Collective creative work in kindergarten. Collective works are created with children. On the creation of a collective composition. Organization of work in preschool through effective forms of collective creative activity of children, teachers and parents. Collective work

Olga Demina
Collective creativity of preschoolers

EVERYTHING is a thousand times more interesting

When we do everything together...

Development in children is one of the most important tasks modern education. The dynamism of the world in which we live makes creativity not a luxury available and required from the elite, but an everyday necessity for every person. High level of development creative abilities in our time is increasingly seen as a necessary condition for survival in an ever-changing environment. Especially important for modern man is the ability work creatively in a team.

How to organize collective activity of children? To interaction preschoolers in the process of creative activity brought joy from joint assistance?

I single out three main forms of joint activity children:

"jointly - individual", "joint-sequential" And "jointly interacting".

A) "Jointly - individual"- characterized by the fact that the participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage, the work of each becomes part of the overall composition.

The task is given to everyone immediately, at the beginning of work individually and then adjusted depending on what others have done. Doing his part of the work, the child knows that the better he himself will do what he is entrusted with, the better the work will be. team.

On the one hand, this creates conditions for mobilization creative capabilities of the child, and on the other hand, requires their manifestation as necessary condition. The advantages of this form of organization of activity also include the fact that it allows you to involve in collective creative activities of a fairly large group of children with no experience of working together.

b) "Jointly - sequential"- involves work on the principle of a conveyor, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.

V) "Joint - interacting"- work is carried out by all participants simultaneously, coordination of their actions is carried out at all stages.

In the classroom in the II junior group I use all three forms of joint activities of children. The choice depends on the tasks that are set in the lesson for the children.

To conduct these classes requires a certain preparation and a certain attitude of the child. For the systematic conduct of classes on collective creativity created a long-term plan, selected topics, materials, thought out forms of organization.

Working on the 2nd junior group, kindergarten, I pay great attention to collective creativity of children. At this age, we can talk about the emerging ability of children to work together. In our group, work on collective activities of children to be carried out both in a direct organized educational activities with a teacher, and in the morning and evening hours. I distribute the work of creating images among the children so that it is interesting for everyone so that the child is able to create his own part in the overall composition and so that he can express himself, using his abilities in the best possible way, and achieve a high result.

At the center of fine creativity arranged a place to stay collective work. Created teamwork, we leave for some time in the group, this turns the child to the finished work, he can supplement it, talk with peers about the content of the picture. And it makes me want to create new ones. collective compositions.

During collective it is interesting to watch how the children find a way out of the current situations, some correct the partner’s flaws (glue, others agree to do what they do best, and someone gets in a bad mood and loses interest in work. At such moments, I try to notice the tension in time and find the right tricks to change the situation. Along with this, we try to support each other with the guys friend: "We are not magicians, we are only learning"

In class I use different types art: fine and decorative, music, dance, literature.

Integration makes it possible to show children an artistic image by various means of expression, to understand creative artist's workshop, learn to find ways in creativity, creating your image.

An effective technique for identifying subgroups of children seeking joint activities can be the Day of Children's Interests. On this day, children do their favorite things, from which it is clear how many and which children subgroups of children are formed and by what interests.

Joint classes with children are organized for parents, in which parents create works together with their children. In such activities, the child feels parental support and the child is proud that he can teach them something. I also offer homework assignments in which the parent-child make blanks for future joint work, and on celebratory event create one big teamwork. And this causes a sea of \u200b\u200bjoy and delight for everyone.

Very interesting and useful for children are classes in which children come together in twos to create a common composition. Such associations make it necessary business conversation children with each other, are taught to negotiate with their partner. For such work, children unite in twos and the children themselves decide with whom they will work in pairs. After all, children need to decorate paired items identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in terms of composition, composition of decorative elements, color, and this is not so simple. For children to work in pairs, I practice the use of chart cards. I will bring example: “Now I will give you cards that will help you take turns being wizards and their assistants. You will work in pairs."

With the help of conversations, game trainings, modeling situations, reading works of art, showing cartoons and didactic, mobile, relaxation games, she brought up friendly relationships in children, taught them to cooperate, empathize, show care and attention to each other.

In progress collective work is carried out morally aesthetic education children, the following skills:

Work together, yield arcs to a friend, help, suggest;

Agree on joint work, its content

Plan your work, determine its sequence, content, composition, additions;

Rejoice in the success of your own and your comrades when creating work

Drawing in multiple hands a collective form of creativity brings children together. They develop communication culture skills, have emotionally warm relationships with peers. Children easily learn moral norms, rules of behavior.

From the experience of a kindergarten teacher

Description: This material is intended for kindergarten teachers, parents.
Members: preschool children.

Target:
to give children the opportunity to embody images of the world around them in the composition, to create conditions for creative interaction.

Tasks:
Tutorials:
to teach to create collective works, to show their artistic abilities in various types of visual activity;

Developing:
develop creativity, imagination, imagination;

Educational:
cultivate the ability to work together, build communication, develop the habit of mutual assistance.

One of the forms of conducting GCD in kindergarten are collective works, the result of which are common paintings, panels, compositions.

Collective work with children is created from the early preschool age on drawing, modeling, application, design.

Creating common pictures, compositions, where images of all the children of the group are combined, gives children great joy. Such pictures are more significant in terms of results for children, cause them admiration, truly, as in the poem of V. Mayakovsky: “What one does not do, we will do together.”

In the process of performing collective work, the moral and aesthetic education of children is carried out, the following skills:
- agree on joint work, its content;
- work together, yield to each other, help, suggest, thus developing the communicative abilities of children;
- plan your work, determine its sequence, content, composition, additions;
- rejoice in the success of one's own and comrades in the creation of work.

The developing possibilities of this form of work consist in the development in children of self-regulation and the ability to interact in a team.

I note that among the targets at the completion stage preschool education in the Federal State Educational Standard, it is indicated that "the child actively interacts with peers and adults ... is able to negotiate, take into account the interests and feelings of others."

Performing collective work, we create decorations for the holiday, we make panels for leisure, for the birthday of a child, we illustrate fairy tales, poems, etc.

I choose a variety of topics for collective work, but I am especially attracted to the creation of compositions about nature. These are green fields, pine and mixed forests, rivers and lakes, animals, insects and birds. I teach children to admire the beauty of the nature of their native land.

And how children try to make collective works for the holidays and delight their parents with the results of their work! They dedicate them to the kindest, most sensitive, most gentle and caring mothers and fathers.

Children put so much warmth and kindness into their work that you want to look at them endlessly.

In my classes, I try to use different types of art: fine and decorative, music, dance, literature. Integration makes it possible to show children an artistic image by various means of expression.

Children junior group create each individual image, and in the end they get a big picture.

And older children perform more complex and varied tasks (“City Street” - transport, houses, trees, people, etc.). In order for the children not to interfere with each other when creating collective work, each determines the area of \u200b\u200bhis activity, that is, they agree on who will create where.

For the systematic conduct of classes on collective creativity in the group, a long-term plan is created, topics and materials are selected, forms of organization are thought out.

Sometimes group work can be implemented in several classes. A cycle of classes on one topic provides for a gradual solution of the task. For example, the topic “City Street”: in the first lesson a city is created, in the second lesson on another sheet - transport, at the end of the lesson both sheets are connected. In the third lesson, people are made and complement the city as they wish (trees, flowers, clouds, sun, etc.)

Interacting in a team, the child not only learns and develops physically, mentally and verbally, but also receives important social experience, develops social values.

And seeing the result of collective work, children experience positive emotions.

Usually, in the classroom in kindergarten, each child individually performs his own drawing, modeling, and appliqué. But the creation of general pictures, compositions, where images of all the children of the group are combined, gives special pleasure to children. Such work is called collective work.

In collective fine art, not only panels can be created, but also posters, wall newspapers, decorations for performances, holidays, and leisure. Together, children can prepare scenery and masks for dramatization games, and then all together play out the plot of a fairy tale, story.

Usually, such classes are held sporadically and only in light forms, when each child performs separately his own part of the image, which then becomes a fragment of the overall work. Children's interest in collective visual activity increases significantly if its result is of social value.

At the heart of each collective work is a specially developed game plot. The child does his part of the work individually, and at the final stage it becomes part of the overall composition. The planning here is quite simple: the task is given to everyone at the beginning of work and then adjusted depending on what others have done. At first, this is done by the educator, later it happens in the course of a collective discussion by all participants, when it is necessary to summarize the results.

Classes built on the basis of a joint-individual form of organizing activities allow children to form the simplest skills and abilities of cooperation. But when performing these works, the unity of the group has a formal character, since interaction is carried out only at the stages of planning and evaluation, which complicates the formation of skills to coordinate joint activities, but it allows children to demonstrate the simplest options for joint planning.

Collaboration

The joint-sequential form of organizing collective activity involves the gradual implementation of actions by participants, when the result of the action of one participant becomes the subject of the activity of another. The production conveyor operates according to this principle, the same principle underlies sports relay races. In the artistic activity of adults, this form also finds application, for example, in the art industry: one develops the shape of ceramic cups, the other molds them, the third makes the painting, etc. This form is used in labor education, as it allows you to reproduce the conveyor line in a playful way.

As an example, consider the implementation of a volume work on the topic "Winter's Tale" (snowman factory) in senior group. The lesson is a game that synthesizes collective literary and constructive creativity. Children are divided into four people per line. The tasks facing everyone are simple: roll up three lumps of different sizes from napkins; glue the parts together in accordance with the sex of the snowman, complete the image of the snowman from the proposed parts. From the conveyor line they fall into " winter fairy tale» three snowmen.

Joint activities contribute to the formation of skills to coordinate joint actions. Under these conditions, the failure of one child inevitably leads to a disruption in the rhythm of the entire work, to a general failure.

With such an organization of activities, children from the first to the last stage work together, constantly adding something to the overall composition, improving its expressive, meaningful characteristics. A composition made in this way is not simply made up of previously distributed and individually executed details of the work, it is in the full sense of the word the fruit of a collective creative thinking, joint planning, active interaction at all stages of work. Everyone is required to take the initiative and at the same time be willing and able to coordinate their ideas with the tasks.

general work.

This work assumes that children have the ability to work in a team and acts as a means of developing the skills to plan, coordinate their activities and evaluate the results of collective creativity.

We developed tasks when a group created one, common composition, but game plots made it possible to give the process of creative interaction a stepwise character. At the first stage, the children worked in pairs or small groups; at the subsequent stages, interaction was carried out between these pairs and groups.

If the first problem is successfully solved and there are no insurmountable disagreements between the participants of the work at the planning stage, then the next stage of coordinating joint actions is relatively painless. Not without disputes, but without quarrels and insults. It is necessary to correct the attitude of children. Usually one or two pairs do not cope with the tasks. A more complex approach to the distribution of responsibilities requires interaction in large associations. This is especially important when performing the first compositions. Attention should be paid to the recruitment of groups: on the basis of observation, personal sympathies, desire to work together. This simplifies the process of acquiring the first skills and abilities for children to work in small groups. A more complex option is the interaction between groups. Properly structured discussion of completed compositions contributes to the development of children's creative imagination. This will help the formation of originality and flexibility in children's thinking.

None of the children individually could have made such a big interesting composition. This will help children experience the benefits of working together. It will create a good emotional background for performing similar work in the future.

Lidia Pashintseva, kindergarten teacher
compensating type garden No. 94

Independent creative activity, its characteristics

Consolidation of knowledge, skills and abilities of children in visual activities can take place at the request of children in their free time. Most of this time is devoted to games. But if any of the children wants to draw, sculpt, this should not be prevented. Such a desire sometimes indicates the presence of abilities in a child, and it is necessary to promote their identification and development. In the process of independent activity, various skills of children are fixed.
The pictorial activity arising in the course of the game is of a subordinate nature. Its goals and content are determined by the needs of the game. For example, the game of "school" makes it necessary to make notebooks, books, bags for the participants in the game. Some of the children are engaged in the construction of these objects from paper. Such activities develop initiative, creativity and enrich the content of the game.
Children must be provided necessary material to work outside of work. In group rooms, in the corners or on the shelves in the closet, drawing and modeling supplies that children can freely use should be stored. In younger groups, such a corner is created when the children acquire elementary skills in using the material. True, one has to limit oneself to pencils, since working with paint and clay is difficult and requires constant monitoring by the educator. In the middle group, plasticine is added to the pencils. Children of older groups can be provided with all the materials that they use in the classroom, with only minor restrictions. So, instead of clay, plasticine is given, instead of starch glue - casein or stationery. Natural and other additional material is stored in drawers with compartments that are easily accessible to children. Children use all these materials in their free time and take it with the permission of the teacher. In the process of work, the educator observes the children, gives them advice, and makes sure that the work begun is completed.

Ways of organizing collective activities in the classroom.

Collective visual activity - effective remedy solving many educational and didactic tasks. The collective form of organization makes it possible to form the skills and abilities to work together, build communication, develop the habit of mutual assistance, and create the basis for the manifestation and formation of socially valuable motives.

The collective visual activity of children, like other types of children's art, should be closely connected with the game. The use of gaming methods and techniques in such classes increases the effectiveness of artistic activity.

There can be many specific methods for combining collective and individual forms of work of preschoolers in the process of visual, decorative or design activities. They are born as a result of the joint creativity of the educator and children. In collective visual activity, children independently distribute responsibilities, exercise collective control and self-control, strive for coordinated actions, they have additional energy, they overcome difficulties more easily and solve complex creative problems, a collective initiative and competition are born.

Classification of forms of organization of collective work of children. A.I. Savenkov, having conducted a study with children of older preschool age, proposed a classification that allows you to systematize and then constantly complicate the process of joint activities of children from joint-individual to more complex joint-sequential and, finally, joint-interacting. The interaction of children can be carried out in pairs, in a small group (3-5 people) and a large group, which actually includes all the children in the group. Pupils can create images at the same time or work on the image on the principle of a pipeline.

Depending on the levels of formation of skills of collective activity in children different ages the educator chooses the form of organization of collective work:

1. Joint-individual.

2. Joint-sequential.

3. Jointly interacting.

Teamwork can be different not only in form organization of work, but by type, which can be determined by thematic criterion:

· Production of art panels and layouts;

· Execution of gift posters;

· Making attributes for joint games;

Illustrating fairy tales and stories;

Artistic design of exhibitions;

· Production of suits, theatrical scenery.

How exactly should collective activities be organized with children? First of all, it should be emphasized that the choice of one or another form of organization of collective activity depends on the age of the children, the theme of the depicted picture, the number of children in the group, whether the creation of the image is carried out on a group educational activity or in their free time, in the process of independent artistic activity. The complexity of the content and individual images will increase with the age of the children. Teamwork can be carried out both in direct organized educational activities with a teacher, and in the morning and evening hours.

There are 3 stages in the organization of work:

· Preparatory. Tasks: deepening knowledge on the topic of future work, the formation of vivid artistic images.

· The main thing is the performance of work. Tasks: to provide children with the opportunity to embody images of the surrounding reality in the composition, creating conditions for the creative interaction of children.

· Final. This is the period of interaction of children with completed work.

Any teamwork must have a purpose. The teacher leads the children to make a picture or craft together, which would be difficult to do alone. During the performance of collective work, children learn to communicate with adults and with each other. If at the initial stage of such work, children communicate mainly with the teacher, then a little later, communication with each other begins. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, empathize. The task of the educator is to teach children how to negotiate, yield to each other, and appreciate the help of a friend.

Collective work can be carried out in any age group, in any type of art class.

The easiest way to organize collective work is modeling or application, the most difficult is drawing. Forms of organization depend on the age and communication skills of children.

In the younger groups, the children complete the task each on their own sheet, and at the end of the lesson, all the work is combined into one or two common compositions. From the very beginning, children should know that they will get a general composition.

So middle group it is possible to complete the task on one sheet. Children stand in front of tables on which long sheets are located. Everyone determines their place - puts their palms on paper so that the neighbor's elbows do not interfere. Then all the children perform the same task, and then complete the drawing with details as desired. There may be such an option: each child performs an image on a sheet of the same color as the general background of the composition, after completing the task, small leaves are pasted onto a common sheet that combines all the work. This option can be used in younger groups.

In older groups, after preparing the general background, you can divide the sheet into parts and, after completing the task, connect all the parts in the same order.

Already in the younger group, children can complete the task on one sheet, creating two images of the same complexity, then the group can be increased to three - four or more children.

It is easier to perform collective work in the application. Each child cuts out and glues an object in his place, and then sticks it on a common sheet.

With children of senior preschool age, collective works based on folk art are created in a drawing or application.

Oksana Dobrodon

Analyzing the actions of children in kindergarten and on the streets of the city, you can see that they strive to satisfy, first of all, their needs, desires, interests, regardless of the aspirations of the people around them, and sometimes not even knowing about them.

I don't want to see children being selfish!

Exactly at kindergarten the child must learn to live among people. And bring the children together teamwork.

Goals group activities:

Build skills and abilities to work together, build communication, develop the habit of mutual assistance, create the basis for the manifestation and formation of socially valuable motives;

Develop creativity, fantasy, imagination;

Help the child to show their artistic abilities in various types of visual and applied activities.

Main goals:

To develop an aesthetic perception of the world, nature, artistic creativity of adults and children;

To develop the imagination of children, supporting the manifestations of their imagination, courage in presenting their own ideas;

Engage children in work with a variety of materials;

Learn to create collective work.

Collective classes - in the preparatory group, I propose to spend in the afternoon, when they have already rested and are full of new strength and desire to communicate with each other again. The duration of the lesson is 25-30 minutes, in accordance with the program.

In progress collective work moral and aesthetic education of children is carried out, the following skills:

- to work together, yield to each other, help, suggest;

agree on a joint work, its content;

Plan your work, determine its sequence, content, composition, additions;

Rejoice in the success of your own and your comrades in creating work.

Summing up, completed work, we are discussing creative work with children. This helps the child to see the world not only from their own point of view, but also from the point of view of other people, to accept and understand the interests of another person.

Teamwork in kindergarten is the result of a joint work of children and adults. Each work serves as visual information for parents and interior decoration. Our work constantly delight both children and parents at the exhibition near the group and in the locker room. Each of the children proudly shows how their part work With detailed description the process of creating a particular part, and part work, which are made by friends from the group. I think that this kind work is the motivation children's creativity , because after completion work the guys continue to stay at the tables, unite in groups and perform work already on your topic.

Analyzing the actions of children in kindergarten and on the streets of the city, one can see that they strive to satisfy, first of all, their needs, desires, interests, regardless of the aspirations of the people around them, and sometimes not even knowing about them.

I don't want to see children being selfish!

It is in kindergarten that a child must learn to live among people. And teamwork will unite children.

Goals of group lessons:

To form the skills and abilities to work together, build communication, develop the habit of mutual assistance, create the ground for the manifestation and formation of socially valuable motives;

Develop creativity, fantasy, imagination;

Help the child to show their artistic abilities in various types of visual and applied activities.

Main goals:

To develop an aesthetic perception of the world, nature, artistic creativity of adults and children;

To develop the imagination of children, supporting the manifestations of their imagination, courage in presenting their own ideas;

Involve children in working with a variety of materials;

Learn to create teamwork.

Collective classes - in the preparatory group, I propose to conduct in the afternoon, when they have already rested and are full of new strength and desire to communicate with each other again. The duration of the lesson is 25-30 minutes, in accordance with the program.

In the process of performing collective work, the moral and aesthetic education of children is carried out, the following skills are developed:

Work together, yield to each other, help, suggest;

Agree on joint work, its content;

Plan your work, determine its sequence, content, composition, additions;

Rejoice in the success of your own and your comrades in creating work.

Summing up the work done, we have a discussion creative work with kids. This helps the child to see the world not only from their own point of view, but also from the point of view of other people, to accept and understand the interests of another person.

Collective work in kindergarten is the result of the joint work of children and adults. Each work serves as visual information for parents and interior decoration. Our works constantly delight both children and parents at the exhibition near the group and in the locker room. Each of the children proudly shows both their part of the work with a detailed description of the process of creating one or another part, and parts of the work that were done by friends from the group. I believe that this type of work is the motivation for children's creativity, because after the completion of the work, the guys continue to stay at the tables, unite in groups and do work on their own topic.

Summary of GCD for children of the preparatory school group "Glade with flowers and butterflies" (collective work in origami technique)

Author: Safonova Olga Vladimirovna
Place of work: educator, MBDOU "Kindergarten "Chamomile" of a combined type", Kovylkino, Republic of Mordovia

Target: improve children's creativity through origami.

Tasks:
- to introduce children to the phases of butterfly development, the features of its lifestyle.
- to consolidate the ability of children to create a craft (butterfly) from the basic form of a “double triangle”, complementing the image with the necessary details;
- to consolidate the ability to fold a tulip flower using the origami technique, using the basic forms of "envelope" and "kite";
- develop fine motor skills;
- to develop an eye, the ability to maintain symmetry in creating a pattern on the wings of a butterfly;
- to develop the skills of collective creative activity;
- to develop interest in the life of insects;
- to cultivate the ability to notice the beauty of nature, the desire to admire it,
save her.

Materials for the lesson:
spring glade drawn on paper;
bell;
illustrations with the phases of butterfly development;
butterfly;
operational cards;
music "Waltz of the Flowers" P.I. Tchaikovsky;
paper of different colors;
scissors;
glue;
photo of butterflies.

Preliminary work:
conversation on the topic: "Spring is on our street"
viewing photo illustrations of spring nature.
reading the story of G. Skrebitsky “In a forest clearing. Spring".
memorizing poems about spring.

Lesson progress:

Educator: Hello children! Pay attention to guests. Say hello to them. Today, I want to invite you on an interesting journey to a forest clearing.
In order to be there, we must fulfill one condition. It will be necessary now for everyone to sit down comfortably, close their eyes and do not open until you hear the ringing of a magic bell.
Educator:
So ... cilia fall,
The eyes are closed.
We are going to the spring glade ...
(calm music sounds, a spring meadow is exposed)
Here is a gentle breeze
touches our cheeks,
The radiant sun smiles at us all.
We can breathe easy here
Exactly, exactly, deeply.
Here comes the wind, our friend
He brought cold to everyone.
He hit the bell
The bell is ringing (the bell is ringing)
Educator:
Children, here we are with you and ended up in a spring meadow.
Tell me, what month is it?
What has changed in nature in April? (The sun shines brighter, warms the earth, the snow melted, green grass appeared, buds swelled on the trees, small leaves grew, flowers bloomed, birds flew from warm countries, insects woke up)
What insects do you know?
I invited you to this clearing to tell you interesting story. And about whom, you will learn by guessing the riddle.
Listen to the riddle:
hairy, green
She hides in the leaves
Even though there are many legs
Still can't run (Caterpillar)
Educator: Such a story happened to our caterpillar.
There lived a caterpillar. She hatched from an egg, crawled on the leaves and ate a lot. Everyone laughed at her, she was so ugly. One day the caterpillar decided to hide in a cocoon so that no one would see it. She settled herself comfortably on a branch and entangled herself with sticky threads.

She sat in it, sat, and fell asleep. While she slept, winter passed and the long-awaited spring came.
The sun now rose very early, went to bed late, and shone so diligently on everyone on earth and warmed them so much that life became merry. A light green mist shrouded all the birches, all the aspens in the forest.
What do you think it was?

Right. The leaves have begun to unfold. This is where the forest festival began.
The Nightingale whistled, snapped in the bushes, frogs croaked loudly near the river, May beetles hummed between the branches.
The caterpillar also woke up, stuck out its antennae, and as soon as it wanted to crawl out of its cocoon, it felt that something was bothering it on its back ...
Educator: Children, what prevented her from having a caterpillar on her back?
Children: Wings!
Educator: Now let's see if that's the case, shall we?
Educator: What has our caterpillar become?
Children: Into a butterfly!
This is what our caterpillar has turned into a beautiful butterfly

Listen to the tale further ... She shook herself and suddenly ... flew. Flying over the pond, she looked into it like in a mirror and saw a beautiful ... (butterfly). Yes, a butterfly with huge bright wings. "Who is this beauty?" she thought, “Oh, it’s me! I am a butterfly! She flew over the meadow and everyone who saw her admired: “What a beautiful butterfly!” Butterfly felt hungry and decided to find a meadow full of bright, fragrant flowers. A butterfly flew into the meadow ... and there was only green grass.
(showing meadow-green drawing paper)
Educator: Guys, how can we help the butterfly?
Children: You can make flowers.
Educator: What else can be done?
Children: Make butterflies.
What spring flowers do you know?
I suggest you make a tulip flower for a butterfly. These flowers grow in spring not only in our flower beds, but are also found in the wild in the south of our country.
Educator: Children, but first let's rest.

Fizminutka "Butterfly"
In the morning the butterfly woke up.
Stretched, smiled.
Once - she washed herself with dew.
Two - gracefully circled.
Three - bent down and sat down.
At four, she flew away.
And at five - in the place of the village.
(Children perform movements in accordance with the text)

Educator: Take your seats.
Let's make a flower meadow for her.

We will work in subgroups: "butterflies" and "tulips".

We recall the methods of making a butterfly and a tulip, we consider step-by-step cards.

I remind you of the symmetrical arrangement of the pattern on the wings of a butterfly.
Let's get our fingers ready.

Finger gymnastics.
Caterpillar, caterpillar,
(the palm of one hand “crawls” like a caterpillar along the inside of the other)
Butterfly's daughter
(palm "creeps" back to the shoulder along the outside of the arm)
Crawls on the grass
(the same for the other hand vertically)
Eating leaves:
Am!
Am!
Am!
Am!
(one palm slides up on the other palm and “bites” the fingers of the other palm for each am
I ate, I wanted to sleep
(one hand clenched into a fist, the other covers it)
woke up (spread your palms)
turned into a butterfly
(cross arms at wrists)
Fly, fly, fly!
(waving crossed palms like wings)

Educator: Let's get to work. Remember that you need to smooth each line of the workpiece with your finger so that all the crafts turn out to be neat.

Children's creativity. (Soothing music sounds. “Waltz of the Flowers” by P.I. Tchaikovsky).

Educator: Here they bloom beautiful flowers in the meadow. And now, together with her friends, the butterfly flutters from flower to flower all day long. Sometimes she, sitting on a flower, gently spreads her velvet bright wings.
looks around and says: “How good it is here! How lucky I am to live here!
Educator: Children, did you enjoy doing it? What did you like?
Children: children's answers.
Educator: What new did you learn today?
Are you glad you helped the butterfly?
Well done! Take care, have pity on all living things, children! Peer. listen, delve into the beauty of nature, take care and increase it!
Analysis of children's work.
And as a gift to you as a keepsake of our butterfly photography lesson!

How to make a butterfly

We open the square.

Flip the square.

Fold the square in half, combining the top and bottom sides, with the colored side inward.

We open the square.

Press down on the center of the square, bend the side triangles, folding them in half. The basic double triangle shape is ready.

Fold the double triangle in half, defining the middle line.

We bend the sides of the upper triangle to the middle line.

We bend the sides adjacent to the midline to opposite sides.

On a large triangle we make a notch, decorate the butterfly with a symmetrical pattern, glue the antennae.
How to make a tulip.

We will need a square sheet of brightly colored paper.

We fold the square diagonally (with a scarf) with the white side inward.

We open the square.

We bend each corner of the sheet to the center, we get a smaller square or the basic shape "Envelope".

Bend the inner corners to external parties square. The blank now looks like a window with open shutters.

We fold the workpiece in half so that all corners form an even row of cloves-petals.

We turn the workpiece into a cone. The tulip flower is ready.

Take a square sheet of green paper.

Nadezhda Egorova
Consultation "Collective creativity of preschoolers"

Collective creativity of preschoolers.

It is known that children creation is a unique phenomenon. Many teachers and psychologists, both domestic and foreign, emphasize the great importance of art classes. creativity in every way especially in the aesthetic development of personality. However, appropriate conditions are necessary for such development to take place. And if for development creativity conditions have been created in the group, in kindergarten, children are happy to draw, sculpt, cut and paste, construct different objects ready to spend a lot of time on these activities. And what are these conditions? Firstly, it is a positive psychological climate in children's collective; secondly, the use of such activities for the development creative abilities of the child in the group, like modeling, appliqué, construction, manual labor.

A significant number of children, despite their skills and abilities, experience difficulties in creative expression. main reason is: insufficient level of cognitive interests, lack of activity, initiative, perseverance and ability to achieve the goal.

Solving the problem of development collective creativity, the teacher should be based on the following principles:

- creative the realization of each pupil as a condition for development collective co-creation;

Accounting individual features children in determining their role in collective interaction;

Management directing in the decision of the process collective activity;

The comfort of the child's stay in peer group.

Collective work with children are created (starting from the youngest preschool age) on drawing, modeling, applique, one type or two or three types in one lesson (modeling and application, application and drawing, application and artistic work).

In joint and independent activities, most often children perform an image individually, each drawing, modeling, and application. But special satisfaction children are delivered by the creation of common paintings, compositions, where images of all the children of the group are combined. Such pictures are called collective work. They are more significant in terms of results for children, cause them admiration, truly as in poem B. Mayakovsky: "What we can't do alone, we'll do together".

Therefore, one of the forms of conducting both in joint activities and in independent activities in older groups in kindergarten is collective work, the result of which are general paintings, panels, composition in modeling.

In progress collective works, the moral and aesthetic education of children is carried out, the following skills:

Agree on joint work, its content;

Work together, yield to each other, help, suggest;

Plan your work, determine its sequence, content, composition, additions;

Rejoice in the success of your own and your comrades in creating work.

All collective work must have a purpose. The teacher leads the children to create a picture together, make decorations for the holiday, decorate the group, corridor, hall, make panels for leisure, for the child’s birthday, decorations for games, performances, posters, a screen book as a gift, illustrate fairy tales, poems, film stills, etc.

At runtime collective children learn to communicate with each other and with adults:

At the beginning of the year, children work side by side and communicate mainly with the teacher;

At the second stage, they begin to talk to each other, first about the matter, then emphasizing that the neighbor is doing it wrong, affirming that they themselves are doing the task correctly;

Gradually, under the guidance of an adult, children begin to communicate with each other. friend: they plan, agree, ask, suggest, rejoice, praise a friend, and so on.

Children turn to an adult when they cannot agree on their own. Here it is important to suggest how best to negotiate, in which case to give in to each other, if necessary, to teach how to work together, amicably, with pleasure.

In the classroom, the teacher uses different types of art: fine and decorative, music, dance, literature. Integration makes it possible to show children an artistic image by various means of expression, to see it in their own way, to understand creative artist's workshop, learn to find ways in creativity, creating your image.

Mostly collective work is carried out with children of the same age. When organizing work, it is important to properly unite children to perform joint actions, taking into account their behavioral characteristics. Researchers distinguish several types of children depending on their ability to communicate and interact in a friendly manner. These are sociable-friendly, sociable-hostile, non-social-friendly and non-social-hostile children. It is necessary to take into account these features when organizing joint activities. So, sociable-friendly children can be combined with children belonging to other types. Sociable-hostile cannot be united with each other and with unsociable-hostile, and unsociable-hostile, in addition, it is inappropriate to unite with each other. If there is a need to work in a group of sociable and non-social hostile children, it must necessarily be "reinforced" by 2-3 sociable friendly children.

Easier to organize children to perform team work on molding, applications, designing, is more difficult to draw, but in practice there are various forms of organization that help solve problems in different types of activities. These forms of organization collective work gradually becomes more difficult depending on the age of the children.

1. Joint-individual

(a child participating in an activity performs part of the work individually, and at the final stage it becomes part of the overall composition).

2. collectively visual activity based on joint

consistent form of organization

(the result of the action performed by one becomes the subject of the activity of another).

3. Collaborative

(formation of skills to plan, coordinate their activities and evaluate objectively the results collective creative work).

So, the children of the younger group create each separate picture, and at the end they will have a common picture. When connecting all the works together at the end of the lesson, paintings are obtained "Flowering Meadow", "Forest", "Chickens on the Grass" etc.

And older children perform a more complex and varied task ( "City Street"- transport, houses, trees, people, etc.). So that children do not interfere with each other when creating teamwork, everyone determines the area of \u200b\u200bhis activity, that is, they agree on who will draw where.

Teacher guidance at different stages of the implementation of the plan collective creative activity has its own characteristics. At the first stage, planning collective action, the teacher strives to create a motivational resonance - the emergence of a desire in each child to join in collective business. It is important to unite children with a common goal, the attractiveness of the future result of the activity, to cause an emotional upsurge, good business excitement. The attraction to the common cause is to provide children with a variety of visual materials. So, for example, for the application it is advisable to use not only ready-made colored paper, but also clippings from newspapers and magazines, ready-made drawings of children; for modeling, use both dough and plasticine with clay; in drawing, wax and colored pencils, watercolor and gouache, and various building materials.

The next step in collective interaction is the distribution of roles of upcoming activities between children. In order for participation in the common cause to help each child to reveal his best qualities, it is important for the teacher to identify the individual abilities and inclinations of each participant. At the same time, his task is not just to study the child, but to “present” the manifestations of his individual uniqueness and help all children see his best features. For this purpose, it is possible to organize exhibitions of personal achievements, reviews of talents and abilities, and the teacher to focus the attention of children on the actions and activities of a particular child. Identification of the individual characteristics of children allows the teacher to outline the prospect of development collective creativity.

Another option for organizing children's cooperation is that the overall goal of the activity is carried out by several subgroups and the final result depends on the quality of the work of each subgroup. This type of activity makes you feel satisfaction each participant, the child has a sense of usefulness and personal contribution to the common cause, which gives him confidence in his abilities. For example, children are happy to participate in the design of the panel on the wall of the group room "Magic Land of Childhood", "Space" etc. Dividing into subgroups of their own free will, the children independently decide what plot will be reflected by their group on a common visual field.

Final steps collective interactions are associated with the achievement, awareness and assessment of the significance of the result. At the same time, the teacher focuses the attention of children on the personal contribution of each to the common cause, emphasizes that without joint efforts, the implementation collective intention would be impossible. It's good when success collective activity is evaluated not only by the children themselves, but also by people whose opinion they value - parents, other educators, children of other groups.

For the systematic conduct of classes on collective creativity in each kindergarten, a long-term plan is created, topics and materials are selected, forms of organization are thought out. So, collective Work can be done in multiple sessions. A cycle of classes on one topic provides for a gradual solution of the task. For example, topic "City Street": in the first lesson a city is created, in the second lesson on another sheet - transport, at the end of the lesson both sheets are connected. In the third lesson, they perform people and complete the city as they wish (trees, flowers, clouds, sun, etc.)

What hinders the successful development of a child? creativity? The most significant shortcoming in the work of teachers that hinders the development of children creativity, is the excessive guardianship of the child, i.e. the intervention of the educator in himself child's creative process imposing your idea of work. The next disadvantage that adversely affects the development of children creativity, one should consider the limitedness of the materials offered to children for drawing, application and modeling, the limitedness of the methods of representation by children. The most negative disadvantage of work in the development of children creativity, misguided child creativity and low level of qualification of the teacher, i.e. the teacher does not have creative potential to address this issue.

Before educators and parents grows the task of an emergency importance: to ensure that each of those who now go to kindergarten grow up not only a conscious member of our society, not only a healthy and strong person, but also - necessarily! - an enterprising, thinking person capable of creative approach to any business for which he would undertake. And an active life position can have a basis if a person thinks creatively if he sees an opportunity for improvement around him.

Themes collective works for children 3-4 years old

1. Multi-colored balls (application, drawing)

2. Winter forest (drawing)

3. On the trees on the meadow, snow falls quietly (drawing)

4. Tumblers walk (sculpting, application)

5. Leaves, flowers blossomed on the tree (drawing, application). In this case, the image of a tree in front of the children is created by the teacher, and the children stick ready-made flowers and leaves.

6. Beautiful flowers bloomed (application and drawing)

7. Chickens walk in the grass

8. Decorate our group for the holiday (sculpting, application, drawing). This activity applies to all holidays. (birthday, spring festival, New Year etc.)

Themes collective work for children of the middle group

1. Autumn forest (drawing)

2. Autumn carpet

3. Birds on a branch (tree); Birds at the feeder (sculpting)

4. Fun carousel (based on Dymkovo toys). Carousel constructs the educator.

5. Fairy tree (drawing, application)

6. Our aquarium (the composition can be made in drawing and application)

7. Fairyland ( applique: children decorate the carved houses, cut out the details of the decoration, glue them and make a picture from the decorated houses on a large sheet of paper, protonated in accordance with the color of the fairy tale countries: sky, earth, grass, etc.)

8. Trolleys are driving along the street of a fabulous city and carrying various loads. (application)

9. Beautiful flowers bloomed in a flower bed (drawing, application)

Themes collective works for children of the senior group

1. Toy store showcase (application, drawing)

2. Basket with flowers

3. Our corner of nature (application)

4. Autumn park (magic garden)– drawing, application

5. On the rink

6. Our city (application)

7. Winter fun (drawing)

8. Fairy Kingdom

9. Space (drawing, modeling, application)

10. My favorite fairy tale (cartoon)– application, drawing

Themes collective works for children of the graduation group

1. Circus arena (application, drawing)

2. Basket with flowers (vase with flowers, vase with fruit - application)

3. Painting on fabric (drawing)

4. Autumn park (magic garden)– drawing, application

5. Animals of the world (application or drawing, modeling)

6. Our city (application)

7. Winter fun (drawing)

8. Flower world (drawing, modeling, application)

9. Space (drawing, modeling, application)

10. My favorite fairy tale (cartoon)– application, drawing

Collective creative activity is a complex pedagogical technology that combines the forms of education, upbringing and aesthetic communication. Its result is a general success, which has a positive impact both on the group as a whole and on each child individually.

Collective activity in a preschool educational institution is an effective means of solving many educational and didactic tasks, which makes it possible to form skills and abilities to work together, build communication, develop the habit of mutual assistance, and create the basis for the manifestation and formation of socially valuable motives. In the works of domestic researchers, the collective activity of preschoolers is considered as productive communication, in which the following functions are carried out:

Information - the exchange of sensory and cognitive information;

Contact readiness to receive and transmit information;

Coordination - coordination of actions and organization of interaction;

Perceptual - perception and understanding of each other;

Developmental - change personal qualities activity participants.

The main tasks to be solved in group classes:

1. Consolidation of previously acquired technical skills and abilities, the formation of skills to use them reasonably and rationally. The versatile exchange carried out by the teacher and children in the process of contacts with each other serves as an important source of replenishment of their practical experience. This process is carried out on the basis of the analysis and "assignment" of the partner's skills and abilities, as well as by improving the child's skills and abilities, as well as by the emergence of new ones as a result of joint activities, which, under favorable circumstances, acquire the character of cooperation and co-creation.

2. Education of moral and volitional qualities: the ability and need to complete the work begun, to deal with it with concentration and purpose, to overcome difficulties, to achieve the best quality of work, trying to make it more expressive, clearer, more interesting, to understand the significance of one's work in a common cause, etc.

3. Formation of skills to cooperate with peers and the educator (to unite, agree on the implementation of common work, help each other with advice, effective display, manage their desires, subordinate them to the interests of a common cause, evaluate themselves and others, correlate their thoughts, feelings and forms of behavior with other people (peers, educator), worry about the overall result). At the same time, contacts with peers are especially important, since only with peers do children learn to be on an equal footing, and therefore, to build special (personal, business, evaluative) relationships that they cannot have with adults.

Thus, collective activities, on the one hand, presuppose that children have a certain level of ability to work in a team, on the other hand, it is the most important means of developing planning skills, coordinating their activities and objectively evaluating the results of collective creative work.

Collective activities in the preschool are actively used in the classroom of fine arts - children are very fond of such collective activities. At the same time, as teachers note, it is easiest to organize teamwork by application, when each child cuts out and glues an object in its place, and then sticks it on a common sheet (general picture or composition).

In the methodology of teaching fine arts, there are several classifications of collective forms of activity. So, M.N. Turro singled out the following three forms of organizing the joint activities of children:

1. Frontal - collective work is a combination of individual products of children, made taking into account the task or taking into account the idea of \u200b\u200bthe overall composition. The process of joint activity is observed only at the end of the lesson, when individually performed parts of the composition are assembled into a single whole.

2. Complex form - the performance of collective work on the same plane, when children do their part of the task, having an idea of overall result and coordinate with other children.

3. Collective-production (individual-production) - is built according to the action of the conveyor, when each child performs one specific operation in the process of manufacturing a product.

I.N. Turro noted that the very process of collective activity and its result always evoke positive emotions in children, feelings of satisfaction and interest in visual activity. He also emphasized that “collective activities create favorable conditions for children to communicate with each other, in the process of work everyone becomes a source of knowledge for other participants. The result of collective activity, "according to the author," always has practical significance, allows you to connect the education of children with life ".

B.M. gave a high assessment to the method of collective work in the book “The Wisdom of Beauty”. Nemensky, noting that when using this method, "... children acquire not only the experience of collective creativity, but also the experience of understanding the place and role of art in life." B.M. Nemensky, for the first time, was included in the list of the main methods of introducing children to the fine arts by the method of collective and group work in the "Fine Arts and Artistic Labor" Program. He systematized collective activity on the basis of the number of participants in the process of joint labor.

From our point of view, a more complete systematization of the types of collective activities with preschool children is presented in the classification of T.S. Komarova and A.I. Savenkov. This classification is consonant with the system of types of collective work of I.I. Turro, but it is distinguished by a more subtle internal differentiation of the methods of organizing collective labor. This classification is based on the following types of collective activities:

1) Joint-individual activity - in which collective work is a combination into a single panel of individual works of children, made taking into account the task set by the teacher or with the meaning of the idea of \u200b\u200bthe overall composition.

The process of joint activity is observed only at the end of the lesson, when individually performed parts, elements of the composition are assembled into a single whole. At the same time, children are more willing to part with individual images if, from the very beginning of independent work, they know about the purpose of their drawing (sculpted or carved object) - to become part of a collective composition. Therefore, collective activity should be planned in advance, and the sooner children are included in the solution of a joint task, the more active their individual visual activity will be, the more contacts will begin to arise between them.

At the very beginning of the lesson, it is necessary to captivate children with a topic, an interesting goal, by introducing a layout (background, decoration) previously made by the teacher, on which the composition or the main character will then be placed, around which it can be built. The task is given to everyone immediately, at the beginning of work and then corrected depending on what others have done. At first, the educator does this, then the composition is performed in the course of a collective discussion by all participants. The advantages of this form - it allows you to involve in collective activities a large group of children who do not have experience of working together.

In the joint-individual form of organizing collective activity, two types of children's work are used: frontal and subgroup.

In frontal work with children, the educator sets an educational task or an entertaining problem, directs the search for ways to solve it, formulates and defines individual tasks (topics, volume, sizes, etc.). At the final stage, when a collective composition is organized, the teacher collects elements, details, parts of the overall composition, while teaching them to find the most successful place in the composition for each figure, emphasizing its advantages or hiding its shortcomings.

In subgroup work, the teacher also supervises the work of children, but the difference is that the group of children is divided into subgroups, uniting 2-4 (6-8) people each. They will have to try, basically without the help of a teacher, to compose their composition from homogeneous (identical) or heterogeneous (different) objects, entering into a discussion of options for placing finished images on the same plane. For example, “Cat with Kittens”, “Ivan Tsarevich and the Gray Wolf”, “Gingerbread Man Meeting with the Fox (Hare, Wolf, Bear)”, etc. Subgroups can be given the same or even different tasks, which must be performed qualitatively so that after completion of the work an unusual composition is obtained, consisting of individual works of each subgroup.

Very interesting and useful for children are classes in which children come together in twos to create a common composition. Such associations make it necessary for children to have business communication with each other, they teach them to negotiate with their partner. So, for example, you can invite children to decorate a pair of mittens, boots. For such work, children are united in pairs and it is better that they decide for themselves with whom they will work in pairs. After all, the guys need to decorate paired items identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in composition, in the composition of decorative elements, in color, and this is not so simple. And the teacher should help the children, teach them to negotiate, to yield to each other.

2) Joint-sequential - when the composition is gradually built up with new details. With this form of organization, the activities of children can be built on the principle of a conveyor, when each performs only one specific operation in the process of manufacturing a product. The activity of children in this lesson consists of two main stages:

Stage 1 - individual work child over an element, part of the general;

Stage 2 - sequential work on the conveyor associated with the assembly, a certain operation of the sequential installation of the collective product.

As a rule, the conveyor “turns on” if the task before the children is: to produce a large number of identical products in a short time, for example, invitation cards, Greeting Cards, souvenirs for babies, tea set, etc. In order for all children to be able to express their own creativity in the course of joint-sequential activities, transition from one place to another can be allowed. In order for the work of the conveyor to be argued, its volume, the complexity of the execution technology at each stage must be equivalent in terms of labor intensity and the amount of time required to complete the technological operation.

Before starting creative work, tables for children should be more conveniently placed so that they resemble an assembly line. The number of people working on one "conveyor line" should not exceed 6-10 people. Each line will do its job, and compete with others in the quality and speed of work. The task facing the child is simple: to glue (stick, draw) his part exactly in place, as it was done on the sample, while the operation must be performed in the right rhythm: quickly and accurately.

The joint-sequential form can also include activities organized according to the principle of a relay race. During the “pictorial relay race”, participants take turns approaching a common sheet and perform elements of a joint composition, complementing the image that has already been made by others. Moreover, each child must contribute his “mite” to the work. As a relay baton, if the work is done using the appliqué technique, a tube of glue can play. When organizing joint activities on the principle of a relay race, it is advisable to divide the children into subgroups and conduct several collective compositions in parallel, provide each with a sheet for creative work. In this case, there is a situation of competition between subgroups for the quality of artistic content and the form of collective composition, which really corresponds to the figurative name of this principle of organizing collective work - "relay race".

The joint-sequential form of organization of collective activity creates conditions for the formation of skills to coordinate joint actions, because the failure of one child inevitably leads to a disruption in the rhythm of the whole work. This form of work in preschools is not common.

3) Collaborative work is performed by all participants simultaneously, coordinating actions at all stages. It is proposed to perform collective work on the same plane, when each child does his part of the task, having an idea of \u200b\u200bthe overall result and coordinating his activity with what others are doing. This form is often called the form of cooperation or co-creation. At the lesson, each child should not only qualitatively perform the image of the object (create his own image in connection with the jointly invented content, creatively approaching the selection of methods and techniques of image, means of expression), but also take an active part in the discussion of the resulting images in connection with the idea, participate in solving various issues that have arisen in the course of work. Only under these conditions there is a direct interaction between children.

One of important points is the division of a group of children into subgroups, small and large, which are working on part of the collective composition or the entire composition. At first, this is a simple form of jointly interacting activity of children in terms of organization - work in pairs, gradually a larger number of participants can be involved in group activities: from 3-4 to 7-8 children or more (depending on the subject of the collective composition). Children are offered wide, voluminous topics, representing options for thinking through a specific plot, developing fantasy, creative imagination, on the topics: "Circus", "Zoo", "Doctor Aibolit and his friends", "Flight to the Moon", "At the bottom of the sea", "Life of animals in the forest"; according to fairy tales: "Pinocchio", "Chipolino", "Teremok"; by cartoons.

Children can be divided into creative groups at will or by common interests, and also have the opportunity to discuss the upcoming work: determine the general idea, content of the work, distribute responsibilities depending on the capabilities and interests of each, prepare the necessary material for work. As a result, each participant in the joint activity gets an idea of the overall composition, color and size of its constituent parts. At the same time, the educator unobtrusively directs the discussion in the right direction, helps in resolving controversial and conflict issues, but the original composition is not set by the educator, but is composed by a group of children, i.e. already at the first stage of creating a collective panel, creative interaction and cooperation of children takes place. After the end of joint creativity, it is necessary to arrange an exhibition and discuss the created compositions. Through discussions and concrete examples, it is much easier to show children that the ability to work together leads to good results.

This classification of collective activity is interesting because in each of the types of joint activity it does not prevent the group from dividing into pairs, small or large groups when performing collective work. The combination of individual and group work of children, their interaction allows the maximum use of the creative potential of each participant in collective activity, introduces diversity into the methodology of its organization. In addition, it is allowed to combine forms of joint activity, the possibility of changing its form in the course of performing a collective composition, which introduces diversity into the methodology of conducting collective work and enriches the experience of collective creativity of preschoolers.

As for the form of the collective application, it can be of different content. By subject, they are divided into three main groups: subject, plot and decorative application.

The subject application consists of separate images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.) In the subject application, children master the ability to cut out individual subject images from paper and stick on the background, which, due to the specifics of the activity, convey a somewhat generalized, conditional image of the surrounding objects or their reflections in toys, pictures, samples of folk art.

The plot application displays a set of actions, events. Subject-thematic application assumes the ability to cut and paste various objects in interconnection in accordance with the theme or plot (“chicken pecks at grains”, “fish swim in an aquarium”, “Victory salute”, “flight into space”, “birds have arrived”, etc.);

Decorative applications are also collectively created, which can be used to decorate various items of clothing and household items, these can be ornamental compositions in the form of panels, carpets, trays. In the course of work, children can independently compose the composition of the decoration, choose other decorative forms, vary their color combinations. In the collective lessons of decorative appliqué, children master the ability to cut and combine various elements of decoration (geometric, plant forms, generalized figures of birds, animals, humans) according to the laws of rhythm of symmetry, using bright color juxtapositions. To create ornaments, older preschool children learn evenly, fill in the background space with separate elements, highlight the main and auxiliary parts of the application.

In addition, the types of applications are divided by: color (color, black and white, one-color), by volume (flat, convex), by material (paper, fabric, natural materials, stones, etc.), etc. Combination various kinds applications in various combinations gives them an infinite number. Appendix 1 gives a classification that gives an idea of the richness of the figurative and expressive means of application and allows us to present its collective capabilities.

It should be noted that all collective works have a specific purpose: the creation of a picture; holiday decorations; decoration of the group, corridor, hall; execution of panels for leisure, for the birthday of the child; creation of scenery for games, performances, posters; screen book as a gift; illustrating a fairy tale, poem, frames for a film, etc. In this regard, the collective activity in the application classes is also different according to the thematic criterion:

Production of art panels and layouts;

Making gift posters;

Making attributes for joint games;

Illustrating fairy tales and stories;

Artistic design of exhibitions;

Production of costumes, details of costumes, theatrical scenery.

Thus, collective activity is of great importance in the education of preschoolers as a means of activating the development of their creative potential, forming and improving teamwork skills, developing interest in visual activity in general, and in applications in particular.

In practice, applique classes use different types of organization of collective activities, as well as their combination, each of which has its own capabilities in shaping children's ability to interact with each other and in organizing joint creativity.

Applications for children are a special way of obtaining an image by cutting, attaching or attaching any material to a base taken as a background.

In the application, as a productive activity, the preschooler is provided with almost unlimited opportunities for self-expression and creativity; developing in communication with others, he receives a positive effect from the result and process of activity. Therefore, the application is of great importance for the comprehensive development of children:

Mental education - the stock of knowledge is gradually expanding on the basis of ideas about the various forms and spatial position of objects in the surrounding world, various sizes, and a variety of shades of colors. Mental operations are formed, speech develops, vocabulary is enriched, figurative, coherent speech develops;

Sensory education - direct, sensitive acquaintance with objects and phenomena, with their properties and qualities;

Moral education - visual activity (application) brings up moral and volitional qualities: to bring what has been started to the end, to concentrate and purposefully engage in, to help a friend, to overcome difficulties, etc.;

Labor education - the ability to cut, handle scissors, use a brush and glue requires the expenditure of physical strength, labor skills; the participation of children in preparing for classes and cleaning after them contributes to the formation of diligence;

Aesthetic education - a sense of color, a sense of rhythm, a sense of proportion, gradually develop artistic taste in children.

Application work is carried out in full in the senior preschool age when the children are already cutting and pasting the shapes on their own. At the same time, the greatest effect in applique classes is achieved in collective activities, which are divided into: joint-individual, joint-sequential, joint-interacting. In addition, collective works can be different in terms of thematic criteria: the production of artistic panels and models; implementation of gift posters; production of attributes for joint games; illustrating fairy tales and stories; artistic design of exhibitions; production of costumes, theatrical scenery.

The specificity of the collective application lies in the joint and coordinated actions of children. In the process of creating collective work, preschoolers actively communicate, discuss interesting options ideas and make the best decisions, learn to criticize constructively and develop the skills of business cooperation.

The value of collective activities can be expressed in two main points: when children work collectively, the result of joint work affects each member of the children's team; in the process of collective activity, primary socialization skills are formed, which are so important for the full development of the child's personality.