Development creative activity students
METHODS AND TECHNIQUES OF DEVELOPMENT
CREATIVE ACTIVITY OF STUDENTS IN THE LESSONS
Teaching profession creative by nature. Changes in the ideology of education in modern conditions are expressed in the creation of a person-oriented position of self-determination and self-development, self-improvement. This strategic position forces the teacher to define the priorities of educational activities differently, to put, first of all, the personal development of students in first place.
Let the words of Emile Zola, concerning all areas of our lives, become the motto of every teacher today: “The only happiness in life is a constant striving forward...”
It is well known that the creative activity of students can be developed by creatively working teachers. Their creative interaction and creative cooperation are necessary. We understand creative collaboration as the process of interaction between teachers and students in achieving a common goal. In joint activities, the creative abilities and capabilities of the participants (partners) are realized most fully: complementing each other, they reach a qualitatively new level of development.
| Development of creative cognitive activity– the topic is very relevant for elementary school and it is given a special role. After all, in primary school the foundation of knowledge is laid, the child’s personality is formed. Unfortunately, we have to observe that by the middle school year For a first-grader who so badly wanted to go to school, thirsting for something new and unknown, the joyful anticipation of the school day suddenly fades, and the initial craving for learning goes away. Maintaining cognitive creative activity– an important condition for the success of the educational process. The teacher’s task is to teach the child to independently identify a learning task, to see it as separate, dissimilar tasks. Relying on students' creativity is one of the main techniques for creating positive learning motivation. Universal techniques for the formation of creative cognitive interests and independence in junior schoolchildren there is no training in practice. Every creative teacher achieves this using his own methods of developing creative cognitive interests. The development of activity, inquisitiveness, independence, initiative, a creative attitude to business, to cognitive activity is an important and necessary task facing the teacher. To form the creative cognitive activity of schoolchildren, it is possible to use all the methods and techniques available to didactics. Explanatory - illustrative - story, explanation, experiments, tables, diagrams - contributes to the formation of primary knowledge in primary schoolchildren. The use of the reproductive method contributes to the development of practical skills in students. Problem-search, partially search, in combination with the previous ones, serve to develop the creative abilities of schoolchildren. The need to form creative cognitive activity forces teachers to look for means of activating and managing educational and cognitive activity. The means that allow us to organize purposeful and systematic work on the development of students in the learning process are educational tasks. By completing them, students acquire new knowledge, techniques of mental activity, consolidate and improve skills. Each lesson is a specific system of tasks that leads the student to mastery of certain concepts, skills, and abilities. The achievement of lesson goals, activity, and independence of students depends on what tasks the teacher selects for a given lesson and in what sequence he arranges them. The teacher must select tasks for the lesson that would serve a specific purpose or be based on the application of any concepts, rules, establishing certain connections, identifying patterns based on observations. Tasks of this type allow not only to conduct lessons effectively, but also serve to develop mental activity and develop strong knowledge, skills and abilities of students. How skillfully a teacher can select and group tasks for a lesson will determine how consciously, creatively, and willingly children in elementary school will learn. The independence of their thinking and the ability to connect theoretical material with practical activities depend on this in the future. Sustained cognitive interest is formed in different subjects in primary school by different means. Visual aids, support diagrams, and tables that are used in each lesson contribute to better learning of the material. Entertainment is a very important tool. Elements of entertainment bring something unusual and unexpected into the lesson, evoke in children a sense of surprise rich in its consequences, a keen interest in the learning process, and help them easily master any educational material. The clearest emotional means of developing cognitive interests is play. Using elements of educational and cognitive games from lesson to lesson, students rise one step higher: game-entertainment turns into game-work. While playing in class, students unnoticed perform various exercises where they have to compare, practice, and train. The game puts the child in search conditions, awakens interest in winning, and hence the desire to be fast, collected, dexterous, resourceful, be able to accurately carry out tasks, and follow the rules of the game. Moral qualities are formed in collective games. Children learn to help their comrades, take into account the interests of others, and restrain their desires. When including games and game moments in the process of teaching schoolchildren, one should not forget that behind the game there is a lesson - getting to know new material, consolidating and repeating it, working with a textbook and notebook. Many games and exercises are based on material of varying difficulty, which makes it possible to implement an individual approach and ensure the participation of students with different levels of knowledge. It does educational process more interesting, children are more likely to show activity, intelligence and sometimes achieve the most high results. An important means of activating the creative activity of students is to establish a connection between the material being studied and the reality around them. The Russian language, which contains tasks aimed at developing these qualities, has enormous opportunities for the development of children’s creative cognitive activity, self-realization, and self-expression. A huge role in the development of creative cognitive activity in Russian language lessons is given to working with a textbook. The textbook organizes the cognitive activity of students, systematizes knowledge, forms spelling skills, develops speech, and promotes moral and aesthetic education. The textbook contains tasks that develop the ability to reason, prove, compare, and draw conclusions. During Russian language lessons, students spend a lot of time on independent work. For this purpose, tasks are also used that allow you not only to test your knowledge of the material covered, but also have the opportunity to constantly repeat the studied material and learn ahead of schedule. Riddles, proverbs, tongue twisters, games, and poems are of great importance in the development of cognitive activity in the classroom. All these forms help in the development of thinking, intelligence, imagination, enrich the speech and memory of children. Riddles in lessons are used both orally and in writing on various topics studied in the primary school Russian language program. Tasks can be very different. Here we get acquainted with the meaning of the word, with types of transport, and connection with the surrounding life and the development of students’ speech. In any type of work, riddles, proverbs, sayings have an emotional impact on the development of children’s cognitive abilities, which has a positive effect on their knowledge, skills and abilities. Children become especially interested if they complete these tasks not in a simple notebook, but using colorful drawings or figures in the form of tree leaves, cucumbers, pictures of trees, i.e. depending on what topic the task is intertwined with. All this makes it possible to interest children in the meaning of the words being studied, enriching their vocabulary and developing a conscious skill in writing and correct use of difficult words in oral and written speech. Based on the above, we can draw conclusions about the importance of developing children’s cognitive activity: 1. Creating positive motivation in the lesson. 2. Ensuring active and intensive work on semantic analysis of information. 3. Development of semantic conjecture and activation of the student’s lexical experience and enrichment of vocabulary. 4. Promoting optimal organization of attention. 5. Arming yourself with rational methods of memorization. 6. Development of the required pace of information perception. 7. Increasing the pace of work. 8. Development and mastery of the information space, lesson content. 9. Accustoming to self-assessment of the process and result of one’s own activities in the lesson in comparison with other students. |
When developing the structure of a lesson or extracurricular activity, you need to take into account that
· development the creative activity of students depends on the teaching influence on him from the teacher, comrades, parents, as well as the personal experience of the student himself;
· sources creative activity can be:
o the learning process, which acts as a process of organizing the cognitive activity of students,
o personality reserves of the student and teacher;
· forms manifestations of creative activity in the classroom are:
o independence,
o individual creativity;
· conditions the formation of creative activity are:
o maximum reliance on the active mental activity of students,
o conducting the educational process at the optimal level of student development,
o emotional atmosphere of learning, positive emotional tone of the educational process.
The end result of the teacher’s efforts is to transfer the student’s specially organized activity into his own, that is, the teacher’s strategy should be to reorient the students’ consciousness: learning from an everyday forced duty should become part of a general acquaintance with the world around them.
Of great importance for the development of students’ creative activity is the teacher’s competent use of the following techniques:
· creating a situation in which the student must justify his opinion, provide arguments and facts in his defense, and use acquired knowledge and experience;
· creating a situation that encourages the student to ask questions to the teacher, friends, find out what is unclear, and comprehend knowledge more deeply;
· reviewing tests, essays, creative works, which is associated with advice, adjustments, and active searches for the main thing;
· providing assistance to comrades in difficulties, explaining the unclear;
· completing maximum tasks designed for reading additional literature, scientific sources and other search activities;
· encouragement to search for different ways to solve a problem, to consider the issue from different points of view;
· creating a situation of free choice of tasks, mainly search and creative ones;
· creating situations for the exchange of information between students;
· creating a situation of self-testing, analysis of one’s own knowledge and practical skills.
Non-standard lessons
Non-standard lessons are extraordinary approaches to teaching academic disciplines. Their goal is extremely simple: to revive the boring, captivate with creativity, and interest in the ordinary, since interest is the catalyst for all educational activities. Non-standard lessons are always holidays when all students are active, when everyone has the opportunity to express themselves in an atmosphere of success and the class becomes a creative team. These lessons include a wide variety of forms and methods, especially such as problem-based learning, search activity, intersubject and intrasubject connections, reference signals, notes and more. Tension is relieved, thinking is enlivened, interest in the subject as a whole is excited and increased.
Types of non-standard lessons:
1. Lessons - games. Not the opposition of play to work, but their synthesis - this is the essence of the method. In such lessons, an informal atmosphere is created, games develop the intellectual and emotional sphere of students. The peculiarities of these lessons are that the educational goal is a game task, and the lesson is subject to the rules of the game, obligatory enthusiasm and interest in the content on the part of schoolchildren.
2. Lessons - fairy tales, lessons - travel rely on children's imagination and develop it. Conducting fairy tale lessons is possible in two versions: when a folk or literary fairy tale is taken as a basis, the second is composed by the teacher himself. The form of the fairy tale itself is close and understandable to children, especially younger and middle-aged children, but high school students also respond with interest to such a lesson.
3. Lessons – competitions, quizzes are carried out at a good pace and allow you to test the practical and theoretical knowledge of most schoolchildren on the chosen topic. Competition games can be invented by a teacher or be an analogue of popular television competitions.
Lesson like “What? Where? When?"
The group of students is pre-divided into three groups, homework is distributed, team numbers and record sheets with the names of the players are prepared for the captains. The game consists of six stages.
1. Introductory speech by the teacher.
2. Warm-up – repetition of all key questions of the topic.
3. The time for thinking about the question and the number of points for the answer are set.
4. Game “What? Where? When?".
5. Summing up.
6. Closing remarks from the teacher.
Lessons – business games
It is more convenient to conduct such a lesson when repeating and generalizing the topic. The class is divided into groups (2 – 3). Each group is given a task and then their solution is shared. There is an exchange of tasks.
Lessons like KVN
1. Greeting teams (homework).
2. Warm up. Teams ask each other questions.
3. Homework (test on tape).
4. Perform 3–4 tasks by team members at the board.
5. Tasks for team captains (based on cards).
6. Summing up.
4. Lessons based on simulating the activities of institutions and organizations. Lesson - court, lesson - auction, lesson - knowledge exchange and so on. Students are given problem-search tasks, they are given creative tasks, these lessons also play a career guidance role, the students’ artistry and originality of thinking are revealed.
Lesson - auction
Before the “auction” begins, experts determine the “sale value” of the ideas. Then the ideas are “sold”, the author of the idea who received the highest price is recognized as the winner. The idea moves on to the developers justifying their options. The auction can be held in two rounds. Ideas that make it to the second round can be tested in practical problems.
5. Internet lessons are held in computer classes. Students complete all assignments directly from the computer screen. The form is similar for middle and high school age.
6. Song in English class. The use of song material stimulates motivation and therefore contributes to better assimilation of language material due to the action of involuntary memorization mechanisms, which make it possible to increase the volume and strength of memorized material.
7. Educational films in English lessons. Develops the skills and abilities of perceiving and understanding foreign language speech by ear, which requires significant effort and time from the teacher and students.
8. Round table lesson
A presenter and 5–6 commentators on the issues of the topic are selected. Teacher's opening speech. The main directions of the topic are selected and the teacher offers students questions on the solution of which the solution to the entire problem depends. The presenter continues the lesson, he gives the floor to commentators, and involves the whole class in the discussion.
Collective discussion teaches independence, activity, and a sense of involvement in events.
9. Lesson - seminar
Lessons of this form are held after the completion of the topic and sections. Questions for the seminar session are given in advance, reflecting the material of this section and interdisciplinary connections. After hearing comprehensive answers to the seminar questions, the teacher sums up the lesson and directs the student to prepare for the lesson - test on this topic.
10. Lesson - test
It can be carried out in different ways. The first is when the examiners are teachers who are free from classes. Secondly, the examiners are more erudite students who have mastered the topic well, the leaders of each level. At the end of the lesson a summary is made. A collective method of learning is also used. For example, solving exercises followed by mutual testing. The class is divided into several groups and a consultant is appointed. Each group receives task cards. The first example is solved and explained by the consultant, and the remaining students complete the rest independently. Consultants coordinate and keep records. The teacher monitors everyone's work.
11. Use of computer programs in lessons. Characterized by individualization of learning and intensification independent work students, increasing cognitive activity and motivation.
12. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, report, review.
"Brain attack"
The lesson is similar to an “auction”. The group is divided into “generators” and “experts”. Generators are offered a situation (of a creative nature). For a certain time, students offer various options for solving the proposed problem, recorded on the board. At the end of the allotted time, the “experts” enter the battle. During the discussion, the best proposals are accepted and the teams change roles. Providing students in the classroom with the opportunity to propose, discuss, and exchange ideas not only develops their creative thinking and increases the level of confidence in the teacher, but also makes learning “comfortable.”
13. Lessons based on non-traditional organization of educational material: a lesson of wisdom, revelation, a lesson “The understudy begins to act.”
14. Lesson - excursion in our time, when ties between different countries and peoples are developing more and more widely, familiarity with national culture becomes a necessary element of the learning process foreign language. The student must be able to give a tour of the city and tell foreign guests about the uniqueness of the culture.
15. An effective and productive form of training is lesson-performance. Preparing a performance is a creative work that contributes to the development of children’s language communication skills and the discovery of their individual creative abilities. This type of work activates the mental and speech activity of students and develops their interest in the subject.
16. A very interesting and fruitful form of conducting lessons is lesson-holiday. This form of lesson expands students' knowledge about the traditions and customs of peoples.
17. Lesson - interview. An interview lesson is a kind of dialogue for the exchange of information. This form of lesson requires careful preparation. Students work independently on assignments based on the literature recommended by the teacher, preparing questions to which they want answers.
18. Essay lesson. Dictionary of short literary terms interprets the concept of “essay” as a type of sketch in which the main role is played not by the reproduction of a fact, but by the depiction of impressions, thoughts, and associations. This form of lesson develops students’ mental functions, logical and analytical thinking.
19. Bipair (integrated) lesson
Lessons of this type are taught by 2 - 3 teachers at once. For example:
· mathematics, physics and computer science
· mathematics, drawing teacher, industrial training.
Algorithms for solving the problem are compiled using knowledge of mathematics, physics, etc.
The main advantage of a bipair lesson is the ability to create a system of knowledge for students and help them imagine the interconnection of subjects. Bi-paired lessons require the activity of each student, so the class needs to be prepared for them: offer literature on the topic of the lesson, advise them to summarize practical experience. They help unite the teaching staff, set common goals for them, and develop common actions and requirements.
20. Lesson-musical promotes the development of sociocultural competence and familiarization with the cultures of English-speaking countries. The methodological advantages of song creativity in teaching a foreign language are obvious. It is known that in Ancient Greece many texts were learned by singing, and in many schools in France this is now practiced. The same can be said about India, where today in primary school they learn the alphabet and arithmetic by singing. The musical lesson promotes the aesthetic and moral education of schoolchildren and more fully reveals the creative abilities of each student. Thanks to singing a musical in class, a favorable psychological climate is created and fatigue is reduced. In many cases, it also serves as a release that reduces tension and restores students’ working capacity.
21. Project method has recently gained more and more supporters. It is aimed at developing the child’s active independent thinking and teaching him not just to remember and reproduce the knowledge that school gives him, but to be able to apply it in practice. The project methodology is distinguished by the cooperative nature of completing tasks when working on a project; the activities that are carried out are inherently creative and focused on the student’s personality. It assumes a high level of individual and collective responsibility for the implementation of each project development task. The joint work of a group of students on a project is inseparable from the active communicative interaction of students. Project methodology is one of the forms of organizing research cognitive activity in which students take an active subjective position. When selecting a project topic, the teacher should focus on the interests and needs of students, their capabilities and personal significance of the work to be done, and the practical significance of the result of working on the project. The completed project can be presented in a variety of forms: an article, recommendations, an album, a collage and many others. The forms of presentation of the project are also varied: report, conference, competition, holiday, performance. The main result of work on the project will be the updating of existing and acquisition of new knowledge, skills and abilities and their creative application in new conditions. Work on the project is carried out in several stages and usually goes beyond the scope of educational activities in the classroom: choosing a topic or problem for the project; formation of a group of performers; developing a project work plan, determining deadlines; distribution of tasks among students; completing tasks, discussing the results of each task in a group; registration of a joint result; project report; assessment of project implementation. Work using the project methodology requires students to have a high degree of independence in search activities, coordination of their actions, active research, performing and communicative interaction. The role of the teacher is to prepare students to work on the project, select a topic, assist students in planning work, monitor and advise students as they progress through the project as a participant. So, the main idea of the project method is to shift the emphasis from various types of exercises to the active mental activity of students during joint creative work.
22. Video tutorial - master communicative competence in English language, without being in the country of the language being studied, the matter is very difficult. Therefore, an important task of the teacher is to create real and imaginary communication situations in a foreign language lesson using various working techniques. The use of video also helps to develop various aspects of students’ mental activity, and, above all, attention and memory. While watching, an atmosphere of joint cognitive activity arises in the class. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, schoolchildren need to make some effort.
Modernization of education cannot be imagined without the use of information and communication technologies (ICT).
The rapid development of society, the spread of multimedia and network technologies make it possible to expand the possibilities of using ICT in lessons in a modern school.
The use of ICT in teaching general education subjects to schoolchildren at school leads to an improvement in the quality of education. Practice shows that children
They learn educational material with great success if ICT is included in the lesson;
The role of ICT becomes more significant in terms of the intellectual and aesthetic development of students;
Their information culture is being formed, which is so necessary for the schoolchild for his future sociologization;
The spiritual, social, and cultural horizons of children expand.
V.G. Belinsky said: “Without the desire for something new, there is no life, no development, no progress.” These words were spoken a long time ago. Back then, no one even thought about computer technology. But, it seems to me, these words are about a modern teacher who is ready to master everything new, innovative and successfully apply it in the practice of his work.
Currently, ICT has come to the aid of the teacher, which makes it possible to enliven the lesson, arouse interest in the subject, and better understand the material.
The introduction of ICT in the classroom allows the teacher to implement the idea of developmental education, increase the pace of the lesson, reduce the loss of working time to a minimum, increase the amount of independent work, and make the lesson more vibrant and exciting.
Building diagrams and tables in a presentation allows you to save time and design educational material more aesthetically. Assignments followed by testing and self-testing activate students’ attention and form spelling and punctuation vigilance. The use of crosswords (sometimes students come up with them), educational tests, cultivate interest in the lesson, make the lesson more interesting and allow you to start preparing for the CT and exams.
The use of ICT in every lesson, of course, is not realistic, nor is it necessary. A computer cannot replace a teacher and a textbook, so these technologies must be used in conjunction with other teaching tools at the teacher’s disposal. It is necessary to learn how to use computer support in a productive, relevant and interesting way. Information technologies not only facilitate access to information, open up the possibility of varied educational activities, their individualization and differentiation, but also make it possible to organize the learning process itself in a new way, at a more modern level, and build it so that the student is an active and equal member of it.
A modern teacher must definitely learn to work with new teaching tools, if only in order to ensure one of the most important rights of the student - the right to quality education.
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Shulpina Lyubov Nikolaevna. Development of creative activity of children in the process of additional education: dissertation... Candidate of Pedagogical Sciences: 13.00.01. - B. m., B. g. - 142 p. RSL OD,
Introduction
Chapter 1. Creative activity of children in the educational process as a pedagogical problem 14
1.1. The essence of children's creative activity 14
1.2. Opportunities for additional education in the development of creative activity of the individual 38
Chapter 2. Pedagogical conditions for the development of children's creative activity in the process of additional education 55
2.1. The state of development of children's creative activity in the process of additional education 55
2.2. Characteristics and implementation of pedagogical conditions for the development of children’s creative activity in experimental work 72
2.3. Results of experimental work on the development of creative activity of children in the system of additional education 109
Conclusion 115
Bibliography 119
Applications 137
Introduction to the work
The development of a creative personality in the process of training and education is one of the socially significant tasks of modern Russian society. The highest goal of education is the formation of a self-developing and self-determining personality, capable of open creative interaction with the environment and society.
Pedagogical science considers the influence of education on the creative development of the individual as one of the central problems. Even K.D. Ushinsky, S.T. Shatsky, P.P. 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 present is the study of qualitatively new relationships between the individual and society, the search for the most optimal ways of raising, teaching, and creative development of children. 1
In system continuing education Recently, a special place has been given to additional education, which acts as a means of motivating the development of personality towards knowledge and creativity through a wide variety of activities. The child’s development is supported by the opportunities to create 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 children being unemployed outside of school hours, the increase in 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 personality is laid, intensively
Socially significant qualities, the foundations of a worldview, and habits are formed, cognitive abilities are developed, and diverse relationships with the outside world are formed. These problems were studied by: Y.A. Komensky, I.G. Pestalozzi, K.D. Ushinsky, L.N. Tolstoy, S.T. Shatsky, Sh.A. Amonashvili, B.G. Ananyev, 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 creative personal development cannot be accomplished through the efforts of the school system alone; additional (out-of-school) education, which has extensive experience 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. Saltseva, A.I. Shchetinskaya, etc.) An in-depth analysis of various aspects of (out-of-school) additional education for children was carried out. At the same time, a number of unresolved issues remain: the place of out-of-school additional education for children in the general system of lifelong education; main directions of additional education of children and their development in educational institutions of all types and types; the influence of additional education on the creative development of a child’s personality and self-determination.
As practice shows, the real capabilities of most modern schools are insufficient to solve problems of development of creative activity of a child’s personality, his self-determination. A number of contradictions arise between:
the increasing demands of life for the formation of a creative, proactive personality and the lack of a special system
pedagogical work that ensures this process; mass system education 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 teaching staff trained for this activity;
existing experience of many years of work in this direction and
lack of scientifically based mechanisms for its use in
mass practical activities.
The resolution of these contradictions can be facilitated by additional
children's education. Having the main goal of creating pedagogical conditions for
self-education, self-education and personal self-realization, additional
education is a specific environment for a child, important both for his
creative development, socialization, development 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). Together with
However, the current state of education gives rise to another contradiction:
between the need to integrate basic and additional education into
interests of the child’s personality development and underestimation of the role of the teacher.
Of course, significant transformations are taking place in modern education; not only its individual aspects are changing, but also general conceptual approaches. One of the effective ways to solve the problem of creative development of a 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 a child’s life in reaching the heights of his creative development, determining his life path (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 must be emphasized that this relationship is capable of solving strategic problems modern education:
ensure continuity of education;
fully develop technologies and ideas of student-centered education;
implement social and psychological adaptation programs;
conduct career guidance;
develop the creative abilities of the individual and create conditions for the formation of the experience of amateur creativity 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 the creative potential of the individual. However, the problem of developing the creative activity of children in additional education institutions has not yet been the subject of special scientific research. Meanwhile, additional education is designed to solve this problem.
Firstly, as statistical data provided by the Ministry of Defense of the Russian Federation show, a significant number of children and adolescents (up to 60% of the total number of schoolchildren) are enrolled in additional education institutions in Russia.
Secondly, the research materials indicate that children’s need to realize their interests is not fully satisfied by family and school. Institutions of additional education, providing the child with the opportunity to actively participate in various activities, opening up space for him to fulfill various social roles, including him 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 material resources, are able not only to satisfy, but also to develop the needs and interests of the child.
At the same time, an analysis of psychological and pedagogical literature shows that until now no special research has been conducted on the development of children’s creative activity in the process of additional education. The problems of special pedagogical conditions and features of the development of children's creative activity in the process of additional education remain poorly studied.
Based on the above, it can be argued that, on the one hand, there is an objective need to develop the creative activity of children in the conditions of additional education, and on the other hand, there is insufficient development of the problem in pedagogical theory. This circumstance determined the choice Topics research: "Development of children's creative activity in the process of additional education."
The problem of this study: What are pedagogical conditions development of children's creative activity in the process of additional education?
The solution to the problem raised is target research.
Object of study- development of creative activity of younger schoolchildren.
Subject of study- the process of developing the creative activity of children in additional education institutions.
Hypothesis The research is based on the assumption that additional education, as a certain system, can have a significant impact on the process of development of a child’s creative activity in the presence of appropriate pedagogical conditions:
creation of variable additional education programs that ensure the creative development of children with their free choice
directions of its activities;
the teacher’s orientation towards the development of everyone’s creative potential
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 skills
direct children's efforts to non-standard solutions in the chosen form
activities;
^ - ensuring a positive attitude of the family towards the child’s creativity,
expressed in supporting the child’s voluntary choice of activity, providing the necessary materials for it, and emotional support for his success. In accordance with the problem, purpose, object, subject and hypothesis put forward, the research was determined research objectives:
1. Identify the essence, content and structure of creative activity
children.
To reveal opportunities for the development of children's creative activity in the process of additional education.
To identify pedagogical conditions that promote the development of creative activity in the process of additional education.
4. Experimentally test the effectiveness of the proposed
pedagogical conditions for the development of children’s activity in the process
additional education.
Methodological basis research are: psychological and pedagogical ideas and concepts about the essence and nature of man as subjects of activity and relationships(Y.K. Babansky, L.I. Bozhovich, I.F. Herbart, A. Disterweg, J.A. Komensky, 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, etc.); theories of personality development(A.G. Asmolov, A.V. Petrovsky, I.I. Rezvitsky, V.I. Slobodchikov, D.I. Feldshtein, etc.); psychological and pedagogical research in the field formation of personality and processes of self-determination of the child(A.A. Bodalev, Y.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.Shchukina, etc.).
The general pedagogical foundation of the work was the provisions of the theory of educational systems(Yu.K. Babansky, I.F. Herbart, V.A. Karakovsky, L.I. Novikova, K.D. Ushinsky, etc.); methodological principles pedagogical research(F.D. Botvinnikov, V.I. Zagvyazinsky, V.V. Kraevsky, V.M. Polonsky, M.N. Skatkin, etc.), modern concepts for the development of additional education for children(E.V. Bondarevskaya, A.K. Brudnov, M.B. Koval, D.I. Latyshina, A.I. Shchetinskaya and others).
To solve the problems and test the initial assumptions, the following were used: research methods:theoretical - theoretical analysis, synthesis 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, and methods of mathematical statistics.
Experimental research base: studying the experience of forming children's creative activity in the system of additional education, determining the formation of creative activity, and implementing 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, and secondary schools No. 57, 63, 68, 74.
Main stages of the study: The study was carried out in several stages.
First stage(1996 - 1998) - search engine. Study of philosophical, methodological, psychological and pedagogical literature on the research problem. Analysis and evaluation current state problems in theory and practice. Conducting an ascertaining experiment to identify the levels of development of creative activity in children. Development of a scientific research apparatus.
Second phase(1998 - 2000) - experimental. Clarification of the hypothesis. Conducting a formative experiment, using pedagogical conditions in the process of developing children’s creative activity,
Third stage(2000 - 2001) - generalizing. Completion of the formative experiment. Correction, systematization and generalization of its results. Approbation of the main ideas and provisions of the study.
Scientific novelty and the theoretical significance of the study is as follows: for the first time, the essence is revealed, the content and structure of the creative activity of junior schoolchildren in the process of additional education is determined; the components of creative activity are identified and the levels of its development are determined. The pedagogical conditions necessary for the development of creative activity of junior schoolchildren in the process of additional education have been identified, justified and experimentally confirmed, the components of creative activity have been identified and the levels of its development have been determined. The pedagogical conditions necessary for the development of creative activity of junior schoolchildren in the process of additional education (variability of the content of education, selection of forms and methods of working with children adequate to the content, creativity of the additional education teacher, positive attitude of the family towards the child’s creativity) have been identified, substantiated and experimentally confirmed.
Practical significance of the study is that, in accordance with well-founded theoretical principles, pedagogical conditions for the development of children’s creative activity have been identified, experimentally tested and confirmed in the practice of additional education.
Scientific and methodological recommendations for additional education teachers developed in connection with these conditions have been put into practice. A special course program “The Role of the Additional Education Teacher in the Development of Children’s Creative Activity” was created and tested for students of the Pedagogical University, teacher training college, which reflected the theoretical conclusions and recommendations of the author.
The results of the study can be used in higher and secondary special educational institutions when studying a pedagogy course.
Credibility The research is supported by a methodological approach,
based on the principles of philosophy, psychology and pedagogy about the essence and
the role of creativity, the concept of personality development; using the methodology,
adequate to the subject and objectives of the study; combination of quality and
quantitative analysis, representativeness of experimental data,
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 study were discussed at meetings of the Department of Pedagogy of Primary Education of the Moscow Pedagogical University 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 and practical conference "Additional education of children in Russia: state and prospects for development in the 21st century" (Moscow, 2000).
The following provisions are submitted for defense:
The development of children's creative activity 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 extracurricular hours in artistic, aesthetic, physical education, health, environmental, biological, tourist or technical activities and obtaining productive results in them .
The structure of creative activity of a junior schoolchild consists of motivational, content-operational and emotional-volitional components; The 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 younger schoolchildren.
Pedagogical guidance for the development of creative activity in the process of additional education is carried out differentially for each child, depending on the level of development of this personality quality.
The development of children's creative activity in the process of additional education is ensured by the presence of the following conditions: the creation of variable additional education programs that ensure the creative development of children with their free choice of areas of their activity; the teacher’s orientation towards the development of the creative potential of each child in his chosen field of activity, carried out through a special selection of forms and methods of work; selection of teachers with creative abilities and the ability to direct children’s efforts to non-standard solutions in their chosen activity; ensuring a positive family attitude towards the child’s creativity, expressed in support
voluntary choice of type of activity, provision of necessary materials for it, emotional support for his success.
Structure of the dissertation. 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 appendices containing test tasks for diagnosing creative activity in primary schoolchildren and a special course “The role of the additional education teacher in the development of children’s creative activity in the process of additional education.” education". The main text of the dissertation is presented on 118 pages and contains 11 tables. The total volume of the dissertation research is 142 pages of typewritten text.
The essence of children's creative activity
The development of a creative personality, ready to implement significant social functions and socially transformative activities, becomes one of the significant tasks of modern society. We consider the problem of the development of a creative personality in the context of the development of the real abilities of a growing person, which are formed and embodied in various types of cognitive and creative activities. The outcome of these activities does not always have obvious social value, but participation in the process is of paramount importance for children. During this process, initiative and independence emerge, and the creative potential of the individual is revealed.
The focus of modern education on the development of the child’s personality requires identifying and defining those of its properties, the impact on which contributes to the development of the personality as a whole. Creative activity is considered as one of them, which is a system-forming property of an individual, a defining characteristic of its movement towards self-improvement, a condition for realizing oneself as an individual at all stages of ontogenesis (V.A. Petrovsky, I.S. Yakimanskaya, etc.).
For the effective development of children’s creative activity in the process of additional education, it is important to determine the essential aspects of the concept of “creative activity” and to reveal ways of developing the considered personality quality in additional education.
Activity is a multidimensional concept. It is no coincidence that the problems associated with its research are considered by philosophy, pedagogy, and 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 mechanisms of personality activity that lead to creativity. The concept of “personal activity” is defined as the ability to change the surrounding reality in accordance with one’s own needs, views, and goals (152).
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 to spontaneous, intensively directed or conscious interaction with the environment, change and transform it and themselves, as well as the intensity of this process, its measure" (21, p. 21).
According to M.V. Bodunov, psychological activity, considered as an integral parameter of personality, has two sides - qualitative and quantitative. The qualitative, substantive side of activity is determined by the complex of operating motives, attitudes, interests and motivations that determine the performance of certain actions. The quantitative side is characterized by tempo, intensity, and distribution over time (31).
V.D. Nebylitsyn believes that the concept of “general activity” unites a group of personal qualities that determine the internal need, the individual’s tendency to effectively master external reality, and in general to express himself in relation to the external world (132, p. 14).
In the study of the problem of activity, we are interested in the main conclusions of L.S. Vygotsky about the “system of human activity” and work activity. “In the process of social life, man has created and developed the most complex systems of psychological communication, without which work activity and all social life would have been impossible. These means of psychological communication, by their very nature and function, are signs, i.e. artificially created stimuli, the purpose of which is to influencing behavior, in the formation of new conditioned connections in the human brain" (46, p. 27). Vygotsky, turning to the specifics of activity, revealed its social nature.
The philosophical approaches outlined above underlie the consideration of the problem of developing activity in pedagogy. Even J.A. Komensky considered activity a necessary condition for learning and wrote about this: “I always develop independence in my students in observation, in speech, in practice and in application” (90, p. 22). Moreover, he considered the content of learning to be the leading factor in a 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, and activity of the student, but the emphasis in it is shifted to the individual experience of the child as the source of his activity. The teacher, in his opinion, should not impose his views, beliefs, or ready-made rules on the child. It is necessary to encourage the student to demonstrate activity and independence, indirectly influencing the student through the environment, the environment - all the influences surrounding the child. Also important for our research is the idea of the need to take into account the age characteristics of children when creating an environment, as well as the maximum reliance in teaching on the child’s individual experience and the use of the results of his personal interaction with the environment.
Domestic teachers - K.D. Ushinsky, N.I. Pirogov, L.N. Tolstoy and others - considered various aspects of activity.
K.D. Ushinsky understood learning as an active, volitional process. A child needs to learn to overcome both uninteresting and difficult things. He considered activity as a certain mental phenomenon, the study of the laws of which is fundamental for building a system of pedagogical influences.
He saw the direct manifestation of activity in the attention and will of the child. K.D. Ushinsky warned against suppressing activity as a personal property, and noted that the educator “must vigilantly distinguish between stubbornness, caprice and the need for free activity, ... so as not to suppress the latter, without which the human soul cannot develop any humanity in itself.” dignity" (195, p. 237). In addition to internal ones, the teacher also indicated external factors for the development of activity - activities that correspond to age characteristics. For children, this is a game - as an independent, free activity, the impressions of which will be continued in the future social behavior of a person.
Activity was also considered a necessary condition for learning by N.I. Pirogov, who spoke about the need to stimulate activity through the use of productive methods learning, “smart games”. What is important for us is his idea about the need to “adapt” games to children, organizing the gaming environment based on the learning objectives and interests of the children.
L.N. Tolstoy gave a special place in teaching to the development of students’ creative activity by providing space for their initiative, not suppressing them natural development.
Opportunities for additional education in the development of creative activity of the individual
The system of additional education is developing on the basis of out-of-school institutions. In the past, these institutions had a wealth of experience in extracurricular activities. The transition of additional education institutions to a qualitatively new model of activity, where educational components prevail, forces us to reveal the historical roots of additional education in Russia. The term “out-of-school education” was first used in 1890 in A.S. Prugavin’s book “The Requests of the People and the Responsibilities of the Intelligentsia in the Field of Education and Upbringing” in the sense of the totality of all types of educational activities of adults. The first teacher who began to specifically develop theory outside school education there was V.P. Vakhterov, who in 1896 wrote the book “Out-of-school education of the people.” As a system, out-of-school education was considered by Charnoluski. Unlike his predecessors, he focuses not on individual types of out-of-school education, but on its entire system, having created a classification of institutions in this system.
Pre-revolutionary theoretical thought in the field of out-of-school education received the most complete generalization and completion in the works of E.N. Medynsky. E.N. Medynsky argued that “out-of-school education and school education are completely different phenomena, that out-of-school education cannot be replaced by any school: the higher the school education, the greater the need for out-of-school education.” All forms of out-of-school education, according to E.N. Medynsky, are not a random association, but have common patterns, and its main task is not education, but development. This sounds relevant today. In developing methodological foundations out-of-school education, a special role belongs to S.T. Shatsky, since it was he who was one of the first to put forward the problem of out-of-school education and upbringing of children. The theoretical positions expressed and substantiated by S.T. Shatsky on issues of out-of-school educational work, his intensive and meaningful experience in organizing the life and activities of children require thorough scientific understanding. The concept of “out-of-school educational work” is interpreted by Shatsky as the purposeful activity of a teacher, aimed at nurturing the best human qualities in children and adolescents, organized outside of school, taking into account the desires, interests, age and individual characteristics of students. S.T. Shatsky created a clear and reasoned system of out-of-school education for children, which makes it possible to achieve serious success in the formation of a harmoniously developed personality. The most interesting find of S.T. Shatsky in the field of out-of-school educational work, implemented in the cultural and educational society “Settlement” and the colony “Bodraya Zhizn” organized by him, should be considered children’s and teenage clubs. The work they did was extremely varied. This was one of the leading principles of the approach to club work with children that Shatsky tried to implement. Other principles of club work were independence and initiative, initiative and creativity, trust in children, a combination of mental and physical labor, and self-service. The modern sphere of additional education is characterized by a complex and diverse set of problems. In order to navigate their social and pedagogical nature and correctly outline the main directions of practical solutions, it is necessary, in our opinion, first of all, to dwell on the essence of the concept of additional education. An analysis of pedagogical literature and official documents devoted to the problems of additional education shows that its concept is just beginning to take shape. The few definitions of the concept that are available reveal individual properties and qualities of additional education. Thus, in the document of the Ministry of Education of the Russian Federation “Information on the state and prospects for the development of additional education in Russian Federation in 1993-1996 (and until 2000)" attention is drawn to the fact that additional education belongs to the system of lifelong education ("an integral part of lifelong education") and to its main functions (providing additional opportunities for the spiritual, intellectual and physical development of the child, satisfying his creative and educational needs ) (79, 3). Another document, “Temporary Regulations on Licensing of Children’s Educational Institutions in the Russian Federation” (1995), defines such specific characteristics of additional education as some forms of its implementation (educational programs and services), their content orientation (self-determination and creative self-realization of children) (44, 1).The definition of the concept given in the certificate on the concept of additional education (Budanova G.P., Stepanov S.Yu., Palchikova T.P.) characterizes additional education as a special type of education - a special process and result of the development of a child’s personality (71, 11), which seems valuable for understanding the essence of this phenomenon in its new quality. This definition reveals a close connection with the methodology of out-of-school education, on the basis of which a modern strategy for the development of additional education is formed. In this regard, the concept of “out-of-school education” given in the “Encyclopedia of Out-of-School Education” (1923) is of great value for understanding the essence of additional education (122). Its creator is E.N. Medynsky. considers out-of-school education as “the comprehensive and harmonious development of an individual or a human group in mental, moral, social, aesthetic and physical terms.” Presenting out-of-school education as development, “... which is defined as the constant internal work of the individual on all elements of the human self,” Medynsky E.N. gives it the following characteristics: it is a lifelong process that does not have a completed character; creativity and activity of the individual himself, an individual act that is different for each individual. Extracurricular education, in his opinion, should be aimed not only at the mental development of the individual, but also at ensuring its comprehensive development; it cannot be reduced to self-education, because “its tasks are broader than the last..., self-education relates to out-of-school education as a part of the whole.” To ensure the comprehensive development of the individual, he noted, it is necessary to create a complete system of “promoting out-of-school education.” To understand the concept of “additional education,” other definitions of out-of-school education in modern pedagogical literature are also important. In one of them, published in the Russian Pedagogical Encyclopedia (1993), out-of-school education is characterized as the educational activity of public organizations and individuals aimed at meeting the educational needs of the population (166). This understanding is important for identifying the socio-pedagogical conditions for the development of additional education. It points to the real possibility of actively involving the public and individuals in the development of additional education, including on the basis of their charity and sponsorship. Another definition of out-of-school education, presented in the program for the stabilization and development of Russian education in the transition period (1991), offers a more modern view of out-of-school education: it is seen as an integral part of the system of lifelong education (147). In terms of our research, it is important that such an understanding of out-of-school work marked the beginning of its formation as a type of education capable of realizing the idea of constant human development and ensuring everyone the right to the development of intellectual, spiritual, emotional, physical qualities of the individual, the opportunity to freely choose the path of education, satisfy developing needs personalities in education. (134, 3).
The state of development of children's creative activity in the process of additional education
We studied the current state of the real level of formation of children's creative activity in the process of additional education in the Children's Creativity Houses in Penza. Junior schoolchildren involved in artistic and arts and crafts took part in the ascertaining experiment. This is explained, firstly, by the fact that during the survey, 78% of children gave preference to these types of creativity. Secondly, in the decorative, applied and artistic arts, the child’s individual abilities are expressed with a sufficient degree of certainty in a specific product of activity, which facilitates the task of tracking the development and adjusting this quality. Thirdly, in the decorative, applied and artistic arts the cognitive, personality-oriented and transformative nature of creative activity is clearly visible. Fourthly, it is in the field of decorative, applied and artistic arts that the individuality of creativity, its subjective uniqueness, is most clearly manifested. In order to obtain objective data on the real level of development of creative activity of junior schoolchildren in the process of additional education, the following methods were used: student surveys, test tasks, analysis of the products of creative activity, observation of the creative process. Thus, during the ascertaining experiment to measure the degree of formation of indicators of the components of creative activity of junior schoolchildren, a questionnaire was proposed with the following questions: What type of activity do you show interest in?
What attracts you to this association? What was your very first creative work? Do you want to invent something unusual? - Do you strive to complete a creative task to the end if it doesn’t work out? - Do you like to participate in various contests and competitions? Do you always turn to adults for help when things don’t work out? The results of responses to the survey questions were assessed using the following criteria: creative approach to the answer, number of positive answers, completeness of the answer. As a result, we examined students’ attitudes toward creative activity at four levels: high (5), not high enough (4), average (3), low (2). To measure the level of development of this quality, we also used the following test tasks. To determine the level of curiosity, the test game "Question" was used. The children were offered two story pictures. Each student had to ask at least 1 question about the picture. The students wrote down questions, and the experimenter recorded the answers. Evaluation criteria: number of questions asked, their originality. To determine the level of development of intellectual and logical abilities, we used a technique for the ability to draw conclusions. So, the pupils were offered a picture. The children had to describe the situation and figure out how the event would end. Evaluation criteria: originality and completeness of the answer, number of indicated conclusions. The basis of all creative activity is imagination. Therefore, in our study, the main criterion for creative work was the development of creative imagination. Various techniques have been used to determine the development of students' creative imagination (158). The students were given the “Non-existent animal” test. Methods of depicting a non-existent animal characterize the type of imagination, the general approach of a primary school student to a task. Three main ways of depicting such an animal were identified (not counting the zero level, when a real animal is drawn): a) a new creature is assembled from various parts of real animals (the body of a bear, bunny ears, a bird’s tail). This method is characteristic of a rationalistic approach to a creative task; b) in the image and likeness of existing animals, a complete image of a fantastic animal is created (although it may resemble other animals). The method is characteristic of an artistic and emotional approach to a creative task; c) with a truly creative mindset, an absolutely original being is created. This method of depiction is found in any approach to a creative task - both rational and artistic, if a person has real creative capabilities.
Evaluation criteria - originality, completeness of implementation. For greater objectivity, we decided to supplement the task to determine creative abilities with the figure test task “Unfinished Figures”. Students were given a sheet of paper with ten unfinished figures. It was necessary to come up with and draw from each unfinished figure a completed original drawing. Evaluation criterion: originality, number of interesting solutions, degree of diversity of solutions for each issue. Another factor in encouraging children to be creative is the atmosphere of useful and cultural competition. A child’s participation in this type of artistic creativity, such as applied art, opens up the possibility of competitiveness. Provided that this factor is implemented, children try to make their crafts of higher quality and more attractive from the point of view of artistic and aesthetic taste. The teacher is the head of an applied arts studio, who himself shows creative abilities, is passionate about what he loves, and also has a positive impact on the formation of the creative activity of students.
Characteristics and implementation of pedagogical conditions for the development of children’s creative activity in experimental work
The effectiveness of the process of developing creative activity in the system of additional education is possible if the following conditions are present: the creation of variable programs of additional education that ensure the creative development of children with their free choice of areas of their activity; the teacher’s orientation towards the development of the creative potential of each child in his chosen field of activity, carried out through a special selection of forms and methods of work; - ensuring a positive family attitude towards the child’s creativity, expressed in supporting the child’s voluntary choice of activity, providing the necessary materials for it, and emotional support for his success; selection of teachers with creative abilities and the ability to direct children’s efforts to non-standard solutions in their chosen activity. Let's consider the first condition: the creation of variable programs of additional education that ensure the creative development of children while they freely choose the areas of their activities. The ability of additional education to meet the needs and capabilities of different groups of students and the individual characteristics of individual students is the variability of education. The idea of variability in education is fundamental to Russian education in the 90s. The content of education is based on the humanization of programs for additional education for children, complementarity with compulsory basic school education, expansion educational areas , studied at school. It is based on the unity of two components - culturally oriented and creative and active. A distinctive feature is cultural conformity (reliance on the geocultural characteristics of the living environment, region, Russia) and moral and creative dominant. The source of formation of the content of education is the main spheres of personal self-determination - man, society, nature, noosphere. The House of Children's Creativity No. 1 implements additional education programs for children in various fields: economic, artistic, social and pedagogical, physical, technical. The authors of the programs adhere to a student-oriented and communicative-activity approach to the implementation of the educational process. Programs are built in accordance with the goals of mastering the content of education, patterns and techniques of thinking and activity, developing the cognitive, axiological, creative, communicative and artistic potential of students. Thus, the goal of educational programs is to stimulate and develop the creative potential of the child’s personality, to include it in social communication systems, socially useful practice and leisure. Undoubtedly, the development of creative activity of younger schoolchildren in the process of additional education is influenced by the second condition: the teacher’s orientation towards the development of the creative potential of each child in his chosen field of activity, carried out through a special selection of forms and methods of work. A child needs such quality of knowledge that he can go from his own original idea to the creation of a finished thing or work of art. Creativity is also a person’s desire to change, transform the world, and improve life around him. A person becomes an individual when his needs are aimed at creation, creativity. Creating a situation of choice is an effective technique for developing creative thinking. In study group classes, children should have the opportunity to choose from two or more subjects, examples, and options. The teacher needs to systematically replenish his arsenal of techniques with tasks and exercises to develop children’s fantasy and imagination. In the choreographic children's studio (headed by N. Gerasimova), during each lesson, for 7-10 minutes, junior schoolchildren are given the task to come up with choreographic scenes and choreographic miniatures based on the results of observing the behavior of animals or to depict any object or any character trait of a person, and in senior groups, studio members participate in the creation and production of children's ballets: "Cipollino", "The Nutcracker" by P. I. Tchaikovsky. In the Pochemuchek club, the kids like the game “What is it like?”, which promotes the development of imagination and associative thinking: the driver leaves the room, the guys think about some object in the room and come up with comparisons with other objects, for example, an electric light bulb can be compared to a pear, the sun, a drop of water, etc. A driver is invited, to whom the children tell that the intended object is like a pear; if the driver does not guess, a second comparison is called, etc. At the end of the game, it is determined whose comparison was the most successful, then another participant in the game becomes the driver, a new object is conceived, and the game is repeated from the beginning. In order to develop creative activity, it is necessary to use active teaching methods and techniques, the essence of which is that knowledge comes from the student, and not from the teacher. The first group of active teaching methods in additional education institutions is problem-based methods, which include the formulation of a problem and its independent study by students. When presenting a problematic material, the teacher names the problem and presents the material, revealing all the contradictions of this problem. The main form of communication in the classroom should be dialogue: dialogue between teacher and students, dialogue between students. When talking with students, the teacher needs to determine the main goal and idea of the conversation, select and formulate questions for discussion (so that the discussion does not drag on, it is recommended to select no more than three or four questions).
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creative activity children potential
Introduction
2.2 Analysis of the results obtained
Conclusion
List of used literature
Applications
Introduction
The main purpose of education is to prepare the younger generation for the future. Creativity, creativity is the way that can effectively realize this goal.
In modern schools, the emphasis is still placed on students’ assimilation of ready-made information; education is understood as the transmission of ready-made knowledge to the student in the form of specially selected social experience, which does not contribute to the enrichment of the semantic sphere, the appropriation of cultural and historical values, norms and traditions. External preconditions prevail in the goals, content and technology of education, which leads to a weakening of the internal motivation of students and a lack of demand for their creative potential.
Junior school age, being sensitive for the development of creativity and personal meaning, allows us to lay favorable foundations for the development of the personality as a whole, its self-discovery, self-realization, self-improvement, flexible adaptation to constantly changing living conditions, self-sufficiency and tolerance. Many researchers note that the traditional education system, which is still most widespread in schools, pays insufficient attention to the development of creative activity.
The more urgent the need of society for the creative initiative of the individual, the greater the need for the theoretical development of the problems of creativity, the study of its nature and forms of manifestation, its sources, incentives and conditions.
The problem of developing the creative potential of schoolchildren in domestic education has remained in the shadows for a long time: scientific developments on developing the creativity of younger schoolchildren have intensified only in the last few years, but even at the moment most of them are not available for widespread use due to the lack of specialized funding and the ability of teachers to work with them, as well as the failure to introduce such developments into the primary school curriculum due to its overload.
In experimental studies by R. M. Granovskaya, V. N. Druzhinin, B. B. Kossov, A. A. Leontyev, T. N. Kovalchuk, N. E. Vishneva, G. V. Terekhova, N. F. Vishnyakova etc. the issues of development of students’ creative abilities, features of their formation in educational and extracurricular activities are considered.
Target research: to study creativity as a pedagogical category and identify ways and means of developing the creative activity of children of primary school age.
Hypothesis: The use of a system of creative tasks during the lesson has a positive impact on the development of creative activity in children of primary school age.
An object research: creative activity of junior schoolchildren.
Item research: development of creative activity of primary school students in the educational process.
Zadachi:
1. Study and analyze the state of the research problem in pedagogical theory and practice.
2. Concretize the concepts of “creativity”, “creativity”, “creative potential”.
3. Determine the features of the development of creative activity in primary school age
4. Develop and implement a system of creative tasks aimed at developing the creative activity of younger schoolchildren.
5. To identify the effectiveness of the specified system of creative tasks for the development of creative activity of children of primary school age.
Methods research: theoretical analysis of literature on the research problem, observation, questioning, pedagogical experiment.
In the psychological and pedagogical literature, the category of creativity in general and children's creativity in particular is extremely ambiguously defined. In fact, on the one hand, creativity is a characteristic of an activity: its special type (creative activity - art, literature, science) or any activity, if we are talking about its development, improvement, transition to a new level.
On the other hand, the problem is related to the psychological characteristics of creativity and, therefore, is associated with the problem of abilities. The well-known concept of creativity as a mechanism for the development of activity largely links these two aspects of the problem.
An attempt is also made to determine the main Components creativity. In particular, the perceptual component (observation, special concentration of attention) is highlighted; intellectual (intuition, imagination, breadth of knowledge, flexibility, independence, quick thinking, etc.); characterological (the desire for discovery, the possession of facts, the ability to be surprised, spontaneity).
So, the nature of creativity is complex and contradictory. Most researchers agree on the following in their views on creativity: creation- a specifically human phenomenon, a generic, essential characteristic of a person.
Creation- a form of human activity that performs a transformative function.
Particularly emphasizing the role of creativity in the formation of a child’s personality, Vygotsky L.S. notes that creativity is a normal and constant companion of child development.
Formation and development of children's abilities for creativity is one of current problems modern pedagogy, which is especially acute for teachers working with primary schoolchildren. After all, it is at this age that children develop the ability to think, reason, and creatively approach problem solving.
Psychologists have found that 37% of six-year-old children have a high potential for creative activity; among seven-year-olds this figure drops to 17%. Among adults, only 2% of creatively active individuals have been identified.
According to T.N. Kovalchuk, creativity is a process of human activity that creates qualitatively new materials and spiritual values. The ability of children to be creative is understood as a set of personality traits and qualities necessary for the successful implementation of creative activities, the search for original, non-standard solutions in its various types. A creative personality is a person capable of creative and innovative activities and self-improvement.
Basic components creative personalities:
1. creative orientation (motivational-need orientation towards creative self-expression, target settings for personally and socially significant results);
2. creative potential (a set of intellectual and practical knowledge, skills and abilities, the ability to apply them when posing problems and finding solutions based on intuition and logical thinking, talent in a certain area);
3. individual psychological originality (strong-willed character traits, emotional stability when overcoming difficulties, self-organization, critical self-esteem, enthusiastic experience of achieved success, awareness of oneself as a creator of material and spiritual values that meet the needs of other people.
A student’s creative abilities are manifested in how unconventionally he approaches solving certain issues, rejects generally accepted patterns, diversifies his activities, shows initiative, activity and independence.
An indicator of creative development is creativity.
Despite the long history of studying creativity, an analysis of foreign scientific approaches to this problem has revealed the ambiguity of its understanding, which can be traced in neobehaviorism (A. Bandura, J. Rotter, B.F. Skinner, E. Tolman), where a special place is given to environmental factors (patterns of creative behavior and social encouragement of creative manifestations), in Gestalt psychology (M. Wertheimer, K. Duncker, F. Perls), where the main attention is focused on the totality of all characteristics of the individual and the organization of both her life in general and problem solving situations, in in particular, in psychoanalysis (A. Adler, Z. Freud, K. Jung), where the most significant is the motivational component of consciousness as a probabilistic determinant of creativity, in humanistic psychology (A. Maslow, C. Rogers, N. Rogers), which believes that Creativity is immanently implied in every individual as a way of expressing self-actualization, but sociogenic factors contaminate this personality trait, blocking the transition from a potentially creative to an actually creative state.
At the present stage, the essence of creativity is most often defined alternatively: as a formal-dynamic or substantive characteristic of a person or its individual areas (perceptual, cognitive, emotive), as a property of the psyche.
So, creativity in psychological and pedagogical research refers to a complex of intellectual and personal characteristics of an individual that contribute to independently posing problems, generating a large number of original ideas and solving them in an unconventional way. It is necessary to consider creativity as a process and a complex of intellectual and personal characteristics of an individual, inherent in many individuals.
The uniqueness of creativity is that it constitutes the creative, aesthetic aspect of the individual’s consciousness, which consists of a critical analysis of one’s own and others’ previous experience; understanding and developing new ideas; the ability to see a problem where everything is clear to others; the ability to quickly and boldly abandon a point of view refuted by circumstances; developed intuition and an aesthetic sense of the perfection of the achieved result.
Comparing the definitions of “creativity” and “creativity”, it can be noted that they are far from identical. If the concept of “creativity” is limited to specifically psychological issues, namely, clarification of the patterns of productive mental activity and the functioning of personal qualities, then the concept of “creativity” includes many issues that go beyond the scope of psychological issues and fall within the competence of sociology, aesthetics, art history, etc. .
Therefore, creativity is presented as a universal creative ability for productive activity and constitutes a “special” case of creativity in the broad sense, as the activity of creating something new, original, and previously unknown.
Creative, creative qualities (skills) are formed in the process of activity.
Thus, creativity is a style (qualitative characteristic) of activity, and creativity is a set of individual psychological characteristics of a creative person. Hence the need to differentiate these concepts, clarify semantic subtleties and logical bends in formulations.
When discussing the problem of creative activity of an individual, creativity, first of all, the question arises about their criteria.
To determine the level of creativity, J. Guilford identified 16 hypothetical intellectual abilities that characterize creativity. Among them:
· fluency of thought - the number of ideas arising per unit of time;
· flexibility of thought - the ability to switch from one idea to another;
· originality - the ability to produce ideas that differ from generally accepted views;
· curiosity - sensitivity to problems in the surrounding world;
· ability to develop a hypothesis;
· unreality - logical independence of the reaction from the stimulus;
· fantastic - complete isolation of the response from reality in the presence of a logical connection between the stimulus and the reaction;
· ability to solve problems, that is, the ability to analyze and synthesize;
· the ability to improve an object by adding details, etc.
E.P. Torrence identifies four main criteria that characterize creativity:
· ease - speed of completion of text tasks;
· flexibility - the number of switches from one class of objects to another during responses;
· originality - the minimum frequency of a given answer to a homogeneous group;
· accuracy of task completion.
Nowadays, society is undergoing rapid changes. A person is forced to react to them, but often he is not ready for this. In order to survive in a situation of constant changes, in order to adequately respond to them, a person must activate his creative potential, discover his uniqueness.
As a result of the analysis and generalization of the studied material, we determined the structure and content of the concept of “creative potential”.
Under structure creative potential G. S. Samigullina understands the totality of its main elements and components, reflecting in their integrity and interconnection the nature of creativity and the main characteristics of activity. It includes elements in the structure of creative potential (theoretical knowledge, focus on creativity, research nature of activity); components (motivational-value, theoretical-analytical, reflective-design).
The degree of development of certain components of creative potential determines the hierarchy levels development creative capacity:
· theoretical,
· reproductive and creative,
A person who is at the theoretical level of development of creative potential is distinguished by the desire to acquire knowledge about the essence of the theory of creativity. At the reproductive-creative level (direct realization of creative potential), creative skills develop at the individual-reproductive level. The process of purposeful and systematic development of creative potential is characteristic of the creative and reproductive level of development of creative potential; holistic and systemic development - to the author's level. The transition from one level of development of creative potential to another is carried out on the basis of a person’s readiness (psychological, scientific, pedagogical and practical) to master a higher level of development of creative potential.
As a result of the analysis and generalization of the studied material, we synthesized a definition of the concept of “creative potential”. Creative potential- a complex integrative phenomenon, including elements (theoretical knowledge; focus on creativity; research nature of the activity); components (motivational-value, theoretical-analytical, reflective-design), which find their holistic expression in the appropriate level of development of creative potential (theoretical, reproductive-creative, creative-reproductive and authorial), type (reproductive, constructive, innovative, creative) and creative position of the individual (observer, participant, analyst, researcher); holistically determining the individual’s readiness for effective activity.
1.2 Features of the development of creative activity in primary school age
When studying creativity as a general universal ability for creativity, one should keep in mind the specifics of its manifestation at various age stages and the dynamics of its age-related development in the individual, i.e. it is necessary to pay attention to the ontogenetic aspect of this problem. Ontogenesis studies the development of the individual’s psyche throughout the life of the individual. The scope of the ontogenesis of creativity includes the study of age-related characteristics of the development of creative individuality and the disclosure of the patterns of an individual in the process of creative activity.
Primary school age is a sensitive period for the development of creative activity, since the child is active and inquisitive by nature. Therefore, the problem of developing students’ creative activity as the highest level of all types of activity at primary school age becomes important. It is in primary school that the ability to work outside the box is most effectively developed.
According to L.I. Bozhovich, the meaning of all ontogenetic development is that the child gradually becomes a person. From a being who assimilates accumulated human experience, he turns into the creator of this experience, creating those material and spiritual values that crystallize new riches of the human soul.
The formation of personality should be considered as the individual gaining freedom, as turning him into a subject of his life. The way to form a child’s personality is to gradually free him from the direct influence of the environment and turn him into an active transformer of both this environment and his own personality.
Junior school age includes children in grades I-IV from 6 to 10 years old. As already noted, each age stage is characterized by a special position of the child in the system of social relations. In this regard, the life of children of different ages is filled with specific content: special relationships with people around them and special activities leading to a given stage of development - play, learning, work. At each age stage, there is also a certain system of rights that the child enjoys and responsibilities that he must fulfill.
Children of primary school age have a clearly expressed desire to take a new, more adult position in life and perform new activities that are important not only for themselves, but also for those around them. This is realized in the desire for the social position of the student and for learning as a new socially significant activity.
The constant contact of children of this age with all sorts of concepts of the adult world and the psychological attitude to assimilate and study lead to a very characteristic naive and playful attitude towards some knowledge. They don’t tend to think about any complexities or difficulties at all. They are easy and carefree about everything that is not related to their immediate affairs. Having become familiar with the sphere of cognition, they continue to play, and the assimilation of many concepts is largely external, formal.
The naive playful nature of cognition, organically characteristic of children of this age, reveals at the same time the enormous formal capabilities of children's intellect. With insufficient life experience and only the rudimentary nature of theoretical-cognitive processes, the mental strength of children and their special disposition to assimilate are especially obvious.
At primary school age, children surprisingly easily master very complex mental skills and forms of behavior (reading, mental arithmetic), which indicates the enormous reserves of children's receptivity and the great possibilities of a formal, playful approach to the environment.
Some researchers note the presence of a contradiction in the mental development of younger schoolchildren: a discrepancy between what children are taught and the degree of their mental and moral maturity. This is manifested in the fact that children come to school with a certain life experience, but begin from the basics to become familiar with human culture. They master written language, while they are completely fluent in spoken language.
Such a discrepancy between the manifestations of children’s intelligence in conversations and games, on the one hand, and in writing and counting classes, where they are just beginning to master the tools of mental activity, on the other, indicates the lack of sufficient connection between the content of educational activities and the real capabilities of children.
Younger schoolchildren are characterized by prudence and the ability to make inferences, but, as a rule, this reflection is alien to them. The combination in the mental characteristics of younger schoolchildren of correctness, formal clarity of judgments and at the same time extreme one-sidedness, and often unreality of judgments, i.e. The presence of a naive and playful attitude towards the environment is a necessary stage of age-related development, which allows you to painlessly and cheerfully join the life of adults, without fear or noticing difficulties.
The self-esteem of a primary school student largely depends on the assessments of the teacher and parents. It is specific, situational and reveals a tendency to overestimate achieved results and capabilities.
At this age, broad social motives - duty, responsibility, as well as narrow personal motives - well-being, prestige are of great importance. Among these motives, the dominant motive is “I want to get good grades.” At the same time, the connection between the motivation to achieve success and the motivation to avoid punishment and the desire for easier types of academic work is strengthened. The negative motivation of “avoiding trouble” does not occupy a leading place in the motivation of a primary school student.
Mental development during this period goes through three stages: the first is the assimilation of actions with standards for identifying the desired properties of things and building their models; the second is the elimination of detailed actions with standards and the formation of actions in models; the third is the elimination of models and the transition to mental actions with the properties of things and their relationships.
The very nature of the child’s thinking also changes. The development of creative thinking leads to a qualitative restructuring of perception and memory, to their transformation into voluntary, regulated processes. It is important to correctly influence the development process, because For a long time it was believed that the thinking of a child is like the “underdeveloped” thinking of an adult, that a child learns more with age, gets smarter, and becomes smart. And now psychologists have no doubt that the thinking of a child is qualitatively different from the thinking of an adult, and that it is possible to develop thinking only based on knowledge of the characteristics of each age. The child’s thinking manifests itself very early, in all those cases when a certain task arises before the child. This task can arise spontaneously (come up with an interesting game), or it can be proposed by adults specifically for the development of the child’s thinking.
According to E.E. Kravtsova, a child’s curiosity is constantly aimed at understanding the world around him and building his own picture of this world. The child, while playing, experiments, tries to establish cause-and-effect relationships and dependencies. He is forced to operate with knowledge, and when some problems arise, the child tries to solve them by actually trying them on and trying them out, but he can also solve problems in his head. The child imagines a real situation and, as it were, acts with it in his imagination.
It is customary to include analysis, planning and reflection, the formation of specific operations and the transition to the development of formal operational structures, and the intensive development of creative activity among the psychological new formations of the thinking of a junior schoolchild.
Vygotsky L.S. believed that the primary school age is a period of active development of thinking. This development consists primarily in the emergence of an internal intellectual activity, a system of mental actions proper. The development of perception and memory occurs under the determining influence of emerging intellectual processes.
By early school age, the accumulation of extensive experience in practical actions, a sufficient level of development of perception, memory, and thinking, increases the child’s sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by the development of volitional regulation of behavior.
As studies by Gurevich K.M. and Selivanova V.I. show, a child of 6-7 years old can strive for a distant goal, while withstanding significant volitional tension for quite a long time.
One of the most important pedagogical tasks of this period is to teach younger schoolchildren to study easily and successfully. The main value of training is not the accumulation of knowledge, but the assimilation of this knowledge and the improvement of work skills. Younger schoolchildren are most often interested not in the content of the subject and how it is taught, but in their progress in this subject: they are more willing to do what they do well.
From this point of view, any subject can be made interesting if you give the child a sense of success.
Primary school age is a period of absorption, accumulation of knowledge, a period of mastery par excellence. Important conditions for mental development during these years are:
· imitation of many actions and statements;
· increased impressionability, suggestibility;
· the focus of mental activity on repeating, internally accepting.
Each of these properties acts mainly on its own positive side, which is beneficial for the enrichment and development of the psyche.
Educational activities serve as a new source of growth in the cognitive powers of younger schoolchildren. It is of great importance to perform actions “inwardly”, on an internal level. In addition, volitional qualities develop, features of not only activity, but also emerging self-regulation appear.
For students primary classes Along with the beginning of theoretical preparation, concreteness and imagery of knowledge are of paramount importance. It is important to use the vivid imagination and emotionality inherent in children of this age to enrich the psyche.
The considered features of primary school age have a significant impact on the cognitive abilities of children and determine the further development of general development and are factors in the formation of creativity as a general universal ability for creativity.
1.3 Ways and means of developing the creative activity of younger schoolchildren
A.G. Aleinikov claims that creativity can and should be taught from childhood. It should be noted that there is a fairly widespread opinion that the ability to be creative is “God’s gift” and therefore it is impossible to teach creativity. However, studying the history of technology and inventions, creative life outstanding scientists and inventors shows that all of them, along with a high (for their time) level of fundamental knowledge, also had a special mindset or algorithm of thinking, as well as special knowledge representing heuristic methods and techniques. Moreover, the latter were often developed by themselves.
The orientation of the modern school towards the diversified development of the individual presupposes the need for a harmonious combination of educational activities, within the framework of which knowledge, skills and abilities are formed, with creative activities associated with the development of individual inclinations of students and their mental activity.
This can be achieved by using modern teaching methods, which involve not only reproduction, but also contribute to the development of active and interactive learning.
Active learning methods are methods that involve students in the process of “acquiring knowledge” and developing thinking. They allow:
· stimulate the mental activity of students;
· reveal your abilities;
· gain self-confidence;
· improve your communication skills;
· the opportunity to develop creative thinking in students.
To develop creative thinking and creative imagination of students, it is necessary to develop the ability to solve creative problems that involve systematically and consistently transforming reality, connecting incompatible things, relying on the subjective experience of students, which forms the basis of systematic, dialectical thinking, arbitrary, productive, spatial imagination, the use of heuristic and algorithmic methods for organizing students' creative activities.
The development of students' creative activity is carried out in the process of various creative activities in which they interact with the surrounding reality and with other people.
Creative activity is a productive form of student activity aimed at mastering the creative experience of cognition, creation, transformation, and use in a new capacity of objects of material and spiritual culture in the process of educational activities, organized in collaboration with the teacher.
Any activity, including creative activity, can be represented in the form of performing certain tasks. We adhere to the views of I. E. Unt, who notes such characteristics of creative tasks as “requiring creative activity from students,” in which the student must “find a solution, apply knowledge in new conditions, create something subjectively (sometimes objectively) new.”
Solving any research problem involves choosing a theoretical and methodological strategy, which can be methodological approach to research. The problem of developing creative activity is currently being solved from the standpoint of systemic-functional, complex, personality-oriented, individually creative and other approaches.
The systematic approach, which formed the general scientific basis of the study, according to G.V. Terekhova, is one of the most effective modern methods of scientific knowledge, since it allows you to analyze, research, and develop an object as an integral, unified system. In the study, a systematic approach allows us to consider in unity the totality of various types of creative tasks and methods for their implementation; determine the ratio of various types of creative activity, ensuring the effectiveness of the development of students’ creative activity.
The personal-activity approach in the study involves the development of creative activity of junior schoolchildren in the process of activity, during which the teacher does not limit the freedom of choice (search) for a method of performing creative tasks, encourages the construction of personal creative products by each student, takes into account the subjective and creative experience of students, individual psychological characteristics of younger schoolchildren, which is carried out through the content and form of creative tasks, through communication with the student.
Creative activity in elementary school lessons should be subordinated to a unified system of creative tasks, through which development and comprehension of specific details, concepts, and the formation of skills occur.
Under system creative tasks is understood as an ordered set of interconnected creative tasks, designed on the basis of hierarchically structured methods of creativity and focused on the knowledge, creation, transformation and use in a new quality of objects, situations, phenomena aimed at developing the creative activity of younger schoolchildren in the educational process.
Selected groups of creative tasks make it possible to present the content of the system of creative tasks in the form of interconnected groups of creative tasks that perform developmental, cognitive, orientation, and practical functions that contribute to the development of the components of the creative abilities of younger schoolchildren. The developmental function is decisive, strategic in nature and has a positive impact on the development of creative activity of younger schoolchildren. The cognitive function is aimed at expanding creative experience, students learning new ways of creative activity. The essence of the orientation function is to instill a stable interest in creative activity and, together with the cognitive function, is the basic, supporting one for the entire system of creative tasks. The practical function is aimed at primary schoolchildren obtaining creative products in various types of practical activities.
The system of creative tasks, in our opinion, significantly influences the child’s thinking, speech, imagination, and activity. Creative tasks make it possible to rely widely on the child’s subjective experience and are quite consistent with the concept of student-centered learning. It is important that creative tasks are also developmental in nature.
Creative tasks should, in fact, permeate the entire lesson from beginning to end, regardless of the topic of the lesson and the goals and objectives set for it.
Thus, having analyzed the psychological and pedagogical literature on the problem of developing the creative activity of the individual, we come to the following conclusions:
1. Despite the apparent phenomenological similarity of the concepts “creativity” and “creativity,” there is a basis and necessity for distinguishing them as not coinciding in content. Creativity is a style (qualitative characteristic) of activity, and creativity is a set of individual psychological characteristics of a creative personality.
2. Primary school age is a sensitive period for the development of creative activity, since the child is active and inquisitive by nature. Features of primary school age have a significant impact on the cognitive abilities of children, determine the further course of general development and are factors in the formation of creativity as a general universal ability for creativity.
3. Success in teaching and nurturing a creative personality depends not only on the sound assimilation of already known factual knowledge and its volume. Creativity presupposes the free development of the individual, and in this development the school occupies a central place. But such a school must be built on non-traditional principles of organizing the educational process. Creativity and a non-standard approach to building school education are closely interrelated.
4. The development of creative activity in children of primary school age should occur in every lesson: in mathematics, Russian language and reading, rhetoric, social studies, etc.
2. Experimental study of the problem of developing creative activity in children of primary school age
2.1 Diagnostics of the level of creativity of junior schoolchildren
To identify the effectiveness of using creative tasks in the classroom to develop the creative activity of junior schoolchildren, we conducted an experimental study, which took place in three stages. At the first ascertaining stage of the experiment, we diagnosed the level of creativity in children.
The second stage of the experiment - formative - consisted of conducting lessons with students using a system of creative tasks to develop creative activity in children.
At the third stage - the control stage - we determined the final level of creativity of junior schoolchildren and analyzed the results obtained.
So, target experiment: identifying the effectiveness of the system of creative tasks for the development of creative activity in children.
28 students of class 2 “A” of the Educational Institution “School-Garden No. 6” in Brest took part in the study. For the convenience of processing the experiment results, each student was assigned a serial number according to the alphabetical list (Appendix 1).
Currently, the Torrance tests of creative thinking are most widely used to assess the level of creativity - an adapted version performed by Tunik E.E., a battery of creative tests created on the basis of Guilford tests, and an adapted version of the Johnson Creativity Questionnaire, aimed at assessing and self-assessment of the characteristics of a creative personality .
In the course work we used the Creativity Questionnaire by J. Renzulli.
The Creativity Inventory is an objective, ten-item list of characteristics of creative thinking and behavior designed specifically to identify externally observable manifestations of creativity. Completing the questionnaire requires 10-20 minutes, depending on the number of people being assessed and the experience of the person filling out the questionnaire.
Each item is assessed based on the expert’s observations of the behavior of the person we are interested in in various situations (in the classroom, during lessons, at a meeting, etc.) This questionnaire allows for an expert assessment of creativity by various persons: teachers, psychologists, parents, social workers, classmates, etc., and self-esteem (students in grades 8-11).
Each item of the questionnaire is assessed on a scale containing four gradations:
· 4 - constantly,
· 3 - often,
· 2 - sometimes,
· 1 - rare.
The overall creativity score is the sum of points on ten points (the minimum possible score is 10, the maximum is 40 points).
Creative characteristics:
1. Extremely inquisitive in a variety of areas: constantly asking questions about anything and everything.
2. Pulls out a large number of different ideas or solutions to problems; often offers unusual, non-standard, original answers.
3. Free and independent in expressing his opinion, sometimes heated in argument; stubborn and persistent.
4. Able to take risks; enterprising and decisive.
5. Prefers tasks related to “mind games”; fantasizes, has imagination (“I wonder what will happen if...”); manipulates ideas (changes, carefully develops them); loves to apply, improve and change rules and objects.
6. Has a subtle sense of humor and sees humor in situations that do not seem funny to others.
7. Realizes his impulsiveness and accepts this in himself, is more open to the perception of the unusual in himself (free expression of “typically feminine” interests for boys; girls are more independent and persistent than their peers); shows emotional sensitivity.
8. Has a sense of beauty; pays attention to the aesthetic characteristics of things and phenomena.
9. Has his own opinion and is able to defend it; is not afraid to be different from others; individualist, not interested in details; is comfortable with creative chaos.
10. Criticizes constructively; not inclined to rely on authoritative opinions without critical evaluation.
Treatment data: each item is assessed and entered into a special answer sheet (Appendix 2).
Creativity level
At the ascertaining stage of the experiment, we obtained the following results:
Table 1
Results of the ascertaining stage of the experiment
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Numbers creative characteristics |
Sum points |
Level creat. |
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So, from Table 1 it follows that the subjects have different levels of creativity:
· the majority of students - 13 people, which is 46.4%, scored from 21 to 26 points, which indicates an average level of creativity;
· 1 student (3.5%) scored only 13 points - he has a very low level of creativity;
· 5 subjects (17.8%) each have high (from 27 to 33 points) and low (16-20 points) levels of creativity;
· 4 students (14.2%) have a very high level - they scored from 34 to 40 points.
Description formative stage experiment
As part of the formative stage of the experiment, based on a systematic and personal-activity approach, we developed a system of creative tasks aimed at developing the creative activity of junior schoolchildren in the educational process. The result of its functioning should be a high level of development of creative thinking, creative imagination, and students’ targeted application of creative methods in the process of completing tasks (Appendix 3).
Success and confidence in learning depend on how the teacher can help to reveal each individual's individual abilities, qualities and talents. Here children can help themselves if they know more about themselves, about the characteristics of their attention, memory, and ability to communicate. In solving this problem, the teacher must effectively use a set of creative tasks, the implementation of which requires an individual solution and the ability to realize one’s “I.”
Such creative tasks can be performed in rhetoric, reading, and social studies classes (“Man and the World”).
Various types of creative tasks help to enrich the vocabulary of younger schoolchildren, which continues to be limited, in particular, in the vocabulary of human relations. Mastering the words of this group is of great importance in developing correct norms of behavior. The main reason for the insufficient supply of moral ideas and the level of their generalization, according to psychologists, is that this thematic group is acquired by schoolchildren spontaneously, empirically, without guidance from the teacher.
Types of work that contribute to the development of creative activity in younger schoolchildren:
1. gestures and facial expressions as non-linguistic means of expressiveness of oral speech;
2. creative writing;
3. essay;
4. work with a dictionary;
5. educational games-tasks;
6. winged words;
7. poetry.
It will be effective if the methodology of all work in the classroom is conceived as an exciting activity that requires creativity from students and, of course, from the teacher. The desire to teach something serious in a fun way explains the selection of entertaining text material, the setting of problems of a problematic nature when introducing a new task, the use gaming techniques, funny stories with the help of which students become active participants in a certain speech situation.
We tried to select the material for the lessons in such a way as to focus on the development of students’ thinking, creative abilities, and their interest in the subject.
We used a non-standard form of lessons: travel lessons, fairy tale lessons, competition lessons, KVN lessons, Brain Ring lessons. We consider productive in the system the method of alternating tasks solved in different ways, comparing tasks, and various transformations leading to simplification and complexity. We created problem situations that guided students to search. As a result, the student acts as a researcher, discovering new knowledge. Children like to work independently and are not afraid to make a mistake in the answer, because... they understand that the teacher is always ready to help them.
Let us dwell only on some of the techniques used in mathematics lessons to enhance the creative thinking activity of students. The development of creative thinking in students in the process of studying mathematics is one of the urgent tasks facing teachers in modern schools. The main means of such education and development of students’ mathematical abilities are tasks.
The functions of tasks are very diverse: teaching, developing, educating, controlling. Each problem proposed for students to solve can serve many specific learning goals. And yet, the main goal of the tasks is to develop the creative thinking of students, to interest them in mathematics, and to lead to the “discovery” of mathematical facts. In our lessons, we attached great importance to the “student-student” connection (work in pairs, in groups). Children enjoy coming up with puzzles, rebuses, and games:
Game "Find out the numbers"
- Paste V ambassadorvices missed titles numbers:
1....measure once -...cut (seven, one)
2. Don’t have... rubles, but have... friends (one hundred)
3. ... there is no warrior in the field (alone)
4. Soul... and desires... (one, thousand)
5. ... days of chatter are not worth one feat (a thousand)
6. ... they know a person - everyone knows ... (three, thirty)
7.... the swallow does not make spring (alone)
Problems in verse “Count in your mind, not on your fingers”
18 seedlings in rows
They imprisoned pupils Vgarden,
Here strawberry With longmustache
Will increase By 9 things Va number of
I Want, so that fast Youbelieved
hand lift up Who ready.
How many happened thererows?
Every day bear - little tailor
Shila 3 hats, 7 cap
A 15 days will pass -
How many He of things will he sew?
Tasks proposed by the children themselves:
1. There are 10 fingers on the hands. How many fingers are there on 10 hands? (50)
2. There were 7 sparrows sitting in the garden bed. A cat crept up to them and grabbed one. How many sparrows are left in the garden? (0)
3. Which number has the same number of letters as numbers in its name? (one hundred)
4. What is the product of all digits? (0)
5. The weight of half a loaf of bread is half a kilogram and half a loaf. What is the mass of a whole loaf? (1 kg).
6. To get into the theater, two fathers and two sons will need only three entrance tickets. How can this be? (grandfather, father, son).
7. How to make six matches out of three without breaking them? (VI)
8. Name five days without naming the number or names of days according to the calendar (the day before yesterday, yesterday, today, tomorrow, the day after tomorrow).
A riddle is an intricate question that requires an answer. Riddles force the child to carefully think about each word, compare it with other words, find similarities and differences in them. They develop in schoolchildren the ability to highlight the main thing, the main thing in some concept. For example, in mathematics lessons, we used the following riddles:
Loves everyone she lazy people,
A her lazy people - No! (two)
Lanky Timoshka
Runs By narrow path
His footprints - yours works (pencil)
Though Not hat, A With fields,
Not flower, A With roots
Talking With us
Everyone understandable tongue(book)
Reside V difficult book
Cunning brothers
Ten their, But brothers these
They will count All on light(numbers)
As a result of repeated changing and increasingly complex exercises, the child’s mind becomes sharper, and he himself becomes more resourceful and smart. Children's approach to solving problems changes, it becomes more flexible, especially developing the skill of solving problems that have several solutions, problems involving combined actions.
Students' reasoning becomes consistent, evidential, and logical, and their speech becomes clear, convincing, and reasoned. Interest in the subject increases, originality of thinking is formed, the ability to analyze, compare, generalize and apply knowledge in non-standard situations.
After all, in a creative search there are no easy victories, so perseverance in achieving your goals develops and, which is very valuable, the skills of self-control and self-esteem develop.
Cognitive interest is an important factor in learning and at the same time is a vital factor in the development of personality. Cognitive interest contributes to the general orientation of the student’s activities and can play a significant role in the structure of his personality. The influence of cognitive interest on the formation of personality is ensured by a number of conditions:
· level of development of interest (strength, depth, stability);
· character (multilateral, broad interests);
· the place of cognitive interest among other motives and their interaction;
· originality of interest in the cognitive process;
connection with life.
These conditions also ensure the depth of influence of cognitive interest on the student’s personality.
The teacher’s activities in implementing the system of creative tasks against the background of a selected set of pedagogical conditions were conditionally divided into four directions, each of which ensured progress in the development of students’ creative activity in accordance with the levels of complexity of the system of creative tasks.
The first direction - the implementation of a system of creative tasks focused on the knowledge of objects, situations, phenomena, contributed to the accumulation of creative experience in understanding reality through the study of objects, situations, phenomena based on selected features (color, shape, size, material, purpose, time,...
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Article on psychology. Features of the development of creative activity in children of senior preschool age
Description of work: I offer an article about the features of the development of creative activity in children of senior preschool age. This article will be useful to teachers - psychologists, kindergarten teachers, and students.Creative activity of older preschoolers
The Concept of long-term socio-economic development of the Russian Federation for the period up to 2020 emphasizes that today it is necessary to ensure maximum access to cultural goods and education for Russian citizens, including improving the system of supporting children's and youth creativity, as well as maintaining the creative activity of young people. Also, the Federal State Educational Standard for Preschool Education, among the many tasks that it solves, identifies the following:
- preservation and support of the child’s individuality, development of individual abilities and creative potential of each child as a subject of relationships with people, the world and himself.
A favorable period for the development of creative activity from a psychological point of view 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. Leontyev, they find confirmation of the idea that in older preschool age a new type of activity appears - creative. And its originality lies in the fact that it gives rise to the opportunity to go from thought to situation, and not vice versa, as was previously the case. However, teachers and psychologists note the specificity of this activity in children of older preschool age. Thus, 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 exhibits a number of traits that characterize him as a creator. This is a manifestation of activity and initiative in applying already mastered work techniques in relation to new content, finding original ways to solve assigned problems, and using different types of transformations.
It is known that the psychological basis of creative activity is imagination - a mental process consisting of creating images of objects and situations based on the results of their perception and comprehension. Imagination in preschool childhood manifests itself in three stages of development, and at the third stage, in older preschool age, children develop creative imagination.
In older preschool age, logical thinking begins to develop intensively. As if thereby determining the immediate prospects for creative development. The accumulation of experience in practical actions, a certain level of development of perception, memory, and imagination create a situation of confidence in one’s goals. A 6-7 year old child can strive for a distant (including imaginary) goal, while withstanding strong volitional tension for quite a long time.
Analysis of scientific literature allowed me to highlight indicators of children's creative activity:
1. High level of interest.
2. The ability to fantasize, imagine and model.
3. Demonstration of ingenuity, ingenuity and discovery of new knowledge, methods of action, search for answers to questions.
4. Manifestation of joyful emotions during work.
5. The ability to experience a situation of success, to enjoy the creative process.
6. Striving for originality.
7. Demonstration of independence in work.
8. Ability to overcome difficulties that arise.
Nurturing creative activity in older preschoolers has its own characteristics, determined by the psychological and physiological characteristics of their development.
Research by teachers and psychologists has established that a child’s creative activity in various areas depends on the specifics of age-related development, and is fully determined by it.
There are optimal sensitive periods for developing the ability to be creative. These include, as studies show (L.S. Vygotsky, L.V. Zankov, V.V. Davydov, D.B. Elkonin, A.Z. Zak), older preschool age, because It is during this period that the psychological foundation for creative activity is laid.
One of the most important mechanisms for the successful creative development of a child is the teacher.. The role of the teacher is to promote the child’s own creative activity. This is possible subject to interaction, which presupposes 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 a child. The main task of the teacher is the ability to interest him, ignite his 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, and the belief that creating goodness and beauty brings joy to people.
One of the determining factors in the creative development of children is the creation of conditions, the creation of an atmosphere where children develop curiosity and interest, the need to defend their creative positions, a sense of passion, a desire for creative achievements, and a situation of success in creative activity is created.
Thus, summarizing all of the above, we can conclude that the senior preschool age is a sensitive period of development logical thinking, creative imagination and creative activity.
In the holistic pedagogical process, the formation of creative activity is a necessary condition for the comprehensive development of the individual, which can be carried out in various types of activities. One of these types is project activity.