Sadovnikova E., Lyda Zh.V. Creation of conditions for the development of initiative and creative abilities in preschool children through visual activity (Irkutsk). Master class "Pedagogical support of children's initiative and independence

Ushakov D.N.

The current guidelines for the modernization of the Russian education system - accessibility, quality and efficiency - place increased demands on preschool education.

purpose preschool education at the present stage consists not only in the formation of a certain amount of knowledge, but also in the development of the basic abilities of the individual, his social and cultural skills, the foundations of culturally appropriate behavior, healthy lifestyle life. Therefore, the development of a strategy for the development of preschool educational services in preschool educational institutions is an urgent and important task at this point in time.

In the context of the implementation of the Federal State educational standard preschool education, the task of educating an individual who is proactive, independent, creative, is one of the priorities.

Psychological research proves that during this period favorable opportunities open up for the formation of the foundations of independence and creativity (Alexander Vladimirovich Zaporozhets, Alexander Grigorievich Kovalev, Alexei Nikolaevich Leontiev, Anna Alexandrovna Lyublinskaya). According to scientists visual activity at preschool age is the most effective for the development of initiative and independence of children. Visual activity, arising at the initiative of the child himself, expresses his interests, inclinations, and most importantly, contributes to the manifestation of his abilities. Independent artistic and creative activity contributes to the development of independence, initiative, activity, creative manifestations, interest in one's own artistic activity.

The main types of visual activities of preschoolers are drawing, application, design, modeling and manual labor. Each of these types has its own capabilities in displaying the child's impressions of the world around. Therefore, the general tasks facing visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it. The use of various types of visual activity gives the child a wide opportunity in the manifestation of his creative inclinations, in the formation of an initiative, independent, individual personality.

So in drawing, working on the thematic block "Landscape", we start looking at landscapes with children from the youngest preschool age. Children have a desire to draw and they embody their emotions from what they saw and experienced in their first landscapes, so landscape sketches appear: “Buds and leaves”, “Rain, rain: drip-drip-drip!”, “Wind”, “Blizzard- zavirukha ”,“ Bad weather ”, etc. Children already at a younger preschool age show independence in choosing different material and take the initiative in depicting elements of landscape painting. The need for independence arises in a baby very early, it is important not to miss this moment, to help the child show his individuality, give him a choice and help discover what is inherent in every baby by nature. In children of older preschool age, individuality in the depiction of the landscape manifests itself more clearly. Each child sees changes in nature in his own way, feels the beauty and uniqueness of nature at different times of the year and reflects this in his work. This is how children of older preschool age depict nature in transitional seasonal states: the beginning of autumn, golden autumn, late autumn. Individuality is also manifested in the expressive means of painting - color, composition, drawing. One child depicts a snow-white winter, while the other has a purple winter. Individuality is also manifested in the construction of the composition. To support children's initiative and independence, we use the technique of unfinished compositions, experimenting with color, where children independently mix paints and find the right shade, choose a background and material to convey the image. Children's independence and initiative is supported through collective compositions where children choose a partner, work in pairs, subgroups.

In children's works you can see what kind of wind blows, how they fly and spin autumn leaves, carries them with a light cool breeze or a piercing evil north wind. Children independently come up with the names “Tender Morning”, “Terrible Whirlwind”, “Northern Lights”, etc. for their works. The result of the work done to familiarize preschoolers with landscape painting was the exhibition of children's works “Beautiful corners of our city”. In their works, the children showed individual style, independence in choosing the plot, materials and means, the ability to interpret artistic images. The choice of plot is not accidental, each child depicts his favorite corner of the city, which means that he develops love and a sense of patriotism for his native land. Each type of visual activity, along with a general aesthetic impact, has a specific impact on the child. As the experience of teachers of our kindergarten the use of non-traditional techniques in the application contributes not only to the development of artistic imagination and aesthetic taste, creative thinking, spatial perception, but also the development of children's initiative and independence. We use different types of appliqué, which differ in shape (volumetric, flat), color (one-color, two-color) and theme (subject, decorative, plot). To create them, we use colored paper, plasticine, fabric, straw. Children are happy to use the origami technique in combination with the application. As unusual materials for the application, we use adhesive modules: adhesive sheets and adhesive tapes, paper mosaic. Children with the help of flowers, arrows, stars make out both voluminous and flat applications, themed postcards, wall panels. Working with unusual material allows preschoolers to show imagination, creativity, creative approach, teaches them to think outside the box.

Modeling is of interest to almost children of all ages. The teachers of our preschool educational institution use various material: plasticine, dough, gypsum, clay and various techniques for working with these materials. The non-traditional technique for working with plasticine "Plasticinography" is actively used in the practice of our preschool educational institution. (“Plasticineography” (“graphics” - to create, depict, “plasticine” - the material with which the execution of the plan is carried out). The principle of this non-traditional technique is to create a stucco picture depicting convex, semi-volumetric objects on a horizontal surface. The subject material of the classes is a sequence of carefully selected, gradually becoming more complex products. Each new image is based on what has already been studied, contains familiar forms and is performed with techniques already known to the child, but at the same time supplemented with new, more complex elements that are not yet familiar to him. Topics are close and understandable to the child - these are objects that he encounters daily and knows well: toys, sweets, vegetables, fruits, mushrooms, insects, birds, ancient and fabulous animals, inhabitants of the underwater kingdom. Children are happy to invent new ones, interesting topics for pictures. The first successes will surely arouse in children the desire to create compositions in their own, independent creativity, to show initiative, individuality, since this technique is unusual, attracting attention and interest. In our work we use such types of plasticineography as reverse plasticineography, plasticine mosaic, modular plasticineography. Children are provided with a large selection of various plasticine. In plasticineography, we use the same techniques as in modeling: pressing down, smearing, smoothing, flattening. The colors are easy to mix with each other and additional shades are obtained, which helps the child to develop color perception. Parents, having visited the exhibition of three-dimensional paintings in the kindergarten, actively responded and attended master classes, where together with the children they created plasticine masterpieces. Many of the parents created their own corners of creativity at home, which led to the manifestation of independence in the creativity of children. Systematic and gradual work with plasticine when creating three-dimensional paintings allows children to show originality, independently bring the matter to a completed end.

We bring to your attention a master class on the topic "Plasticineography"

This master class can be useful for parents, educators and teachers in working with children of senior preschool and primary school age.

Target: development of independence, initiative, individuality through plasticineography.
Material for work: plasticine; colored cardboard; markers; rods from ballpoint pen; stack photo frames.

Choose unfinished compositions for yourself, if you wish, you can apply your drawing: an object, a flower, a mushroom, a butterfly and plasticine. In this case, we provide a large selection of plasticine. Now I will talk about several types of plasticineography, and you yourself choose the type that you like best.

1. Reverse plasticineography - an image of a stucco picture on the reverse side of a transparent surface or stained glass.

This type of plasticineography is used on glass, the image is obtained from the other side, therefore it is called reverse plasticineography. Because preschool children cannot work on glass; plastic or plexiglass can be used.

When reverse plasticineography, the surface for work must first be thoroughly washed with soap or water. detergent for glass. Transfer the drawing to the surface with a marker or stained glass outline, and then fill in the elements of the drawing with plasticine. To do this, you need to pick up a piece of plasticine in size and knead it well in your hands, and then smear it on the glass. You can smear it with your fingers or with a stack, carefully pressing it to the surface to get a thin layer. new color must be applied sequentially and separately. Along the contour, the resulting work can be pasted over with strips to make a neat frame, or inserted into a finished frame.

2. Modular plasticineography - an image of a stucco picture using various elements - rollers, balls, braids, disks.

This technique is more complex, since it requires mastery of all modeling techniques. First you need to transfer the drawing you like to a sheet of cardboard and fill each section of the picture with plasticine of the corresponding color, which can be done with small balls, flagella or whole parts, giving the edges the desired shape with the help of a stack.

3. Mosaic plasticineography - the image of a stucco picture using balls of plasticine or ball plasticine.

This technique is the simplest, since the elements are all the same - plasticine balls. It is only necessary to beautifully combine colors and carefully fill the space without going beyond the outline. You can get to work and choose any technique of plasticineography.

While our colleagues are working, I will talk about other types of plasticineography.

There are several other types of plasticineography.

3. Direct plasticineography - the image of a stucco picture on a horizontal surface.

Mostly all children work in this technique, starting from an early age. For an early age, you can prepare a simpler outline drawing, without small details, and at an older age, children can apply more complex compositions on their own, with small details. The drawing is filled with softer plasticine, such as wax. It spreads well and blends beautifully. This technique must be performed on a sheet of thick cardboard, but in this case it is necessary to first paste over the surface with tape. It is best to smear plasticine on cardboard with your hands, since the material under pressure lies evenly on the surface, thus achieving the effect of a smear with oil paints.

4. Contour plasticineography - an image of an object using flagella.

This technique is more like for older people, as it requires perseverance and painstaking work. The contour drawing is filled with flagella, which are pre-rolled by the child himself or prepared in advance by the teacher. To do this, put the plasticine in the syringe, and place the syringe in hot water to melt the plasticine. After 2-3 minutes, plasticine can be squeezed out, so you can prepare exactly the same flagella, which subsequently fill the space.

5. Multilayer plasticineography - a three-dimensional image of a stucco painting with successive application of several layers. The advantages of this technique are that a very beautiful and vivid plot can be performed on a plane. This technique is suitable for depicting the sky, mountains, forests and other landscape scenes, when one layer is covered from above by another. Some details of the plasticine picture may have a complex contour. In this case, you need to apply a plasticine cake and remove excess plasticine with a stack.

If the picture contains elements that are difficult to mold, then they are repeated with a thin layer of plasticine on paper, cut out with scissors and stuck to the base using thin plasticine rollers, thus achieving a 3-D effect.

6. Textured plasticineography is an image of large areas of a painting on a horizontal surface with a more convex image (bas-relief, high relief, counter-relief)

Slides captions:

Plasticineography Educator: Skiba O.A.

What is "Plasticineography"? Plasticineography is unconventional technique modeling, which is expressed in the "drawing" of more or less convex (bas-relief) images on a horizontal surface with plasticine.

What is plasticine? Plasticine (Italian plastilina, from other Greek πλαστός - stucco) - material for modeling. It is made from purified and crushed clay powder with the addition of wax, lard and dyes. Serves to perform various shapes and images.

Materials used in plasticineography Plasticine (different colors). Plastic boards for work. Stacks. Cardboard (plain and color), preferably dense. You can also creatively use any dense surface: wood, glass, plastic. Waste material- to create game fantasy images: paper of different textures, candy wrappers, seeds, grains, buttons, plastic containers etc.

Ball clay Floating clay Modeling mass

improve visual perception. promote cognitive-creative and sensorimotor development: develop the perception of shape, texture, color, weight, plasticity of the material; develop fine motor skills hands, synchronization of actions of both hands; develop fantasy, imagination, spatial thinking; to form the emotional-volitional sphere of children, to develop the skills of self-control over the actions performed. to promote the socialization of children: the development of their labor skills in planning work to implement the plan, the ability to foresee the result and achieve it, if necessary, to make adjustments to the original plan. Tasks:

Direct plasticineography - an image of a picture on a horizontal surface; Reverse - an image on the other side (stained glass)

Contour plasticineography - an image of a picture along the contour, using flagella Multilayer - applying plasticine in several layers

Modular plasticineography - application of many ready-made elements Mosaic - application of identical elements (balls)

Textured - a more convex image (relief, bas-relief)

* You can paint over the template with plasticine; * scratch with a toothpick a drawing on a layer of plasticine; * sculpt three-dimensional picture- bas-relief; * make a plasticine picture. Sometimes it is convenient to use ready-made durable forms for modeling - jars, bottles, plastic eggs, boxes. They serve as a solid and comfortable base. It also helps to avoid redundant work. Sculpting in the form Drawing with plasticine

When the image is created from separate parts, as from the details of the designer (hence the name). In this way, they begin to sculpt as early as 2-3 years old (pyramid. beads. Fence, well) Combines two methods: constructive and sculptural. It is called plastic or modeling from a whole piece, when the child models the shape - the basis with various movements: pulls, bends, crushes, pinches where necessary: from above, on the sides, from below. Constructive method Sculptural method Combined method The modeling technique is varied, but at the same time it is accessible even to small children.

Rolling Rolling Retracting Flattening Indentation Bending Handling

“The ABC of Modeling” - a technique for rolling the shape of a ball: we play with plasticine in the “Magic Bun” Slightly stretch on both sides and roll out an ovoid or ellipse balloon, melon. Pull off on one side - pear, matryoshka. Flatten between the palms into a disk-wheel, flat cake. Roll into a cone - ice cream, pyramid. Flatten on one side into a hemisphere - gingerbread, beetles. Make a depression with your fingers or a pencil - a mushroom cap, a cup, a vase.

“The ABC of Modeling” - a technique for rolling out the shape of a cylinder: we play with a “sausage” Together with the children, we move the palms of our hands forward and backward (until we get the part desired shape and size) with the simultaneous pronunciation of the following text: “A locomotive is driving, two pipes and 100 wheels:“ Choo, choo, choo, choo, choo! ”(especially relevant at the initial stage of mastering the basic form-building movements).

Stage 1 Visual-tactile examination of an object - determination of the features of its structure: parts and details of which it consists.

Sketching the image, determining the amount of plasticine Stage 2

Stage 3 Direct creation of a plasticine image, using the techniques of the ABC of Modeling and the techniques of plasticineography derived from them.

FINAL PART In order to complete the lesson, a brief summary must be summed up Self-assessment of the work with the help of: cards - symbols; scheme; emoticons, etc. Creation of a plot composition, exhibition and general evaluation of work by a teacher Evaluation of work by a neighbor; a hero from a surprise moment

Thank you for your attention!

List of sources "Plasticine country Lepilka" Selivon V.A. Minsk: "Poppuri", 2010. "Program 4 types", ed. Plaksina L.I. http: //www.Lenagold.ru http: //strandetstva.ru "Plasticineography: animalistic painting" Davydova G.N., publishing house: Scriptorium 2003. Year of issue 2008. http: //detskiysad.ru

1. Eastern administrative district, GBOU gymnasium No. 1476.

Topics of speeches:

"Development and support of children's initiative in different types activities, interaction of a preschool organization with a family” - a presentation by the senior educator Kharitonova N.V.
"Development of children's initiative and independence of children in different cultural practices":

- "Cartoon for kids" - teacher Molchanova A.A.;

- "Types of minerals (stones)" - teacher Gorokhova E.A.;

- "Magic chest" - educator Rozanova A.A.

3. “Joint partner activity of an adult and a child. Project "Sorceress of water" - presentation of the educator Pluzhnikova O.B.

https://drive.google.com/drive/folders/0Bwy77u-Zt1FwVGprWWJOTmJxYW8

2. Eastern administrative district, GBOU secondary school No. 1852.

Topics of speeches:

Presentation by the senior teacher Spesivtseva N.N. "Development of children's initiative through the expansion of developing space for the free activity of children."
Presentation of the work experience of the educator of the GBOU secondary school No. 1852, preschool department, Kotelevets L.V. "Supporting children's initiative in verbal communication through the use of TRIZ technology".
Presentation of the work experience of the educator of the GBOU secondary school No. 1852, preschool department, Tonkonogova N.V. "Creating a subject-developing environment as a condition for supporting children's initiative."

Event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwTlQ1VXAxdVhhZDg

3. Eastern administrative district, SBEI "School with in-depth study of English language No. 1352"

Topics of speeches:

“Educational activity with children 3-4 years old “How we helped Mishka” - teacher Ugolnikova Svetlana Dmitrievna.

2. “Educational activity with children 4–5 years old “Letter from the scientist Owl” - teacher Krisanova Galina Vasilievna.

3. "Educational activity with children aged 5-6 years" Journey to Tsifrograd" - educator Kutlovskaya Tatiana Petrovna.

4. “Educational activity with children 6–7 years old “Miracles from the casket” - teacher Belyaeva Tatyana Nikolaevna.

5. GEF TO. Development of children's initiative in various activities. Presentation by methodologist Tatyana Vladimirovna Krivoruchko.

Event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwQ3kwVnlvVzc4N00

4. Eastern administrative district, GBOU Gymnasium No. 1512.

Topics of speeches:

"Development of children's initiative in different types of activities" - presentation by the senior educator A.A. Lykova.
"Techniques and ways to support children's initiative" - teacher-psychologist E.V. Kovalchuk.
"Staging based on the Russian folk tale"The Cat and the Fox" - teacher L.N. Pavlukhina, music director G.V. Nesterov.
"Forms of support for children's initiative in sensitive moments and independent activities of children." Practical experience of teachers: music director O.V. Kolyabina, speech therapist teacher V.A. Muravyova, teacher T.V. Tolstykh.

Event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwczVycUtEcThFYWM

5. Western administrative district, GBOU Gymnasium No. 1596.

Topics of speeches:

“Open event (within the framework of project activities) on life safety “Letter from Prostokvashino” - educators of the senior group Ershova Elena Vladimirovna, Fedorova Victoria Andreevna.
“Dominant lesson in children's creativity “Playing a fairy tale” (based on the musical cycle of S.M. Maykapar “Spillikins”)” - music director of the highest category Shamidanova Lidia Veniaminovna, educator preparatory group Mikheeva Lyubov Nikolaevna
Presentation “FGOS. Development of children's initiative. Working with children of senior preschool age to create a fairy tale ”- senior teacher of the GBOU Gymnasium No. 1596, SPDO No. 1755 Kotova Svetlana Alekseevna, teacher of the preparatory group Poluektova Valentina Nikolaevna.
Presentation “FGOS. The development of creativity as the highest form of development of initiative "- senior teacher of the Gymnasium No. 1596, SPDO No. 1755 Kotova Svetlana Alekseevna, music director Shamidanova Lidia Veniaminovna.

Event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwUHd4b1lzdEpzM0k

6. Western administrative district, GBOU School No. 37.

Topics of speeches:

"The development of initiative and independence in a preschooler in the process educational activities: teaching the beginnings of literacy through the organization of a children's theater "- teacher Onoprienko Ekaterina Elitovna.
"The object-spatial environment as a means of developing children's initiative and independence in children with disabilities" - teacher-psychologist GBOU School No. 1329 Kovaleva Svetlana Yuryevna, teacher-speech therapist GBOU School No. 1329 Nazari Galina Rafailovna.
"Development of children's initiative and independence in various types activity” – educators Cherminskaya Marina Anatolyevna, Tikhanskaya Ekaterina Olegovna.
"Modern forms of interaction with the family for the development of children's initiative" - teacher-psychologist GBOU secondary school No. 13 07 Lunina Nadezhda Aleksandrovna.
"Development of creative initiative in various cultural practices" - educators Degtyareva Elena Viktorovna, Zavarzina Irina Aleksandrovna.

Event materials can be found at https://drive.google.com/drive/folders/0Bwy77u-Zt1FwdEJvMjZvcVpEV1k

7. Zelenograd administrative district, GBOU Gymnasium No. 1528.

Topics of speeches:

“Federal state educational standard for preschool education. Development of children's initiative in different types of activities” – senior methodologist Nina Mikhailovna Balaeva, senior educator Kristina Grachikovna Avetisyan, educational psychologist Golubkova Galina Guryevna. Text and presentation.

8. Northern administrative district, GBOU TsO No. 1296.

Topics of speeches:

"Development of children's initiative in play activities with children of the second group of early age "Colorful Fairy Tale"" - educators of GBOU TsO No. 1296 (DO No. 1). Medvedeva Tatyana Nikolaevna, Syatkina Galina Anatolyevna.
“Development of children's initiative in visual activity: using the possibilities of graphic materials in fine arts” - educator of GBOU TsO No. 1296 (DO No. 1) Gizhitskaya Irina Alimovna.
"Development of children's initiative in communicative activities: "Journey across the continents" (combined preparatory group for school)" - educator of GBOU TsO No. 1296 (DO No. 1) Golovina Elena Eduardovna.
"Development of children's initiative in the educational and research activities "Miracles about four wheels" ( senior group) "- educator of GBOU TsO No. 1296 (DO No. 1) Fadiuri Larisa Vladimirovna, methodologist of GBOU TsO No. 1296 (DO No. 1) Tatyana Anatolyevna Serebryakova, educator Romanova Olga Yuryevna.
"Development of children's initiative in communicative activity: development of children's speech using speech exercises (combined senior group)" - educator of GBOU TsO No. 1296 (DO No. 1) Blinova Tatyana Mikhailovna.
"Development of children's initiative in motor activity: "Such different balls" (preparatory group for school)" - educator of GBOU TsO No. 1296 (DO No. 1) Kudinova Elena Valentinovna.
"Development of children's initiative in constructive activities: "Little builders" ( junior group) "- educator GBOU TsO No. 1296 (DO No. 3) Bakotina Tatyana Sergeevna.
"Children's initiative in visual activity: the development of children's initiative in teaching children arts and crafts" - educator GBOU School No. 183 (DO No. 4) Khrenova Olga Anatolyevna.

The materials of the event can be found at the link

Natalia Tsyryapkina
Development of initiative and independence of preschool children in visual activity

Development of independence and activity is an important task of education preschool children. It is during this period that the child in his actions and deeds actively and persistently shows a desire for independence. Relevance of the problem development of independence in younger preschoolers associated with certain distortions in education children. Research carried out recently testify to that children are characterized by infantilism and helplessness syndrome, since adults do not give children freedom of choice and do not create conditions for development of independence. Delay in development of independence leads to the appearance of children's whims, stubbornness, bad habits constantly hope to help those around you.

However, developed independence and activity ensures the formation of an emotionally positive mood of the child in the team, the balance of his behavior, activity in relationships with peers. timely development of independence in younger preschoolers is a necessary prerequisite for their active mutual assistance, concern for others, careful attitude to things.

To solve this problem, each teacher selects the most optimal methods and techniques in their work.

Development of initiative and independence of preschool children in visual activity.

What does the concept mean initiative and independence?

Independence - work done on our own, without outside influences, without the help of others.

Initiative- primary symptom independence showing independence from extraneous influences most the origin of a particular action.

For independent activity of a preschooler characterized by the ability to act on one's own initiative both in familiar and new conditions; set a goal and plan for the result; the ability to perform the actions necessary to achieve the goal without the help of adults; Availability self-control and self-esteem.

The Federal State Educational Standard states that one of the main principles preschool education is support children in various activities.

Visual activity- one of the favorites of children in their free time and is one of the important species children's activities in which these qualities can be successfully formed. But for a child to become enterprising, independent and creative person in the process, it is necessary to form certain technical skills and abilities in him.

After analyzing the work children performed in their free time, I saw that they were wearing reproductive character: children in their work use only those skills and abilities that they have acquired in the classroom, without showing creativity and imagination. Works by topic and method Images are similar to the topics. With this in mind, I set myself goal: development of initiative and independence in children in visual activity.

To achieve this goal, the following tasks:

Develop creativity and fantasy, observation and imagination, associative thinking and curiosity;

Improve skills in working with different visual materials;

promote development of children's ability to independently set a goal, select for this necessary material and tools in the Creativity Center, determine the sequence, methods and techniques for performing work, adequately assess the result obtained, and, if necessary, correct it.

Lessons visual activity interesting and attractive preschoolers entertaining content, focus on results.

Independent visual activity arises at the initiative of children to meet their individual needs. A wish on one's own leads to results children overcome difficulties, show perseverance, ingenuity.

For development of initiative and independence in children in visual activity serves created in the group developing a subject-spatial environment in which every child can do what they love.

At the Creativity Center, I collected various means artistic activities and materials such as traditional and unconventional: glitter paints, crayons, pencils, palettes, toothpicks, seals, cotton buds, tubes for inflating, a variety of paper (newsprint, wrapping, cardboard, drawing, color, tinted, stencils for drawing, foam rubber, cotton wool, sponge and other means for artistic activities.

This allows the child on one's own choose the material that interests him and create such bright and memorable works that can be used in the interior of the kindergarten and in the interior of his own room or apartment in which the child lives.

In my work I adhere to the principles of novelty and dynamism, i.e. I try to regularly replenish the content of the Creativity Center with new artistic materials, visual allowances: interesting books illustrated by artists, coloring books, photographs, games - crafts so that children are not bored, but interesting. I change materials regularly.

To generate interest in visual activity, expanded representations children about various techniques and techniques in creativity, introduced the use of non-traditional materials in the manufacture of works. For example, you can draw not only with a brush, but also with a finger, sponge, wand, paper napkin etc. When making an appliqué, use not only paper, but also buttons, beads, natural material, foam rubber, etc. You can sculpt not only from plasticine, but, for example, from dough. All this helps develop creativity, mind, speech, brings up aesthetic taste.

The use of non-traditional methods is very attractive for children, as it opens up great opportunities for expressing one's own fantasies, desires and expression in general.

In an effort to create a need for independent creativity in children, carefully think over the organization of various forms visual activity(creation of collective works, production of attributes for role-playing games etc.). I select interesting theme children: « gold autumn» , « New Year» , "Butterflies", "Aquarium" etc. All this gives impetus to the child's imagination, makes the child think creatively.

Such work develops independence in children, self-confidence, encourages the manifestation initiatives, holding independent research, creating new creative works.

During work, I treat all children favorably, I encourage them, I approve. If the work has an unfinished or sloppy look, I don’t talk about it myself, but I try to introspection the child saw the work and understood how to finish or transform his work. In each of them I try to note something good. I don’t give samples to children as examples, I don’t focus on what should turn out, I don’t customize, I don’t hang out only the best works, I don’t compare them so as not to develop feeling of rivalry, as it interferes with normal relationships between children.

I use a variety of methods in my work. tricks: information-receptive (contemplation, observation, sample and adult display); reproductive is a method aimed at consolidating knowledge and skills children; heuristic method is aimed at the manifestation independence at some point in the lesson, i.e. I suggest the child to do part of the work on one's own; research method is aimed at development in children not only independence but also fantasy and creativity.

In many ways, the result of the child’s work depends on his interest, so I activate attention in the lesson preschooler I encourage him to activities with additional incentives:

The game that is the main view children's activities;

Surprise moment - the favorite hero of a fairy tale or cartoon comes to visit and invites the child to go on a trip;

A request for help, because children will never refuse to help the weak, it is important for them to feel significant.

One of the important means of encouraging and development of children's fine arts creativity are a variety of exhibitions of children's drawings. The exhibition is very important point comparing their work with that of their peers. In these moments, the child sees his work better and better understands the degree of skill of others. children. Reporting exhibitions are held once a quarter.

Convinced that not a single upbringing or educational task can be successfully solved without fruitful contact with the family. She built her communication with parents on the basis of cooperation, which, according to parents, brought them closer to their children, and allowed them to discover some new aspects of their child's personality.

Spent parent meetings on the topic: « Development of independence in children of primary preschool age», « We develop together creativity in the child "; consultations: How often do you draw with your child?, "Usage unconventional ways in visual activity», « Development of visual activity of children in the family»; arranged folders - shifting: "How to educate child's initiative» , « Child independence. Its limits", held a master class "We dip our hands into the paint" where parents and children created joint works.

In the group I constantly arrange exhibitions of children's works for children and for parents. Many parents are beginning to show interest in creativity children when they see children's work at the exhibition. I regularly hold exhibitions joint work parents and children.

As a result, work with parents has reached a higher level. This is manifested in the interest activities, which is expressed in the desire to take part not only in exhibitions of joint creativity with children at the district level, but also at the regional and All-Russian.

As a result of my work, children increased interest in independent visual activity. In the classroom and independent activities children became more independent and active in bringing the work to the end, in choosing the necessary pictorial materials and tools to achieve results. The subjects of children's works have become more diverse and are distinguished by expressiveness and originality.

Ending the year with kids middle group, I outlined the prospect of work for the next academic year:

Continue work on development of initiative and independence in children in various activities;

Take advanced training courses to create conditions for development of initiative and independence in preschoolers.

Summing up the work done, we can say that such a personality trait of a child as autonomy needs to be developed throughout the period preschool age.

I consider myself a creative educator and try to live and work in principle: "If you want to educate in children independence, the courage of the mind, to instill in them the joy of co-creation, then create such conditions that the sparks of their thoughts form the kingdom of thought, give them the opportunity to feel like a ruler in it.

List of used literature:

1. Approximate basic general education program preschool education"Birth to School" N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. M., 2014

2. Federal state educational standard preschool education.

4. Vinogradova N. A., Gainullova F. S. Subject- developing environment of the kindergarten. / Ed. N. V. Miklyaeva. – M.: TC Sphere, 2012.

5. Dron A. V., Danilyuk O. L. Interaction of preschool educational institutions with parents preschoolers. Program "Child - teacher - parent"/BUT. V. Dron, O. L. Danilyuk. - St. Petersburg: PUBLISHING HOUSE LLC "CHILDHOOD PRESS",2012.

6. Kazakova T. G. Develop creativity in preschoolers. Allowance for the educator det. garden / T. G. Kazakova. - M.: Enlightenment, 2012

7. Kovalitskaya L. M. Methods of skills formation visual activity in the preschool educational institution: A guide for educators / L. M. Kovalitskaya. - M.: Arkti, 2010

8. Artistic creativity and child / Ed. N. A. Vetlugina. - M.: Pedagogy, 2002

9. Yusupova G. Education independence in children. // D. c. 2004.- No. 8.

One of the most relevant in modern pedagogy there was and remains the problem of the formation of independence and initiative in children. What is an initiative? Initiative - (From French initiative, from Latin initium - beginning) initiative, inner motivation for new forms of activity, a leading role in any action; internal motivation for new forms of activity, entrepreneurship; leading role in any action.

The GEF DO states that one of the main principles of preschool education is to support children's initiative in various activities necessary to create social situation development of children. What does it mean - an initiative child of preschool age? Such a quality as initiative is manifested when the child independently makes a choice of the topic of play activities, sets and solves play problem situations.

The GEF DO notes the need to create conditions for children to freely choose various types of activities, forms of joint interaction and their participants. Children's initiative is the most important indicator child development, this is the ability of children to independent, active actions, the development of children's communicative abilities, which allow them to resolve conflict situations with peers, the development of children's ability to work in a group of peers. An enterprising child seeks to organize various productive types of independent activities, games, such a child can find an occupation at will, participants in joint activities, interest other children, independently explains natural phenomena and the actions of other people, is distinguished by the ability to make their own decisions. In an initiative child, such distinctive features like curiosity, ingenuity, inquisitiveness of the mind.

There are four areas of initiative:

communication initiative (inclusion of the child in interaction with peers, where empathy, the communicative function of speech develop);
creative initiative (inclusion in story game as the main creative activity of the child, where imagination, figurative thinking develop);
initiative as goal-setting and volitional effort (involvement in various types of productive activities - drawing, sculpting, designing, requiring efforts to overcome "resistance" material where arbitrariness develops, the planning function of speech);
cognitive initiative - curiosity (inclusion in experimentation, simple cognitive research activity, where the ability to establish spatio-temporal, causal and generic relationships is developed).

What directions and ways of supporting children's initiative can be recommended to teachers?

respect the individual tastes and habits of children;
selection of the optimal load level (in accordance with the abilities and capabilities of the child so that he copes with the task);
encouragement (in the process of activity: activity, creative), praise, encouragement (the correctness of the action carried out by the child, and not of himself);
providing a favorable atmosphere, goodwill on the part of the teacher, the teacher's refusal to express assessments and criticism of the child;
positive evaluation (both final and intermediate result);
attention to the interests and needs of each child;
indirect (non-directive) help (suggest the desired action, direct, etc.);
teacher's personal example (use of competent correct speech, attitude towards the interlocutor, mood, etc.);
no ban (to choose a partner for action, play, role, etc.);
suggestion of an alternative (other way, option);
creation and timely change of the subject-spatial developing environment, taking into account the enriching life and play experience of children (laboratory equipment, materials, attributes, inventory for various activities, to which free access is provided, etc.);
security (selection of various forms of activity: individual, pair, group; change of game material, works of art (books, paintings, audio and video recordings), music and sports attributes).
celebrate and celebrate even the smallest successes of children;
giving children the opportunity to actively ask questions.
do not criticize the results of the child's activities and himself as a person;
develop in children the habit of self-discovery interesting activities; teach to freely use toys and aids; to acquaint children with the group, other premises and employees of the kindergarten, the territory of the site in order to increase independence;
to maintain the child's interest in what he considers and observes at different regime moments;
establish simple and understandable for children the norms of the life of the group, clearly follow the rules of behavior for all children;
spend all regime moments in an emotionally positive mood, avoid a situation of haste and hurrying children;
turn to children with a request to demonstrate their achievements and teach them to achieve the same results of their peers;
to encourage the engagement in motor, play, visual, constructive activities, to express approval of any result of the child's work.
create a positive psychological microclimate in the group, equally showing love and care for all children: express joy at a meeting, use affection and a warm word to express your attitude towards the child;
to encourage the desire to create something according to one's own design; draw the attention of children to the usefulness of the future product for others or the joy that it will bring to someone (mother, grandmother, father, friend);
involve children in planning the life of the group for the day and for a longer period, discuss joint projects.

Organizing your educational work In this direction, I adhere to the following principles:

Variability - providing the child with the opportunity for optimal self-expression through the exercise of the right to choose, an independent way out of a problem situation.
Activities - encouraging children to actively search for new knowledge in joint activities with adults, in the game and in independent activities.
Creativity - the creation of situations in which the child can realize his creative potential through joint and individual activities.

In order for children to believe in themselves, develop and experiment, teachers must encourage initiative, therefore in my practice I use various techniques and methods: productive activities, joint research activities of an adult and children, experiments and experimentation, integrated cognitive activities, observation and work in corner of nature, ritual planning of independent activities, joint activities of adults and children, organization of project activities, independent activities of children, group gathering; as well as such techniques as algorithms, modeling situations, individual-personal communication with the child.

I actively use:

1. Productive activities (construction, drawing, modeling, application)

In the process of productive activity, children develop such personality traits as mental activity, curiosity, independence, initiative, the ability to show independence and initiative in thinking through content, selecting visual materials, and using various means of artistic expression. which are the main components of creative activity. Helping a child "design" his work into the final product, for example, to make a frame for drawings, an exhibition, to hang diplomas on the wall, create an album of achievements, etc. For the development of children's independent visual activity, I have collected a thematic selection of schemes for drawing and modeling, designing from various types of building materials, mosaics and puzzles.

2. Independent activity of children.

The educator creates for children a diverse subject-spatial developmental environment in the group, which should provide each child with cognitive activity, should correspond to the diverse interests of children and be of a developmental nature. Also, children are given the opportunity to act individually or together with their peers.

3) Group fee

This part of the daily routine, which is carried out at a certain time, in a specially equipped place, where children independently plan and choose activities based on their own interests and needs in various centers.

4) Labor activity

In my practice, I create such conditions for labor activity, where older preschoolers help each other, correct each other, show initiative and independence, correctly relate to the assessment of their work.

5) Method "projects"

In my work with older preschoolers, I use the technology of project activities, which, in my opinion, is also relevant for the development of initiative and independence in children, the formation of the ability to make choices. Here it is important to be a partner, an assistant to children. The "project method" helps children understand the need for social adaptation of people to each other: the ability to negotiate, respond to other people's ideas, the ability to cooperate, to accept someone else's point of view.

6) The ritual of planning independent activities

During this ritual, children sit down and draw symbols, and some already write what they would like to do in the afternoon. Then, the children hang their plans on the board and say what they will do.

7) Problem based learning

In problem-based learning, the child is systematically included in the search for solutions to new questions and situations that cause intellectual difficulty, where he develops mobility and variability of thinking, and activates mental activity.

When carrying out such forms of work with children, it is necessary to create conditions for children to guess a lot on their own, enjoy it, and independently join in game situations and initiated them by creatively developing the game plot, using knowledge obtained from various sources. It is necessary to cooperate tactfully with children: do not try to show and explain everything at once, do not give ready-made instructions, but provide non-directive assistance in children's independent play, stimulate their activity in various types of activities.

GEF DO notes that the educational or educational task cannot be successfully solved without fruitful contact with the family. Therefore, I closely organize my work with the parents of pupils: it is built on the basis of cooperation. Organized work with the family allows you to involve parents in the educational process, but also unites the family (many tasks are shared), directs parents to the need to maintain independence, initiative, curiosity in the child. Parents together with their children enthusiastically make books, design albums, posters, organize photo shoots, participate in project and productive activities. Presenting products children's creativity other children, parents, teachers (concerts, exhibitions, etc.) adults support the child's sense of pride in his work and his satisfaction with his results.

Children's initiative is expressed when the child becomes both an initiator, and a performer, and a full participant, a subject of social relations.

As a result of properly structured work with children, one can notice that children become more independent and proactive, their level of self-control increases, children's assessment of their capabilities becomes more objective, children independently master the material using a variety of means, can analyze information, independently do conclusions. Children are able to set the goal and objectives of their activity, analyze its conditions, formulate problems and hypotheses, assumptions about options for solving problem situations, organize and adjust the course of both individual and joint activities, achieving a positive result.

Based on the foregoing, it can be recognized that the independence, initiative of the child must be developed throughout the entire period of preschool age.

In conclusion, I would like to remind everyone that “If you want to instill in children independence, courage of the mind, instill in them the joy of co-creation, then create such conditions so that the sparks of their thoughts form a kingdom of thought, give them the opportunity to feel like a ruler in it” .

Bibliographic list:

Alieva T., Uradovskikh G. Children's initiative - the basis for the development of knowledge, activity, communication // preschool education. – 2015. – № 9.
Big Encyclopedic Dictionary. 2000
Babaeva T.I. "Development of independence as a factor in preparing children for schooling" SPb.
Kozhevnikova L.M. Map of children's initiatives / L.M. Kozhevnikova - M .: Academy, 2009
Korotkova N.A. Ways of flexible design of the educational process / N.A. Korotkova - M.: Academy, 2008.
Nishcheva N.A. We bring up independent preschoolers / N.A. Nishchev // Collection of articles St. Petersburg: CHILDHOOD-PRESS, 2000.
Educational environment and organization of independent activities of senior preschool age: guidelines/ ed. O. V. Dybinoy / - M .: Center for Pedagogical Education, 2008
Order of the Ministry of Education and Science Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 No. 1155 Moscow "On approval of the federal state educational standard for preschool education"

which feeds the source of creative thought.

V.A. Sukhomlinsky

At preschool age, the process of cognition in a child occurs in an emotional and practical way. Every preschooler is a little explorer, discovering with joy and surprise the world. The child strives for vigorous activity, and it is important not to let this desire fade away, but to contribute to its further development. The fuller and more varied the children's activity, the more successful its development, the potential opportunities and the first creative manifestations are realized.

According to paragraph 2.4 of the Federal State Educational Standard, the educational program of preschool education should be aimed at creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, development of initiative and creativity through collaboration with adults and peers and age - appropriate activities .

According to scientists (A.V. Zaporozhets, A.G. Kovalev, A.N. Leontiev), visual activity at preschool age is the most effective for the development of initiative and creative abilities of children. Visual activity, arising at the initiative of the child himself, expresses his interests, inclinations, and most importantly, contributes to the manifestation of his abilities.

It is necessary to develop the creative ability and initiative of preschoolers from an early age, when they independently take up pencils and paints. The successful development of children's fine arts depends on a number of conditions. The main one is the purposeful teaching influence of the teacher who organizes the activities of children, the systematic and consistent development of perception, ideas, on the basis of which the imagination is formed; teaching visual skills and abilities; the ability of teachers and parents to "read" the drawings of children and evaluate them. For the development of children's creativity and the mastery of visual activity by children, it is necessary to take into account the interests of children, use various forms of organization (individual and collective) and themes of classes. It is very important to create a friendly atmosphere in the classroom.

Drawing, modeling and appliqué classes are part of the multifaceted work of the kindergarten, therefore, visual activity should be closely connected with all aspects of educational (music classes, acquaintance with the outside world, games, reading books, etc.) and educational activities, during which preschoolers receive a variety of knowledge and experiences. For the image, it is important to choose the brightest phenomena from the life of preschoolers so that the proposed topic is familiar to them, arouses interest, positive emotional mood, the desire to sculpt, draw, cut or paste.

Of particular importance is the relationship of visual activity with play. This relationship is dictated, on the one hand, by the commonality that exists between the two types of activity (reflection of the impressions of the surrounding life); on the other hand, the specifics of visual activity, the desire of children to play with objects and images (often, having drawn or fashioned an object, children begin to play with it). Based on this provision, it is advisable to use various forms of communication with the game: to offer preschoolers to create creative products that can then be used in the game, to introduce game situations, game learning techniques into the lesson, to offer preschoolers to reflect in their work images of children's games.

In the classroom, it is better not to use the teacher's sample, as the children will not show independence, but simply copy from the sample. It is important to let the children work out the details on their own. You can show several methods for solving one problem, and children must take the initiative in choosing a topic suitable for their solution. Especially interesting and informative for children of any age will be the use of non-traditional materials and techniques. And for this it is necessary to give the child practical skills and still give him the right to show independence, because they love to experiment, create something new and unique in their own way. And in no case should you criticize the work of the child.

Thus, the more diverse the conditions, content, forms, methods and techniques of working with children, as well as the materials with which they act, the more intensively the creative abilities of children will develop. An indispensable condition for creative activity organized by adults should be an atmosphere of creativity, i.e. the state of children when their feelings are awakened, imagination, when the child is passionate about what he is doing. At the same time, each child feels free, liberated, comfortable.