenuity, quick reaction, organization, the ability to act, obeying a certain image, transforming into it, living its life. Therefore, along with verbal creativity, dramatization or theatrical performance is the most frequent and widespread type of children's creativity.

This is explained by two main points: first, the drama, based on the action performed by the child himself, most closely, effectively and directly connects artistic creation with personal experience.

As noted by V.G. Petrova, theatrical activity is a form of living out the impressions of life lies deep in the nature of children and finds its expression spontaneously, regardless of the wishes of adults.

In a dramatic form, an integral circle of imagination is realized, in which the image, created from the elements of reality, embodies and realizes again into reality, albeit a conditional one. Thus, the desire for action, for embodiment, for realization, which is inherent in the very process of imagination, finds full realization in theatricalization.

Another reason for the closeness of the dramatic form for the child is the connection of any dramatization with play. Dramatization is closer than any other type of creativity, directly related to play, this root of all children's creativity, and therefore the most syncretic, that is, it contains elements of the most diverse types of creativity.

This is the greatest value of children's theatrical activities and provides a reason and material for the most diverse types of children's creativity. Children themselves compose, improvise roles, stage some ready-made literary material. This is the verbal creativity of children, necessary and understandable for the children themselves. The production of props, decorations, costumes gives rise to the visual and technical creativity of children. Children draw, sculpt, sew, and all these activities acquire meaning and purpose as part of a common idea that excites children. And finally, the game itself, consisting in the representation of the characters, completes all this work and gives it a complete and final expression.

Theatrical activity allows you to solve many problems of the kindergarten program: from familiarization with social phenomena, the formation of elementary mathematical knowledge of physical perfection.

A variety of topics, means of image, emotionality of theatrical activities make it possible to use them for the comprehensive development of the personality and the development of creative abilities.

And skillfully posed questions in preparation for theatrical activity encourage them to think, analyze rather difficult situations, draw conclusions and generalizations. This contributes to the improvement of mental speech. In the process of working on the expressiveness of the characters' replicas, their own statements, it imperceptibly activatesthe child's vocabulary, "the sound side of speech is being improved." The new role, especially the dialogue of the characters, puts the child in front of the need to express himself clearly, clearly, understandably. His dialogical speech, its grammatical structure improves, he begins to actively use the dictionary, which, in turn, is also replenished.

The artistic expressiveness of the images, sometimes the comic character of the characters, enhance the impression of their statements, actions, events in which they participate.

The creativity of children in these games is aimed at creating a playful situation, at a more emotional embodiment of the role assumed.

This promotes the development of creativity and manifests itself in the fact that preschoolers are united in the game. different events, introduce new, recent ones that made an impression on them, sometimes include episodes from fairy tales in the depiction of real life.

In theatrical activities, actions are not given ready-made. A literary work only suggests these actions, but they still need to be recreated with the help of movements, gestures, facial expressions.

The child himself chooses expressive means, adopts them from the elders.

The role of the word is especially important in the creation of a playful image. It helps the child to reveal his thoughts and feelings, to understand the experiences of partners, to coordinate his actions with them. Children see the world around them through images, colors, sounds. Kids laugh when the characters laugh, are sad, upset with them, they can cry over the failures of their beloved hero, they are always ready to come to his aid.

The theme and content of theatrical activities, as a rule, have a moral orientation, which is contained in each fairy tale. The child begins to identify himself with the image he loves, reincarnates into it, lives his life - this is the most frequent and widespread type of theatrical activity as the development of children's creativity. Since positive qualities are encouraged and negative ones are condemned, children in most cases want to imitate kind, honest characters. And adults' approval of worthy actions creates satisfaction in them, which serves as an incentive to further control their behavior. The large and varied influence of theatrical activities on the personality of the child allows them to be used as a strong, but unobtrusive pedagogical tool, since the child himself experiences pleasure and joy. The educational possibilities of theatrical activities are enhanced by the fact that their themes are practically unlimited. She can meet the versatile interests of children.

The tasteful design of the performance has an aesthetic effect on children. The active participation of children in the preparation of attributes, decorations develops taste, fosters a sense of beauty. The aesthetic influence of theatrical games can be deeper: admiration for the beautiful and aversion to the negative cause moral and aesthetic experiences, which, in turn, create an appropriate mood, emotional uplift, and increase the vitality of children.

2.2. Methods for diagnosing creative abilities in children

preschool age

1. Methodology « Sun in the room »

Base. Realization of imagination.

Target. Revealing the child's ability to transform "unreal" into "real" in the context of a given situation by eliminating the discrepancy. Activation and development of the creative imagination of preschoolers in the process of perceiving musical works.

Tasks. Enriching children's ideas about the sun. Activation of verbal reactions (statements) of children to music and children's fantasy. Development of independent creative activity of preschoolers.

Material. A picture depicting a room in which there is a man and the sun; pencil, high-quality audio recording of S. Prokofiev's music "Rain and Rainbow"

Instructions for conducting.

The teacher, showing the child a picture: “I give you this picture. Look carefully and tell me what is painted on it. " After listing the details of the image (table, chair, little man, lamp, sun, etc.), the teacher gives the following task: “Correct. However, as you can see, here the sun is drawn in the room. Tell me, please, is it possible or the artist has confused something here? Try to fix the picture so that it is correct. "

The child does not need to use a pencil, he can simply explain what needs to be done to "correct" the picture.

Data processing.

During the examination, the teacher evaluates the child's attempts to correct the drawing. Data processing is carried out according to a five-point system:

No response, rejection of the assignment ("I don't know how to fix it", "The picture does not need to be corrected")

“Formal elimination of the discrepancy (erase, paint over the sun) Substantial elimination of the discrepancy:

a) simple answer (Draw elsewhere - "The sun is on the street")

b) a complex answer (remake the picture - "Make a lamp out of the sun").

Constructive answer (to separate the inappropriate element from others, keeping it in the context of the given situation ("Make a picture", "Draw a window", "Put the sun in a frame", etc.).

2. Technique « Chicks and unhatched chicks »

Base. Realization of imagination and fantasy.

Target. Activation and development of the creative imagination of preschoolers in the process of perceiving musical works.

Tasks. Enriching children's perceptions of chicks and unhatched chicks. Activation of verbal reactions (statements) of children to music and children's fantasy. Development of independent creative activity of preschoolers.

Material. High-quality audio recording of the music "Ballet of unhatched chicks" from the piano suite of M.P. Mussorgsky "Pictures at an Exhibition" (for example, performed by S. Richter), tape recorder, egg, pictures with chicks, large soft toy-chick, necessary items for drawing paints or crayons for each child.

Instructions for conducting.

The teacher, showing the child a picture: "Now I will give you this picture. Please look carefully and tell me what is painted on it?" After listening to the answer, the teacher puts the picture together and asks: "What will become of the duck if we put the picture like this?" After the child's answer, the picture straightens out, folds up again, and the child is asked the same question again. A total of five folding options are used - "corner", "bridge", "house", "pipe", "accordion".

Data processing.

During the examination of the child, the teacher fixes the general meaning of the answers when completing the task. Data processing is carried out on a three-point system. Each task corresponds to one position when folding the pattern. The maximum score for each task is 3 points. In total - 15 points. The following response levels are distinguished:

No response, rejection of the assignment ("I don't know", "Nothing will happen", "This does not happen") - A descriptive answer, listing the details of the drawing that are in the field of view or outside of it, ie loss of context of the image ("The duck has no head", "The duck is broken", "The duck is divided into parts", etc.)

2. Answers of a combined type: preserving the integrity of the image when bending the drawing, including the drawn character in a new situation ("The duck dived", "The duck swam behind the boat"), construction of new compositions ("As if a pipe was made and a duck was drawn on it") and etc. Some children give answers in which the preservation of the integral context of the image is "tied" not to any situation, but to the specific form that the picture takes when folding ("The duck has become a house", "It has become like a bridge", etc.) etc.). Answers like this are of the combining type

3. Methodology "How to save a bunny"

Base. The over-situational and transformative nature of creative solutions.

Target. Ability assessment and transformation of a task of choice into a task of transformation under the conditions of transferring the properties of a familiar object to a new situation.

Material. Bunny figurine, saucer, bucket, wooden stick, deflated balloon, sheet of paper.

Instructions for conducting.

A bunny figurine, a saucer, a bucket, a stick, a deflated ball and a sheet of paper are placed on the table in front of the child. A psychologist, picking up a bunny: "Get to know this bunny. Once such a story happened to him. The bunny decided to swim on a boat on the sea and sailed far, far from the coast. And then a storm began, huge waves appeared, and the bunny began to sink. Help we can only we are with you. We have several objects for this (the psychologist draws the child's attention to the objects laid out on the table). What would you choose to save the bunny? "

Data processing.

During the survey, the nature of the child's answers and their justification are recorded. The data are assessed using a three-point system.

First level. The child chooses a saucer or bucket, as well as a stick with which you can lift the bunny from the bottom, without going beyond a simple choice; the child tries to use finished objects, to mechanically transfer their properties to a new situation.Second level. A solution with an element of simple symbolism, when the child suggests using a stick as a log on which the bunny can swim to the shore. In this case, the child again does not go beyond the choice situation.Third level. To save the bunny, it is suggested to use a deflated balloon or sheet of paper. For this purpose, you need to inflate a balloon ("A bunny on a balloon can fly away") or make a boat out of a sheet. For children at this level, there is an orientation towards the transformation of objective material. The initial task of choice is independently transformed by them into a task of transformation, which indicates the child's over-situational approach to it.

4. "Board" technique

Base. Children's experimentation.

Target. Evaluation of the ability to experiment with transforming objects.

Material. Wooden plank, which is a hinged connection of four smaller square links (the size of each link is 15 * 15 cm)

Instructions for conducting.

The unfolded board lies on the table in front of the child. Psychologist: "Now let's play with such a board. This is not a simple board, but a magic one: it can be bent and laid out, then it looks like something. Try to do it."

As soon as the child has folded the board for the first time, the psychologist stops him and asks: "What did you do? What does this board look like now?"

Having heard the child's answer, the psychologist again turns to him: "How else can you fold it? What did it look like? Try again." And so on until the child stops himself.

Data processing.

When processing the data, the number of non-repeated responses of the child is assessed (naming the shape of the resulting object as a result of folding the board ("garage", "boat", etc.), one point for each name. The maximum number of points is not initially limited.

2.3. Educational games for preschool children

Games for the development of associativity thinking

Game "What's What Looks Like"

3-4 people (guessers) go out the door, and the rest of the game participants agree on which object will be compared. The guessers come in, the presenter begins: "What I thought looks like ..." and gives the floor to the one who first found the comparison and raised his hand: For example, a bow can be associated with a flower, a butterfly, a helicopter propeller, with the number "8 "which lies on its side. The guesser chooses new guessers and offers next subject for the association.

"Surreal game" (multi-hand drawing)

The first participant in the game makes the first sketch, depicts some element of his idea. The second player, necessarily starting from the first sketch, makes an element of his image, etc. to the finished drawing.

"Magic blots"

Before the game, several blots are made: a little ink or ink is poured into the middle of the sheet and the sheet is folded in half. Then the sheet is unfolded and now you can play. Participants take turns talking. What object images do they see in the blot or its separate parts. The winner is the one who names the most items.

Game "Word associations"

Take any word, for example, loaf. It is associated with:

1.with baked goods.

with consonant words: baron, bacon.

3.with rhyming words: pendant, salon.

Create as many associations as possible according to the proposed scheme. Thinking associativity can be developed on the go. Walking with children, you can think together what clouds, puddles on the asphalt, pebbles on the shore look like.

Games for the development of dialectical thinking.

Good - Bad game

Option 1 ... For the game, an object is chosen that is indifferent to the child, i.e. does not cause him persistent associations, is not associated for him with specific people and does not generate emotions. The child is invited to analyze this object (subject) and name its qualities from the point of view of the child, positive and negative. It is necessary to name at least once what is bad in the proposed object and what is good, what you like and dislike, what is convenient and not convenient. For example: pencil.

Like that red. Don't like that thin.

It's good that it's long; it's bad that he is sharply sharpened - you can inject yourself.

It is convenient to hold in hand, but inconvenient to carry in a pocket - it breaks.

A specific property of an object can also be examined. For example, it's good that the pencil is long - it can serve as a pointer, but it's bad that it doesn't fit into the pencil case.

Option 2. For the game, an object is proposed that has a specific social significance for the child or causes persistent positive or negative emotions in him, which leads to a subjective unambiguous assessment (candy is good, medicine is bad). The discussion proceeds in the same way as in option 1.

Option 3. After children learn to identify the contradictory properties of simple objects and phenomena, you can proceed to the consideration of "positive" and "negative" qualities, depending on the specific conditions in which these objects and phenomena are placed. For example: loud music.

Well, if in the morning. You wake up quickly and feel vigorous. But it’s bad if at night it prevents you from falling asleep.

One should not be afraid to touch upon in this game such categories that were previously perceived by children exclusively unambiguously ("fight", "friendship", "mother"). Children's understanding of the inconsistency of the properties contained in any objects or phenomena, the ability to highlight and explain the conditions under which certain properties are manifested, only contributes to the upbringing of a sense of justice, the ability to find the right decision the problem, the ability to logically evaluate their actions and choose from a variety of different properties of the object those that correspond to the chosen goal and real conditions.

Option 4. When the identification of contradictory properties ceases to cause difficulties in children, one should switch to a dynamic version of the game, in which the opposite property is called for each revealed property, while the object of the game is constantly changing, a kind of "chain" is obtained. For instance:

Eating chocolate is good - delicious, but it can hurt your stomach;

The stomach hurts - it's good, you don't have to go to kindergarten;

Sitting at home is bad, boring;

You can invite guests - etc.

One of the possible variants of the game "Good - bad" has become, perhaps, its modification, reflecting the dialectical law of the transition of quantitative measurements into qualitative ones. For example, sweets: if you eat one candy, it’s tasty and pleasant, but if you eat a lot, your teeth will hurt, you will have to treat them.

It is desirable that the game "Good - bad" become a part of the child's daily life. It is not necessary to set aside time for its implementation. You can play it out on a walk, during lunch, before going to bed.

The next stage in the formation of dialectic thinking will be the development in children of the ability to clearly formulate a contradiction. First, let the child select the opposite words for the given words. For example, thin - (?) Fat, lazy - (?) Hardworking, sharp - (?) Dumb. Then you can take any pair of words, for example, sharp - dull, and ask the children to find an object in which these properties are present at the same time. In the case of "sharp - dull", it is a knife, a needle, all cutting and sawing tools. On the the last stage development of dialectic thinking, children learn to resolve contradictions using TRIZ methods of resolving contradictions (there are more than forty of them).

Games for the development of systematic thinking

Game "Teremok"

Children are given pictures of various objects: accordions, spoons, pots, etc. Someone is sitting in the "house" (for example, a child with a picture of a guitar). The next child asks to go to the house, but can get there only if he says how the object in his picture is similar to that of the owner. If a child with an accordion asks, then both have a musical instrument in the picture, and the spoon, for example, also has a hole in the middle.

"Collect Figures"

The child is given a set of small figures cut out of thick cardboard: circles, squares, triangles, etc. (about 5-7 figures). 5-6 pictures are made in advance with the image of various objects that can be folded from these figures: a dog, a house, a car. The child is shown a picture, and he adds the object drawn on it from his figures. The objects in the pictures should be drawn so that the child can see which of the figures stands where, that is, the drawing should be dismembered into parts.

"Ridiculous"

Ri there is a picture on any subject - a forest, a yard, an apartment. There should be 8-10 errors in this picture, that is, something should be drawn in a way that doesn't really happen. For example, a car with one wheel, a hare with horns. Some mistakes should be obvious and others subtle. Children must show what is drawn incorrectly.

2.4. Methodology for the development of children's creative abilities by means of theatrical activities

Children's creative abilities are manifested and developed on the basis of theatrical activity. This activity develops the child's personality, instills a steady interest in literature, music, theater, improves the skill of embodying certain experiences in play, encourages the creation of new images, and encourages thinking. There is a problem that worries many teachers, psychologists, parents: some children have fears, breakdowns, lethargy, while others, on the contrary, are loose and fidgety. Children often lack the skills of voluntary behavior, memory, attention and speech are insufficiently developed. The shortest path of emotional liberation of a child, removal of congestion, teaching feeling and artistic imagination is the path through play, fantasizing, writing. All this can be provided by theatrical activity. Being the most common type of children's creativity, it is dramatization that connects artistic creativity with personal experiences, because the theater has a tremendous power to influence the emotional world of the child.

Classes with dramatization, one of the types of theater, will be very productive. The main goal is to form a thinking and feeling, loving and active person, ready for creative activity.

So, what can you do in theater performance and dramatization circles with children

In our time - a time of stress, sharp ups and downs in the fate of people - everything is overgrown with a mass of problems. The press, television, films, even children's cartoons carry a fairly large charge of aggression, the atmosphere is saturated with negative, disturbing and annoying phenomena. All this falls on the unprotected head and psyche of the child. How to protect them from this terrible and destructive force? That is why it is necessary through the theater to instill in children a love of music, literature and theater, to the Russian word and develop creative abilities in children. Also, classes in a literary and drama circle will help the child to more easily perceive the world and reality, find the right answers to questions of interest to him, do the right thing in certain situations and enter the reality around us as a developed and full-fledged personality.

The tasks of the literary and theatrical circle can be determined:

Development of the child's personality, the formation of a worldview based on the best traditions of Russian national culture.

Instilling a steady interest in the literary word, theater, and Russian folklore.

Improving the skills of embodiment in the game and certain experiences.

Development of patriotic, moral education (education of love and respect for their homeland, its history, the culture of its people).

Development of children's ability to perceive an artistic image.

Development of the child's creative abilities.

Classes in the circle develop the child's correct speech, memory and thinking. In the classroom, I have seen more than once how difficult it is even for capable children to express their thoughts. When I began to work with children, I realized that each of the children is talented in his own way, that everyone can play the same role, but in different ways, and therefore each child just needs to be given the floor (the opportunity to speak) so that he can play as early as possible I was able to throw off this burden of "constriction". And then every child has a moment when he can do what he could not before - and this is a victory.

And just like creativity, theatrical ability is best developed at an early age.

Conclusion

Creativity is not a new subject of research. The problem of human abilities has aroused great interest in people at all times. However, in the past, society did not have a special need to master the creativity of people. Talents appeared as if by themselves, spontaneously created masterpieces of literature and art: they made scientific discoveries, invented, thereby satisfying the needs of the developing human culture. In our time, the situation has changed radically. Life in the era of scientific and technological progress is becoming more and more diverse and complex. And it requires from a person not routine, habitual actions, but mobility, flexibility of thinking, quick orientation and adaptation to new conditions, a creative approach to solving large and small problems. Considering the fact that the share of mental labor is almost of all professions is constantly growing, and an increasing part of the performing activity is shifted to machines, it becomes obvious that a person's creative abilities should be recognized as the most essential part of his intellect and the task of their development is one of the most important tasks in the education of a modern person. After all, all the cultural values ​​accumulated by mankind are the result of the creative activity of people. And the extent to which human society advances in the future will be determined by the creative potential of the younger generation.

In conclusion, it should be noted that the upbringing of the creative abilities of children will be effective only if it is a purposeful process, in the course of which a number of particular pedagogical problems are solved, aimed at achieving the ultimate goal. And in this work, on the basis of studying the literature on this topic, I tried to determine the main directions and pedagogical tasks for the development of such important components of creative abilities as creative thinking and imagination in preschool age. Also important is the teacher's interest in the lessons. It is known that an adult can interest children in something only when he is keen on himself. If a child feels such an attitude of an adult, admiration for the beauty of music, he gradually also recognizes musical values. If an adult shows indifference, it is transmitted to children. In my opinion, it is necessary to improve the theatrical and musical education of preschoolers, and to improve it not by creating new programs, methods, but to adhere to the already existing material, as already mentioned, to use all types of children's theatrical and musical activities in the classroom.

Bibliography

Berezina V.G., Childhood of a Creative Personality. - SPb .: Bukovsky publishing house, 1994. 60 pages.

V. Bogat, To develop creative thinking (TRIZ in kindergarten). - Preschool education. -1994 No. 1. pp. 17-19.

Veraksa N.E., Dialectical thinking and creativity. - Questions of psychology. - 1990 No. 4. p. 5-9.

Vygotsky L.N., Imagination and creativity in preschool age. - SPb .: Soyuz, 1997.92 p.

E.V. Zaika A set of games for the development of imagination. - Questions of psychology. - 1993 # 2. pp. 54-58.

Krylov E. School of creative personality. - Preschool education. -1992 No. 7.8. pp. 11-20.

Kudryavtsev V., A preschool child: a new approach to the diagnosis of creative abilities. -1995 No. 9 p. 52-59, No. 10 p. 62-69.

Levin V.A., Education of creativity. - Tomsk: Peleng, 1993.56 p.

Nikitin B., Developing games. - M.: Znanie, 1994.

Pascal., Methodological manual for primary school teachers and kindergarten teachers on the course "Development of creativity".

Poluyanov D., Imagination and abilities. - M.: Znanie, 1985.50 p.

L. Prokhorova. We develop the creative activity of preschoolers. - Preschool education. - 1996 No. 5. pp. 21-27.

• Specialty VAK RF13.00.01
• Number of pages 142

Chapter 1. Creative activity of children in the educational process as a pedagogical problem

1.1. The essence of the creative activity of children

1.2. Opportunities for additional education in the development of a person's creative activity

Chapter 2. Pedagogical conditions for the development of creative activity of children in the process of additional education

2.1. The state of development of the creative activity of children in the process of additional education

2.2. Characteristics and implementation of pedagogical conditions for the development of creative activity of children in experimental work

2.3. The results of experimental work on the development of creative activity of children in the system of additional education

Recommended list of dissertations

• Additional education of children as a means of their creative development 1998, candidate of pedagogical sciences Berezina, Valentina Aleksandrovna

• Development of the personality of a younger student in the system of additional education for children 2007, candidate of pedagogical sciences Svetlana Aleksandrovna Ganina

• Program and methodological conditions for the integration of basic and additional education in primary school: On the example of artistic and creative activities with younger students 2004, Candidate of Pedagogical Sciences, Sanina, Elena Vladimirovna

• Development of the creative activity of primary schoolchildren in music lessons in the context of additional education 2004, candidate of pedagogical sciences Konovalova, Svetlana Aleksandrovna

• Pedagogical conditions for the formation of creative activity of schoolchildren in musical and aesthetic additional education 2002, candidate of pedagogical sciences Peredreeva, Oksana Borisovna

Dissertation introduction (part of the abstract) on the topic "Development of creative activity of children in the process of additional education"

The development of a creative personality in the process of education and upbringing is one of the socially significant tasks of modern Russian society. The formation of a self-developing and self-determining personality, capable of open creative interaction with the environment and society, is defined as the highest goal of education.

Pedagogical science considers the influence of education on the creative development of the individual as one of the central problems. Even KD Ushinsky, ST Shatsky, PP Blonsky and other teachers noted the importance of the unity of teaching and upbringing in the educational process, taking into account the interests, abilities, capabilities and needs of the child.

One of the priority tasks of pedagogical science at the present time is the study of qualitatively new relations between the individual and society, the search for the most optimal ways of upbringing, teaching, and creative development of children.1

In the system of lifelong education in recent years, a special place belongs to additional education, which acts as a means of motivating the development of a person to cognition and creativity through a wide variety of activities. The child's development is supported by the possibilities of creating a situation of success and the freedom to change the type of activity. It is additional education that is designed to satisfy the constant needs of children, to help reduce the negative consequences of the unemployment of children outside school hours, the growth of crime, vagrancy, and to increase attention to socially disadvantaged children.

Of particular importance for the development of personality are preschool and primary school age, when the foundation of the personality is laid, intensively

1 Hereinafter, the term "children" means children of primary school age. socially significant qualities, the foundations of the worldview, habits are formed, cognitive abilities are developed, diverse relationships with the outside world are formed. These problems were studied by: Ya.A. Komensky, I. G. Pestalozzi, K. D. Ushinsky, L. N. Tolstoy, S. T. Shatsky, Sh. A. Amonashvili, B. G. Ananiev, A. E. Dmitriev, S.P. Baranov, L.I.Bozhovich, L.S.Vygotsky, V.V. Davydov, L.V. Zankov, E.V. Zvorygina, L.F. Obukhova, A.I.Savenkov , L. S. Slavina, V. A. Sukhomlinsky, S. L. Novoselova.

The task of the creative development of the personality cannot be fulfilled by the efforts of the school system alone; additional (extracurricular) education with rich experience of work in our country is called upon to participate in its implementation, designed to satisfy the constantly changing individual socio-cultural and educational needs of the child. Naturally, the very history of the development and formation of this education provides a lot of material for its improvement. In the works of modern researchers (E.V. Bondarevskaya, A.K.Brudnov, B.Z.Vulfov, O.S.Gazman, M., B.Koval, S.V. Saltsev, A.I.Schetinskaya, etc.) an in-depth analysis of various aspects of (out-of-school) additional education for children has been carried out. At the same time, a number of unresolved issues remained: the place of extracurricular additional education of children in the general system of continuous education; the main directions of additional education for children and their development in educational institutions all types and types; the influence of additional education on the creative development of the child's personality and his self-determination.

As practice shows, the real capabilities of the majority of modern schools are insufficient to solve the problem of the development of the creative activity of the child's personality, his self-determination. A number of contradictions arise between: the growing demands of life for the formation of a creative, proactive personality and the absence of a system of special pedagogical work providing this process; the mass education system and the individual nature of the process of development of the child's creative activity; the objective need for innovative and integration processes in the educational sphere and the lack of trained teaching staff for this activity; experience of many years of work in this direction and the lack of scientifically grounded mechanisms for using it in mass practice.

Additional education for children can help resolve these contradictions. With the main goal of creating pedagogical conditions for self-education, self-education and self-realization of a person, additional education is a specific environment for a child, important both for his creative development, socialization, the formation of life experience, and for self-determination (E.V. Bondarevskaya, V.G. Bocharova, B.Z.Vulfov, L. S. Vygotsky, O.S. Gazman, V. V. Davydov, V. A. Karakovsky, M. B. Koval, D. I. Latyshina. A. V. Mudrik, L.I. Novikova, A.V. Petrovsky, S.D. Polyakov and others). At the same time, the current state of education gives rise to another contradiction: between the need to integrate basic and additional education in the interests of the child's personality development and the underestimation of the role of the teacher.

Of course, significant transformations are taking place in modern education, changing not only its individual aspects, but also general conceptual approaches. One of the effective ways to solve the problem of the creative development of the child's personality is the integration of basic and additional education, the implementation of personality-oriented, personality-activity approaches that can play a significant role in the child's life in reaching the heights of his creative development, determining the path of life (Sh.A. Amonashvili, V. V. Davydov, L. V. Zankov,

I.A.Zimnyaya, V.A.Karakovsky, V.M. Korotov, A.V. Mudrik, L.I. Novikova, A.V. Petrovsky, V.A. Petrovsky, I.S. Yakimanskaya, E.A. Yamburg and others).

It should be emphasized that this relationship is capable of solving the strategic tasks of modern education:

Ensure the continuity of education;

To fully develop technologies and ideas of personality-oriented education;

Implement programs of social and psychological adaptation;

Conduct career guidance;

To develop the creative abilities of the individual and create conditions for the formation of the experience of creative amateur performance and creative activity of the child.

The study of philosophical and psychological-pedagogical literature shows that science has paid and continues to pay close attention to the development of a person's creative potential. However, the problem of the formation of the creative activity of children in institutions of additional education has not yet been the subject of special scientific research. Meanwhile, additional education is designed to solve this problem.

First, as the statistics provided by the RF Ministry of Defense show, a significant number of children and adolescents (up to 60% of the total number of schoolchildren) study in additional education institutions in Russia.

Secondly, the research materials indicate that the need of children to realize their interests is not fully satisfied by the family and the school. Additional education institutions, giving the child the opportunity to actively participate in various activities, opening up scope for him to perform various social roles, including it in diverse relationships with the outside world, can and should become full-fledged factors in the realization of children's interests.

Thirdly, institutions of additional education, having qualified personnel and a material base, are able not only to satisfy, but also to develop the needs and interests of the child.

At the same time, an analysis of the psychological and pedagogical literature shows that until now there have been no special studies on the development of the creative activity of children in the process of additional education. The problems of special pedagogical conditions and the peculiarities of the development of creative activity of children in the process of additional education remain poorly researched.

Based on the foregoing, it can be argued that, on the one hand, there is an objective need for the development of the creative activity of children in the context of additional education, and on the other hand, there is an insufficient elaboration of the problem in pedagogical theory. This circumstance determined the choice of the research topic: "Development of the creative activity of children in the process of additional education."

The problem of this research: What are the pedagogical conditions for the development of creative activity of children in the process of additional education?

The solution to this problem is the goal of the study.

The object of the research is the development of the creative activity of primary schoolchildren.

The subject of the research is the process of developing the creative activity of children in institutions of additional education.

The research hypothesis is based on the assumption that additional education, as a certain system, can have a significant impact on the development of a child's creative activity in the presence of appropriate pedagogical conditions: the creation of variable additional education programs that ensure the creative development of children with their free choice of directions in their activities; orientation of the teacher to the development of the creative potential of each child in his chosen field of activity, carried out thanks to a special selection of forms and methods of work; selection of teachers with creative abilities and the ability to direct the efforts of children to non-standard solutions in the chosen type of activity;

Ensuring a positive family attitude to the child's creativity, expressed in supporting the child's voluntary choice of a type of activity, providing the necessary materials for it, emotional support for his success.

In accordance with the problem, purpose, object, subject and hypothesis of the research, the research objectives were determined:

1. To reveal the essence, content and structure of the creative activity of children.

2. To reveal the possibilities of developing the creative activity of children in the process of additional education.

3. To identify pedagogical conditions conducive to the development of creative activity in the process of additional education.

4. Experimentally check the effectiveness of the proposed pedagogical conditions for the development of children's activity in the process of additional education.

The methodological basis of the study is made up of: psychological and pedagogical ideas and concepts about the essence and nature of man as a subject: ne activity and attitude (Yu.K. Babansky, L.I.Bozhovich, I.F. Herbart, A. Disterweg, Ya.A. Comenius, I. G. Pestalozzi, S. L. Rubinstein, K. D. Ushinsky,

V.D.Shadrikov and others), about the leading role of activity as a source of personality formation (P.P. Blonsky, L. S. Vygotsky, V. V. Davydov, N. K. Krupskaya, A. N. Leontiev, A. S. Makarenko and others); theory of personality development (A.G. Asmolov,

A.V.Petrovsky, I.I.Rezvitsky, V.I.Slobodchikov, D.I.Feldstein and others); psychological and pedagogical research in the field of the formation of personality and the processes of self-determination of the child (A.A. Bodalev, Yu.P. Vetrov, U. Glasser,

V. S. Ilyin, E. A. Klimov, I. S. Kon, E. I. Malikina, A. V. Mudrik, G. P. Nikov, V. F. Safin, V. Frankl, G. I. Shchukin and others).

The general pedagogical foundation of the work was the provisions of the theory of educational systems (YK Babanskiy, IF Herbart, VA Karakovskiy, LI Novikova, KD Ushinskiy, etc.); methodological principles pedagogical research(F.D.Botvinnikov, V.I. Zagvyazinsky, V.V. Kraevsky, V.M. Polonsky, M.N. Skatkin, etc.), modern concepts of the development of additional education for children (E.V. Bondarevskaya, A. K. Brudnov, M.B. Koval, D.I. Latyshina, A.I.Schetinskaya and others).

To solve the set tasks and check the initial assumptions, the following research methods were used: theoretical - theoretical analysis, generalization and interpretation of scientific data, retrospective analysis; empirical - observation, questioning, conversation, analysis of scientific psychological and pedagogical literature and pedagogical practice, study and generalization of pedagogical experience in the field of additional education for children; experiment, as well as methods of mathematical statistics.

The experimental base of the research: studying the experience of the formation of children's creative activity in the system of additional education, determining the formation of creative activity, the implementation of pedagogical conditions were carried out on the basis of Children's Creativity Houses No. 1 and 2, the Palace of Children's Creativity in Penza, secondary schools No. 57, 63, 68, 74.

The main stages of the research: The research was carried out in several stages.

The first stage (1996 - 1998) is exploratory. Study of philosophical, methodological, psychological and pedagogical literature on the research problem. Analysis and assessment of the current state of the problem in theory and practice. Conducting an ascertaining experiment to identify the levels of formation of creative activity in children. Development of the scientific research apparatus.

The second stage (1998 - 2000) is an experimental one. Refinement of the hypothesis. Conducting a formative experiment, using pedagogical conditions in the development of children's creative activity,

The third stage (2000 - 2001) is generalizing. Completion of the formative experiment. Correction, systematization and generalization of its results. Approbation of the main ideas and provisions of the study.

The scientific novelty and theoretical significance of the research consists in the following: for the first time the essence is revealed, the content and structure of the creative activity of younger schoolchildren in the process of additional education are determined; the components of creative activity are identified and the levels of its development are determined. The pedagogical conditions necessary for the development of the creative activity of primary schoolchildren in the process of additional education are determined, substantiated and experimentally confirmed, the components of creative activity are identified and the levels of its development are determined. The pedagogical conditions necessary for the development of the creative activity of younger schoolchildren in the process of additional education were determined, substantiated and experimentally confirmed (variability of the content of education, the selection of forms and methods of working with children adequate to the content, the creativity of the teacher of additional education, the positive attitude of the family to the creativity of the child). and

The practical significance of the study lies in the fact that, in accordance with grounded theoretical principles, pedagogical conditions for the development of children's creative activity are determined, experimentally tested and confirmed in the practice of additional education.

The scientific and methodological recommendations for teachers of additional education developed in connection with these conditions have been introduced into practice. The program of the special course "The role of the teacher of additional education in the development of the creative activity of children" for students has been created and tested pedagogical university, teacher training college, which reflects the theoretical conclusions and recommendations of the author.

The research results can be used in higher and secondary special educational institutions when studying the course of pedagogy.

The reliability of the research is provided by a methodological approach based on the provisions of philosophy, psychology and pedagogy about the essence and role of creativity, the concept of personality development; using a methodology adequate to the subject and objectives of the research; a combination of qualitative and quantitative analysis, the representativeness of experimental data, a variety of research procedures and techniques, their complementarity, multiple data verification, as well as statistical methods of data processing and analysis.

Testing and implementation of research results.

The main provisions and results of the research were discussed at the meetings of the Department of Primary Education Pedagogy of the Moscow Pedagogical State University; at the All-Russian scientific and practical conference "Additional education of children - a factor in the development of a creative personality" (St. Petersburg, 1998); at the All-Russian scientific-practical conference "Additional education of children in Russia: state and development prospects in the XXI century" (Moscow, 2000).

The following provisions are submitted to the defense:

1. The development of the creative activity of children in additional education is aimed at solving the problems of preparing them for creativity in conscious life and involves the voluntary inclusion of younger schoolchildren in after-school hours in artistic and aesthetic, physical culture and health, ecological and biological, tourist or technical classes and getting in them productive results.

2. The structure of the creative activity of a younger student consists of motivational, content-operational and emotional-volitional components; pedagogical guidance of children in the process of additional education is aimed at their development, and their presence ensures the success of the activities of primary schoolchildren.

3. Pedagogical guidance of the development of creative activity in the process of additional education is carried out differentially for each child, depending on the level of formation of this personality quality in him.

4. The development of the creative activity of children in the process of additional education is ensured by the presence of the following conditions: creation of variable programs of additional education that ensure the creative development of children with their free choice of directions in their activities; orientation of the teacher to the development of the creative potential of each child in his chosen field of activity, carried out thanks to a special selection of forms and methods of work; selection of teachers with creative abilities and the ability to direct the efforts of children to non-standard solutions in the chosen type of activity; ensuring a positive family attitude to the child's creativity, expressed in support for the voluntary choice of a type of activity, providing the necessary materials for it, emotional support for his success.

The structure of the thesis. The work consists of an introduction, two chapters, a conclusion, a list of references, including 226 titles of works by domestic and foreign authors, and annexes containing test items for diagnosing creative activity in primary schoolchildren and a special course "The role of a teacher of additional education in the development of creative activity of children in the process of additional education ". The main text of the thesis is presented on 118 pages, contains 11 tables. The total volume of the dissertation research is 142 typewritten pages.

Similar dissertations in the specialty "General pedagogy, history of pedagogy and education", 13.00.01 code VAK

• Pedagogical foundations of the formation of a system of additional education in modern educational institutions 1998, Candidate of Pedagogical Sciences, Gribov, Dmitry Nikolaevich

• Pedagogical conditions for the orientation of adolescents to personal achievements in the institution of additional education for children 2002, candidate of pedagogical sciences Bikteeva, Anisya Damirovna

• Organizational and pedagogical conditions for advanced training of a teacher of additional education 2000, Candidate of Pedagogical Sciences Kalish, Irina Viktorovna

• Pedagogical support of the process of self-development of lyceum students in the context of additional education of children 2004, candidate of pedagogical sciences Gorokhova, Svetlana Aleksandrovna

• Preparing primary school teachers for creative pedagogical activities in institutions of additional education for children 2006, candidate of pedagogical sciences Seidniyazova, Natalia Vladimirovna

Conclusion of the thesis on the topic "General pedagogy, history of pedagogy and education", Shulpina, Lyubov Nikolaevna

Conclusions on the second chapter

The experimental work carried out confirmed the hypothesis put forward at the beginning of the study that additional education as a certain system has a significant impact on the development of the creative activity of the child's personality in the presence of appropriate pedagogical conditions: the possibility of variability of the content of additional education for free choice children of directions of creative activity, involving the presence of a variety of programs and the corresponding material and technical support; selection of forms and methods of work adequate to the content, meeting the needs of each child, and focused on the individual development of his creative potential in his chosen field of activity; the presence of creative abilities in the teacher of additional education, providing opportunities for directing children's efforts to * non-standard original solutions in the chosen type of activity; a positive attitude of the family to the child's creativity, expressed in support of the child's voluntary choice of the type of activity, providing the necessary materials for it, emotional support for his success.

The tasks set for the experimental work were completely solved. Experimental work was carried out for 5 years. At the stage of the formative experiment, a system of pedagogical conditions for the development of the creative activity of children was introduced. In the course of the entire formative experiment, the pedagogical conditions described above were realized with the help of pedagogical technologies. Among them: technologies based on didactic improvement and material reconstruction; technologies working together parents, teachers and children; game and group technologies; management technologies. % We judged the success of the process of developing the creative activity of children in the process of additional education by the changes (upward) in the levels of manifestation of the creative activity of the participants in the experiment.

The control section was carried out according to the same methods as during the ascertaining experiment. We carried out the transfer from one level to another on the basis of the qualitative characteristics of the levels in accordance with the indicators of the manifestation of the creative activity of children described above (Chapter 1, § 1).

The dynamics of the development of the creative activity of children in the process of additional education is reflected in Table 11 (Chapter 2, § 3).

The results of processing the control section, made at the end of the formative experiment, indicate the differences between the children of the experimental and control groups in terms of levels of creative activity. More significant changes in the levels of creative activity occurred in the experimental groups. The use of the Student's t-criterion confirmed the effectiveness of the developed by us methodology for the development of children's creative activity at the 95% confidence level.

We judged the results of the experimental work not only by the quantitative indicators of the formation of the levels of creative activity, but also by the qualitative changes in its components.

Thus, the data obtained allow us to assert that the carried out experimental work gave positive results and contributed to a change (upward) in the levels of creative activity of children in the experimental groups. These changes are more significant than those that occurred in the control groups.

Sufficient effectiveness of experimental work on the development of creative activity of children in the process of additional education is confirmed by the effective implementation of its results into the practice of additional education institutions in the city of Penza and the region.

CONCLUSION

The democratization and humanization of the education system in the Russian Federation made it possible to consider additional education as a sphere that objectively unites upbringing, training and development into a single process. Additional education deepens and expands the knowledge, abilities and skills provided by the main general educational and professional programs; forms a positive motivation of schoolchildren for creativity, knowledge; introduces students to personally significant socio-cultural values, the need for which is not satisfied by general education; introduces students to the national cultural customs, traditions of their people; summarizes the experience of social activities of schoolchildren; organizes useful and interesting leisure time for children and adolescents; prepares schoolchildren for professional and other types of life self-determination; contributes to the replenishment of the psychophysical forces of children, the correction and rehabilitation of their health; expands the sphere of communication and relations between children and adolescents; supports the individuality and identity of the child; creates situations of success, including for socially deprived children.

The system of additional education for children at the turn of the century provides ample opportunities for the development of the child's creative abilities in various activities and fields of knowledge.

Development of a creative personality, ready for the implementation of significant social functions, to social transformative activity, is one of the essential tasks of modern society.

The focus of additional education on the development of the child's personality requires the identification and definition of those properties, the impact on which contributes to the development of the personality as a whole. As one of them, creative activity is considered, which is a system-forming property of a personality, a defining characteristic of its movement towards self-improvement, a condition for realizing oneself as a personality at all stages of ontogenesis.

The research carried out, as well as the study of special literature on this issue, give grounds to conclude that the development of the creative activity of children has theoretical and practical significance.

The formulation and preliminary study of the problem of the development of children's creative activity in the system of additional education revealed its versatility, complexity and insufficient development in the theory and practice of education.

Despite the fact that a significant number of scientific works are devoted to the study of the problem of the development of the creative potential of an individual, such issues as the formation of the creative activity of children in the system of additional education in the presence of appropriate pedagogical conditions have not been sufficiently developed and required further study.

This study is devoted to identifying and substantiating the system of pedagogical conditions that ensure the effectiveness of the process of developing children's creative activity in the system of additional education, in order to eliminate the corresponding gap in pedagogical theory and practice.

The study of psychological and pedagogical literature, the study showed that the concept of creativity is a fruitful theoretical basis for the development of the creative activity of children in the system of additional education through the implementation of the system of pedagogical conditions.

The analysis of the formation of the creative activity of children in the system of additional education allows us to state that all children at one level or another exhibit this quality. At the same time, the results of the ascertaining experiment show that the creative activity of the majority of children in the system of additional education is characterized by low and medium levels of its formation, which suggests huge reserves for the more intensive development of this quality in the subjects.

The conducted research made it possible to:

1. To characterize the creative activity of children as a stable integral quality of the personality, expressed in a purposeful unity of needs, motives, interests and actions, manifested in a conscious search for creative situations.

2. Describe the structure of children's creative activity through a system of motives, creative abilities, skills of creative activity, combine them into three components: motivational, content-operational and emotional-volitional.

3. To highlight the indicators of children's creative activity for the purposeful development of this quality, to give qualitative characteristics of four different levels of its formation: low, medium, not high enough and high.

4. To determine the pedagogical conditions that ensure the effectiveness of the methodology for the development of children's creative activity on the basis of studying the features of the additional education system and the results of the ascertaining experiment.

When determining these conditions, we proceeded from the basic psychological and pedagogical ideas and concepts, about the essence and nature of man as a subject of activity, about the leading role of activity as a source of personality formation, about the development of the system of additional education for children and others.

5. Implement in practice the system of pedagogical conditions using a number of pedagogical technologies.

The results of the study to study the influence of pedagogical conditions on the development of the creative activity of children in the process of additional education made it possible to solve the set tasks and prove the hypothesis put forward.

The study confirmed the hypothesis put forward and made it possible to draw the following conclusions:

Creative activity is an integral quality of a personality, expressed in a purposeful unity of needs, motives, interest and actions, characterized by a conscious search for creative situations. The structure of creative activity includes the unity of motivational, content-operational and emotional-volitional components.

The development of children's creative activity in the process of additional education occurs effectively when the following pedagogical conditions are implemented: the variability of the content of education, the selection of forms and methods of working with children adequate to the content, the creativity of the teacher of additional education, the positive attitude of the family to the creativity of the child.

The study was not only experimental. It contains a number of practical recommendations for teachers of additional education on the development of the creative activity of children.

Further search required effective methods, ways and means of developing the creative activity of children. In particular, further deeper development of the system of pedagogical conditions for the development of the creative activity of adolescent and adolescent children deserves attention. The system of training future teachers of additional education, who own the methodology for the development of children's creative activity, needs special development.

List of dissertation research literature Candidate of Pedagogy Shulpina, Lyubov Nikolaevna, 0 years old

1. Abasov Z.A. Cognitive activity of schoolchildren // Soviet pedagogy, 1989.-№ 7, pp. 40-43

2. Abraukhova V.V. Innovative approaches in the activities of institutions of additional education as a means of its development. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. Rostov-on-Don. 1997 .-- 17 p.

3. Albuhanova-Slavskaya K.A. Typology of personality activity in social psychology // Psychology of personality and way of life M .: Nauka - 1987. P. 10-14

4. Alemaskin M.A. Educational work with adolescents. M. - 1979.

5. Almanac of psychological tests. M. - 1996 .-- 345 p.

6. Amonashvili Sh.A. Development of cognitive activity of students in primary school // Questions of psychology. 1984. - No. 5. S. 36 - 41.

7. Amonashvili Sh.A. The personal and humane basis of the pedagogical process. -Minsk: Universitetskaya, 1990.560 p.

8. Ananiev B.G. On the problems of modern human science. M .: Science. - 1977. -380 s.

9. Anastasi A. Psychological testing M .: Pedagogy - 1982. V.1. - 320 p.

10. Andreev V.I. Dialectics of education and self-education of a creative person: Fundamentals of pedagogical creativity. Kazan: Publishing house of KSU. - 1988, 238 p.

11. Andreichenko A. G. Factors and barriers to creative self-development of the institution of additional self-education. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. Kazan. - 1997 .-- 19 p.

12. Aristova L.P. Learning activity of schoolchildren. M .: Education. - 1968.-139 s.

13. Arstanov M.Zh., Pidkasityy P.I., Khaiderov J.E. Problem-based module learning: theory and technology. Alma-Ata: Mechtel. - 1980 .-- 208 p.

14. Asmolov A.S. Additional education as a zone of proximal development of education in Russia: from traditional pedagogy to pedagogy of development. / Out-of-school student. 1997. - No. 9. - P. 6 - 9.

15. Asmolov A.S. Personality as a subject of psychological research. Moscow: Ed. Moscow State University. - 1984. - 103 p.

16. Babansky Yu.K. Optimization of the educational process: Methodological foundations. M .: Education. - 1982 .-- 196 p.

17. Baydenko V.I. Standards in Continuing Education: State of the Art. M. - 1998.

18. Bayankina ZV Cognitive games in a team as a means of developing the creative activity of adolescents. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. -M. 1986 .-- 19 p.

19. Belova V.V. Education of cognitive, creative and social activity of adolescents in out-of-school institutions: Methodical recommendations. Eagle. - 1998 .-- 20 p.

20. Belyaeva L.S. Creative activity of adolescents in the system of extracurricular art work. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. M. -1976.-26 p.

21. Berdyaev N.A. Self-knowledge: the experience of a philosophical autobiography. M .: Thought. -1991.-319s.

22. Berdyaev N.A. Philosophy of Freedom: The Meaning of Creativity. M .: True. - 1989. -S. 354-356.

23. Berezina V.A. Additional education of children as a means of their creative development. Dis. for a job. uch. step. Cand. ped. sciences. M. - 1998 .-- 131 p.

24. Bespalko V.P. Components of pedagogical technology. M .: Pedagogy. -1980. - 190 p.

25. Bern R. Development of the self-concept and education: Per. from English M .: Progress. -1986.-422 p.

26. Bernstein M.S. Psychology of scientific creativity. // Questions of psychology. -1965. -No. 3. S. 156 - 164.

27. Bogdanova R.U. Management of democratization of education. S-P. 1997.

28. Bogdanova E.I. The right to choose. Public education. - 1996. - No. 2. - P. 73 -74.

29. Epiphany D.B. Paths to creativity. M .: Knowledge. - 1981 .-- 95 p.

30. Epiphany D.B. Intellectual activity as a problem of creativity. -Rostov-on-Don. Ed. Growth. University. - 1983 .-- 176 p.

31. Bodunov M.V. Investigation of the relationships between the formal-dynamic side of activity and integral EEG parameters // Psychophilological studies of intellectual self-regulation and activity. M. - 1982 .-- S. 57 - 82.

32. Bozhovich L.I. Personality and its formation in childhood. M .: Education - 1969 .-- 464 p.

33. Bolotov V.N., Kostikova M.N. Pedagogical education reform pages. Volgograd. - 1998.

34. Brudnov A.K. From extracurricular activities to additional education for children. -M .: Vlados. -2000. -541 p.

35. Brushlinsky A.V. Psychology of thinking and program learning. M. -1983. 148 p.

36. Vainzvag P. Ten Commandments of the Creative Personality. M .: Progress. - 1990.-187 p.

37. Vetlugina N.A. Development artistic creation children // Artistic creativity and the child. M .: Pedagogy - 1972 .-- S. 22 - 48.

38. Vinogradova M.D., Pervin I.B. Collective cognitive activity and education of schoolchildren. M .: Education. - 1977 .-- 159 s.

39. Vishnyakova N.F. Development of creative activity of primary schoolchildren / based on the introduction of music lessons in a full-time school / Author's abstract. dis. for a job. uch. step. Cand. ped. sciences. M. - 1980 .-- 17 p.

40. Out-of-school institutions. A guide for employees of out-of-school institutions / Ed. J1.K. Baluster. M .: Education. - 1978 .-- 256 p.

41. Volkov I.P. We teach creativity. 2nd ed. M .: Pedagogy. - 1988 .-- 85 p.

42. Vorobyov G.G. The School of the Future Begins Today: A Teacher's Book. M .: Education. - 1991 .-- 237 p.

43. Fostering the activity and independence of the personality of students. L,: Leningrad. state ped. in. them. A.I. Herzen. Uchenye zapiski, v. 2. 1966. - pp. 5 - 13.

44. Education of a young Muscovite in the system of additional education. M .: Mirage. 1997.-208 p.

45. Vul'fov B.Z., Ivanov V.D. Fundamentals of pedagogy in lectures. M. URAO. - 1997.

46. ​​Vygotsky L.S. Imagination and creativity in childhood. M: Enlightenment. - 1967 .-- 93 p.

47. Vygotsky L.S. Emotions and their development in childhood. Collected op. T. 2 M. - 1982.-S. 416-436.

48. Gazman O.S. Education: goals, means, sub-collectives. New pedagogical thinking. M. - 1989.

49. Gazman O.S. The role of play in shaping the personality of schoolchildren in play: pedagogy and psychology of play. Novosibirsk. - 1985 .-- 128 p.

50. Gak G.M. Dialectics of collectivity and individuality. M .: Thought. -1965.- 167 p.

51. Halperin P.Ya., Kitty. To the psychology of creative thinking // Questions of psychology. 1982 No. 5. - P. 80 -84

52. Gerasimovich A.I. Math statistics. Minsk: Higher school. -1983.-279 p.

53. Guilford D. Three sides of intelligence // Psychology of thinking. M .: Progress - 1965.-p. 433-456.

54. Godefroy J. What is psychology: in 2 volumes: Per. with fran. / Ed. T.G. Arakelova. M .: Mir. - 1991. - T. 1. - 491 p.

55. Guzeev V. V. Three paradigms and four generations in the development of educational technology. // Head teacher. 1998. - No. 1 P. 20 - 36

56. Humanization of education in modern conditions. / Edited by O.S. Gazman, I.A. M. -1995

57. Davydov V.V. Mental development in primary school age. // Age and educational psychology. / Ed. Petrovsky A.V. M. -1973.- Ch. 4.

58. V. V. Davydov. The genesis of personality in childhood. // Questions of psychology. -1992.-№1-2.-С. 22-23.

59. Danilov M.A. The learning process in the Soviet school. M .: Uchpedgiz. - 1960.299 s.

60. Didenko S.V. Formation of the creative activity of primary schoolchildren in the context of the organization of aesthetic evaluative activity. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. Kiev. - 1987 .-- 24 p.

61. Disterweg A. Selected pedagogical works. / Ed. Medynsky. -M .: Gosuchpedgiz Min. education of the RSFSR. 1956 .-- 373 p.

62. Additional education of children is a factor in the development of a creative personality. -Abstracts to mat. Vseros. scientific-practical conf. - S.L. 1998 .-- 202 p.

63. Additional education of children in Russia: state and development prospects in the XXI century. Mat. Scientific-practical. conf. M. - 2000 .-- 132 p.

64. Additional education: search, experience, findings. / Materials of the 1st scientific and practical conference. Novosibirsk - 1997 - 169 p.

65. Additional education. / Information and methodical journal. M. -2000 # 2. - from 45.

66. Drach E.A. Conditions for the professional growth of teachers of the city palace of youth creativity: / Abstracts and mat. All-Russian scientific. conf. "Problems of the formation and development of the educational process in UDO", SP. 1998 .-- S. 168-171

67. Evladova E.B., Nikolaeva L.N. Additional education: Content and development prospects. / Pedagogy. 1995. - No. 5. - P. 39 - -44.

68. Egorov S.F. The problem of activity and independence in Russian didactics at the end of the 9th and the beginning of the 20th centuries.

69. O. V. Eremkina Educational technologies. // Classroom teacher. -1998.-№ 5.-S. 2

70. Zak A 3. Development of theoretical thinking in younger students. M .: Pedagogy. - 1984 .-- 152 p.

71. The law of the Russian Federation on education. M .: MP "New School". -1992.-58 p.

72. L. V. Zankov. Favorites pedagogical works... M .: Pedagogika - 1990 .-- 424 p.

73. Zimnyaya I.A., Bodenko B.N., Morozova N.A. Upbringing is the problem of modern education in Russia. 2nd ed. - M .: Research Center for the Problems of the Quality of Training of Specialists. - 1999. - With. 82.

74. Ivanov V.G. Amusement as a factor in the upbringing of the creative activity of younger schoolchildren. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. Sciences, -Yaroslavl. 1994 .-- 17 p.

75. Ilyenko E.V. Philosophy and culture. M .: Politizdat. - 1991 .-- 464 p.

76. Ilyin E.N. The path to the student. M .: Education. - 1988 .-- 221 p.

77. Information and reference materials on the additional education of children in the Russian Federation. / Collection. M. - 1993 .-- 30 p.

78. Kazarenkov V.I. The relationship between classroom and extracurricular activities of schoolchildren in a holistic educational process. Abstract of the thesis. dis. for a job. uch. step, doctor ped. sciences. M. - 1995 .-- 31 p.

79. Kapustina R.N. Education of cognitive activity in older preschool children in the art field: / Education of the personality of a preschooler, / Interuniversity collection scientific papers... Shadrinsk. - 1992 .-- 119 p. - S. 52 -60.

80. Karakovsky V.A. Become human. Human values ​​are the basis of a holistic educational process. - M. - 1993 .-- 80 p.

81. Karakovsky V. A., Novikova L. I., Selivanova M. L. Upbringing? Education. Education! Theory and practice of educational systems. M. -1996.

82. Kipiani N.V. Creativity as the essence of the activity of the psyche, as the basis for its development. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. Tbilisi. - 1987.-24 p.

83. Kirsanov A.A., Zaitseva Zh.A. Development of students' creative activity in the pedagogical process. Kazan. - 1995 .-- 103 p.

84. Klarin M.V. Pedagogical technology in the educational process. Analysis of foreign experience. M .: Knowledge. 1989.

85. Kovalev A.G. Psychology literary creation... L .: Publishing house of Leningrad State University. - 1984.-135 p.

86. Koval M.B. Formation and development of the system of educational activities of out-of-school associations. Dis. for a job. uch. step, doctor ped. sciences. M. -1991.- 335 p.

87. Koval M.B. Out-of-school pedagogy. Orenburg. - 1993.

88. Koloshina I.I. The structure and mechanisms of the creative activity of the individual. -M. 1983.

89. Komensky Ya.A. Selected pedagogical essays. / Ed. A.I. Piskunov. M .: Pedagogy. - 1982 .-- 656 p.

90. Komsky D.M. Foundations of the theory of creativity. Ural state ped. Un-teet. -Yekaterinburg. 1993 .-- 77 p.

91. UN Convention on the Rights of the Child. International protection of human rights and freedoms. M .: Legal literature. - 1990 .-- S. 388 - 408

92. Korotov V.M. Educational learning. M .: Education. - 1980 .-- 191 p.

93. B. I. Korotyaev. Teaching the Creative Process: From Work Experience. - 2nd ed. - M .: Education. - 1989 .-- 159 p.

94. Kraevsky V.G., Lergar I.Ya. The learning process and its patterns. M .: Pedagogy. - 1982.

95. Brief psychological dictionary. M.-1985.-350s.

96. Krupnov A.I., Pryadein A.P. On the question of the concept of "activity". // Personality and activity: Abstracts of reports to the V All-Russian Congress of Psychologists of the USSR. -M. 1977.-p. 46-63

97. Kruglova L.Yu. Formation of creative independence of adolescents in institutions of additional education. Dis. for a job. uch. step. Cand. ped. sciences. Chelyabinsk. - 1997.

98. Krupskaya N.K. Take care of the comprehensive development of children. Pedagogical Op. in 10 volumes. M. - 1959 .-- T. 5. - 591 p.

99. Krylova N. How can we change the cultural values ​​of education. // Public education. 1997. No. 8. - S. 49 - 58.

100. Kulygina L.S. Activation of teaching: essence and content. Pedagogy. -1994. No. 1. - p. 7 - 11.

101. Kuliutkin Yu.N., Sukhobskaya G.S. Development of creative thinking of schoolchildren. M .: Knowledge. - 1987 .-- 37 p.

102. Lazursky A.F. Personal classification. L. - 1926 .-- 290 p.

103. D.I. Latyshina. The humanitarian content of education: psychopedagogical features of development. / Applied psychology and psychoanalysis. M .: MPA-1999.71 p.

104. Latyshina D.I. History of pedagogy. Moscow: Ed. Group "Forum" - 1998.

105. Latyshina D.I. Education of amateur pioneers of younger age. - M .: Publishing house of the Academy ped. Sciences of the RSFSR. 1963.

106. Levin V.A. Education of creativity. M .: Knowledge. - 1977 .-- 64 p.

107. Levitov N.D. Child and educational psychology. M .: Education. -1969. -230 s.

108. Leites N.S. Ability and giftedness in childhood. M .: Knowledge. - 1984. - 179 p.

109. Leontiev A.N. Activity. Consciousness. Personality. M .: Publishing house polit, liters. - 1975 .-- 304 p.

110. Leontiev AN Problems of activity in psychology: Questions of philosophy. -1972. -№9. -p.104.

111. Lerner I.Ya. Problematic learning. M .: Knowledge / ser. Pedagogy and psychology. - 1974. - No. 3. - 64 p.

112. Lerner I.Ya., Zhuravlev I.K. Creativity can and should be taught. / Modern didactics: theory and practice. M .: publishing house RAO. - 1994 .-- 288 p.

113. Likhachev B.T. Pedagogy / (course of lectures). M .: Education - 1993, 512 p.

114. Loginova L.G. Technology and technological approach in education // Vneshkolnik. 1998. No. 9. - P. 27 - 31

115. Luke A.N. Thinking and creativity. M .: Politizdat. - 1976 .-- 142 p.

116. Luke A.N. Psychology of creativity. M - 1978 .-- 116 p.

117. Luke A.N. Theoretical foundations for identifying creative abilities. Scientific analytical review(INNOP). M. - 1979 .-- 37 p.

118. Lunacharskiy A.V. About upbringing and education. M. - 1976.

119. Lyublinskaya L.A. To the teacher about the psychology of junior schoolchildren. M .: Political education. - 1977 .-- 224 p.

120. Makarenko A.S. About upbringing. M .: Publishing house of political literature. -1990.-413 p.

121. Matyushkin A.N. Research of intellectual activity of students in the context of educational and play communication / Psychological and pedagogical problems of interaction between teacher and students). M. - 1980. - p. 104 - 114

122. Medynskiy E.N. Encyclopedia of extracurricular education: Lectures, cheat. on ped. fac. Ural. University in 1920 22 g -T.1 - M .: PG Gosizdat. - 1923 .-- 138 p.

123. Melik-Pashaev A.A. Art pedagogy and creativity. M .: Knowledge. - 1981.-96 s.

124. Molodtsova T. D. Formation of positive motivation for learning in younger adolescents in the process of extracurricular work. Abstract of the thesis. dis. for a job. uch. step, cand. ped. sciences. M. - 1973 .-- 23 p.

125. Molonov G.B. Formation of cognitive activity of schoolchildren in the process of teaching and upbringing. Abstract of the thesis. dis. for a job. uch. step, doctor ped. sciences. -M. 1986.-39 s.

126. Molyako V.A. Creative giftedness and education of creative activity. -Kiev. - 1991, - 20 s

127. Mudrik A.V. Teacher: skill and inspiration / (book for high school students). M .: Education. - 1986 .-- 160 p.

128. Nazarenkova G.N. Play as a means of developing the creative activity of adolescents. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. M. - 1991.-15 p.

129. Naumenko Yu.V. Didactic conditions for the development of students' creativity in educational activities. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. -Volgograd. 1992 .-- 18 p.

130. Scientific and pedagogical foundations for the development and implementation of educational programs in the system of additional education for children. M. - 1996 .-- 258 p.

131. V. D. Nebylitsyn. Topical issues of differential psychophysiology. // Questions of psychology. 1971. - No. 6. - P. 13 - 26

132. V.I. Nekhaev. O driving forces creativity. Dis. on sois. Uch. step. Cand. ped. sciences. -M. 1971. - 190 p.

133. Novikova L.I., Kurakin A.T. The path to creativity. M. - 1966.

134. Regulatory and legal support of the system of additional education and social education. -: Center for Innovation in Pedagogy. 1995 .-- 190 p.

135. Nyudyurmagomedov A.N. The unity of educational and extracurricular activities of students: A guide for teachers. Makhachkala .: Daguchpedgiz. - 1987 .-- 72 p.

136. Education and creativity. Proceedings of the scientific and practical conference. M. 1998 .-- 110 p.

137. Orlova L.V. Formation of creative activity of children of preschool and primary school age in the process of teaching folk art, Dis. for a job. uch. step. Cand. ped. sciences. M. - 1996 .-- 131 p.

138. Training and development. / Experimental and pedagogical research. / Ed. L.V. Zaykov. M .: Pedagogy. - 1975 .-- 440 p.

139. G. I. Patyako. Pedagogical conditions for the development of creative activity of schoolchildren in the process of group forms of education. Dis. for a job. uch. step, cand. ped. sciences. M. - 1996 .-- 137 p.

140. Pedagogical encyclopedia. M - 1983 .-- 123 p.

141. Petrova J1.H. Stimulating the creative activity of younger students in extracurricular activities. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. -M. - 1997.16 p.

142. A. V. Petrovsky. Personality, activity, team. M .: Politizdat. -1982.-255 p.

143. Petrovsky A.V. Problems of consciousness activity in the history of Soviet psychology. // Problems of consciousness. M. - 1966 .-- S. 170 - 175

144. Petrovsky A.V. Personality development and the problem of leading activity // Questions of psychology. M. - 1987. - No. 5

145. Petrovsky A.V. The role of fantasy in personality development. M: Knowledge. - 1961.-47 s.

146. Petrovsky V.A. Psychology of maladaptive activity. M .: Publishing house Ros. Open University. - 1992 .-- 224 p.

147. Petrovsky V.A., Vinogradov A.I. For the teacher about personal communication. // Psychology of communication. M. - 1994 .-- 78 p.

148. Pudgy P.I. Students' independent activity. Didactic analysis of the process and structure of the reproduction of creativity. M .: Pedagogy. -1972. - 184 p.

149. Plato. Phaedrus. // Works in 3 volumes. M. - 1970 .-- T. 2. - S. 157 -222

150. Platonov K.K. Personality structure and development. M. - 1986.

151. M.P. Povolyaeva. Theory and practice of technical creative activity of students in school education... Dis. for a job. uch. step, doctor ped. Sciences, -M. - 1996.-350 p.

152. Podyakov N.N. Creativity and self-development of preschool children. Conceptual aspect. Volgograd: Change. - 1995 .-- 48 p.

153. Polovnikova N.A. The system of upbringing the cognitive forces of schoolchildren. -Kazan: KSPI. 1975 .-- 101 p.

154. V. M. Polonsky. Scientific and pedagogical information: Dictionary-reference book. -M. 1995.

155. Ponomarev Ya.A. Psychology of creativity and pedagogy. M. - 1976 .-- 339 p.

156. Ponomarev Ya. A. Problems of the study of creativity. // Problems of Philosophy. 1978. - Issue. 44 .-- S. 19 - 28.

157. Psychology. Dictionary. / Ed. Petrovsky A.V., Yaroshevsky M.B. 2nd ed., Rev. and add. - M .: Politizdat. - 1990 .-- 494 p. - S. 14-15

158. The development of the child's personality: Per. from English / Common ed. A. Fonareva. M .: Progress. - 1987.-269 s.

159. Development of the creative activity of schoolchildren. / Ed. Matyushkin. M .: Education. - 1991 .-- 160 p.

160. Development of technical creativity of primary schoolchildren: Book. for the teacher. / Ed. Andriyanova P.N., Galaguzova M.A. M .: Education. - 1990 .-- 108 p.

161. Rogov E.I. The teacher as an object of psychological research. Moscow: Vlados, 1998, 385 p.

162. Rodak I.I. The essence of creative activity in the educational process. // Soviet pedagogy. 1959. - No. 4. - p. 12 - 14

163. Rogers K. Creativity as strengthening oneself. // Questions of psychology. 1990. -No. 1. - S. 164-168

164. Russian pedagogical encyclopedia: in 2 T. / Ch. ed. Davydov V.V. -M .: Bol. Grew up. enz. 1993.-608 s. T. 1-A-M. 1993

165. Rubinstein S.L. Fundamentals of General Psychology. M. - 1940 .-- 596 p.

166. Rubinstein S.L. About thinking and the ways of its research. In the supervisor: Academy of Sciences of the USSR, Institute of Philosophy. M .: publishing house of the Academy of Sciences of the SSR. - 1958 .-- 354 s.

167. Rubinstein S.L. The problem of general psychology. M .: Pedagogy. - 1973. -324 p.

168. Rubinstein S. JI. The principle of creative amateur performance. // Questions of philosophy. 1989. - No. 4. - p. 89 - 92

169. Sanko A.E. Pedagogical conditions for the development of cognitive activity of primary schoolchildren. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. -Chelyabinsk. 1997 .-- 34 p.

170. Samarin Yu.A. Education of abilities in children. Shorthand of Leningrad's public lectures: Leningrad University Press. - 1954 .-- 40 p.

171. Selevko T.K. Modern educational technologies... M. - 1998 .-- 255 p.

172. Selevko T.K. Technologies of pedagogical councils. M. 55 p.

173. P.V. Simonov. Reflection theory and psychophysiology of emotions. M .: Science. -1970.-201 p.

174. P.V. Simonov. The emotional brain. M. - 1981.

175. P. Simonov Creative brain. M. - 1993.

176. System educational work out-of-school institutions. M. - 1979.

177. Skachkov A.V. Additional education as a social and pedagogical problem. Dis. for a job. uch. step. Cand. ped. sciences. Rostov-on-Don. - 1996.-138 p.

178. V. I. Slobodchikov. Educational environment: realizing the goals of education in the space of culture // New values ​​of education: cultural / school models. Issue No. 7 M. - 1997. - P. 117 - 185.

179. Soviet encyclopedic dictionary. Ed. 4th, rev. and add. M .: Soviet encyclopedia. - 1989 .-- 1631 p.

180. Sokolnikova N.M. Development of artistic and creative activity of schoolchildren in the system of aesthetic education. Dis. for a job. uch. step. Cand. ped. sciences. M. - 1997 .-- 145 p.

181. S.A. Soloveichik. Education by creativity. M .: Knowledge. - 1978 .-- 96 p.

182. Stolovich L.N. Life is creativity - a person. M. - 1997 .-- 145 p.

183. V. A. Sukhomlinsky. The person is unique / Selected works. Kiev. - 1960.-t. 5.- p. 94

184. V. A. Sukhomlinsky. The method of educating the team. M .: Education. 1981. 192 p.

185. Talyzina N.F. Formation of cognitive activity of junior schoolchildren. M .: Education. - 1988 - 174 p.

186. B.I. Teplov. Selected works. M .: Publishing house of APN RSFSR. - 1961 .-- 536 p.

187. Titova E.V. If you know how to act: Talk about the method of education: Book. for the teacher. M .: Education. 1993.192 s.

188. Tikhomirov O.K. Psychological research creative activity. -M .: Science. 1975.-253 p.

189. A.P. Tryapitsyna. Organization of creative educational and cognitive activities of schoolchildren: Textbook. L .: LGPI. 1989.92 s.

190. A.P. Tryapitsyna. Pedagogical foundations of creative educational and cognitive activity of schoolchildren. Abstract of the thesis. dis. for a job. uch. step, doctor ped. nauk.-L, - 1991.-34 p.

191. Unt I.E. Individualization and differentiation of training. Moscow: Pedagogika. - 1980, 189 p.

192. Ushinsky K.D. Man as a subject of education. / Collected op. M .: Education. - 1960. - T. 8 - 324 p.

193. Flake-Hobson K., Robinson BE, Skin P. Peace to the incoming: Development of the child and his relationship with others. Per. from English / General ed. and foreword. M.S. Matskovsky. M .: Center is universal. values. 1992.511 s.

194. Fromm E. Man for himself / per. from English and afterwords. L.A. Chernyshova. -Minsk: Collegium. 1992.-253 s

195. N.I. Funikova. An integrated approach as a factor in organizing additional education for children. Dis. for a job. uch. step. Cand. ped. sciences. -Kirov. - 1998.-27 p.

196. Khodyreva E.A. The game environment as a factor in the development of the creative activity of primary schoolchildren. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. - M. -1998. - 145 p.

197. Chernov Yu.S. The relationship between the emotional and intellectual components of the assimilation process teaching material junior schoolboy. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. Luhansk. - 1991 .-- 18 p.

198. Chotanov N. Flexible technology of problem-modular training: Methodological guide. M .: Public education. - 1996.

199. Shatskiy S.T. Selected ped. essays in 2 volumes / Ed. Kuzina N.P., Skatkina M.N., Shatskoy V.N. M .: Pedagogy. - 1980. - T. 1. - 304 p.

200. Shatskiy S.T. My ped. path. / Ped. op. in 4 volumes. T 1. - M .: APN. - 1964.-640 p.

201. Shmakov S.A. Students' games are a cultural phenomenon. - M. - 1994.

202. V. V. Shtepenko Formation of the creative activity of adolescents in work. ... Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. M. - 1992 .-- 17 p.

203. Shubinsky B.C. Subject, tasks and essence of creativity pedagogy. M .: Pedagogy. - 1987.

204. Shubinsky B.C. Pedagogy of student creativity. // Knowledge, ser. Pedagogy and psychology. 1988. - No. 8. - 60 p.

205. Shcheglova S.N. Evaluation by children of the effectiveness of the activities of institutions of additional education. / Abstracts and materials of the All-Russian scientific-practical conference. S.-P. 1998 .-- p. 84.

206. A. I. Shchetinskaya. Pedagogical management of the activities of institutions of additional education. Dis. for a job. uch. step. Cand. doctors, ped. sciences. -M. 1995.

207. Shchetinskaya A.I. Theory and practice of the development of the teacher's creative potential in terms of monitoring the quality of additional education for children. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. ? M. - 1993 .-- 21 p.

208. Shchertakova T.P. Pedagogical conditions for the development of the personality of a teenager in creative activity. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. -Rostov-on-Don 1997 .-- 31 p.

209. Shchukina G.I. The problem of cognitive interest in pedagogy. M .: Pedagogy. 1971.-351 p.

210. G. I. Shchukina. Actual problems of enhancing educational and cognitive activity in the light of school reform. / Methodical and theoretical problems enhancing educational and cognitive activities in the light of school reform. L. - 1986 .-- p. 3-12.

211. Shchurkova N.E. New technologies of the educational process. M. - 1997.

212. Elkonin D.B. Psychology of the game. M .: Pedagogy. - 1978 .-- 304 p.

213. Elkonin D.B. Psychological development in childhood. M .: - 1995.

214. Yulov V.F. The activity of natural science consciousness. M .: Prometheus MGPI im. Lenin. - 1990 .-- 200 p.

215. Yakobson P.M. Psychology of artistic creativity. M .: Knowledge. - 1971.-48 p.

216. Yakimanskaya I.S. The principle of activity in educational psychology. / Questions of psychology. 1989. -No. 6.-S. 5-14.

217. Yakimanskaya I.S. Developmental training. M .: Pedagogy. - 1979 .-- 144 p.

218. Yamburg. E.N. Unified educational space. / Public education. -1991.-№1.-148 p.

219. Yaroshevsky M.G. History of Psychology. M .: Thought. - 1985 .-- 575 p.

220. Yaroshevsky M.G. Psychology of creativity and creativity in psychology. // Art: knowledge and psychology of artistic creativity. / Ed. A.Ya. Zis, M.G. Yaroshevsky. M .: Science. - 1988 .-- S. 31-50.

221. Guilford J.P. Measurement of Creativity. Exploration in Creativity. N.Y. - 1967 .-- 319 p.

222. Torrance E.P. Torrance test of creative thinking Normstechnikal manual. -Lexington. 1974.

223. Torrance E.P., Hall L.K. Assessing of further research of creativity polention. -Ibid. 1980.-vol. 14.7. p. 1-19.

Please note that the above scientific texts are posted for information and obtained by means of recognition of the original texts of dissertations (OCR). In this connection, they may contain errors associated with the imperfection of recognition algorithms. There are no such errors in PDF files of dissertations and abstracts that we deliver.