Group work in kindergarten. Educational portal Teamwork in dow

It is known that children's creativity is a unique phenomenon. Many teachers and psychologists, both domestic and foreign, emphasize the great importance of artistic creativity in the all-round, especially in the aesthetic development of the individual. However, to realize such development, appropriate conditions are required. And if conditions are created in the group for the development of creativity, kindergarten, children enjoy drawing, sculpting, cutting and pasting, constructing various objects, and are ready to spend a lot of time doing these activities. What are these conditions? Firstly, it is a positive psychological climate in the children's team; secondly, the use of such types of activities for the development creativity child in a group, such as modeling, appliqué, design, manual labor.

Children get particular satisfaction from creating common pictures and compositions that combine the creative works of all the children in the group. Such work is called collective work. The collective form does not reduce the importance of the activities of each child, does not ignore his own efforts, and the overall result depends on the quality of the work of each pupil: after all, what better baby completes its part of the image, the more beautiful and interesting the overall composition will be. And the most important thing is that children understand that everyone together can create a more significant image than each individual

Collective artistic creativity develops children's communicative abilities, that is, the ability to communicate with each other, and also contributes to freer communication between the child and adults.

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

agree on joint work and its content
work together, give in to each other, help, advise
plan your work, determine its sequence, content, composition, additions
rejoice at your own and your comrades’ successes 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, the hall, make a congratulatory composition for parents, for the child’s birthday, etc.

When organizing collective activities, there are 3 stages:

the preparatory stage allows children to deepen their own knowledge on the topic of future work, to form in them vivid images that generate a desire to embody them in their own creative activities (excursions, conversations, viewing reproductions, etc.)
the main stage is the stage of work execution, which includes planning, execution and evaluation of collective work. Its goal is to provide children with the opportunity to embody images of the surrounding world in compositions, to create, during collective visual creativity, conditions for creative interaction between children, promoting not only the aesthetic and artistic development of children, but also the formation of their skills to work in a team
the final one is the period of interaction between children and already completed work.

Collective work can be carried out in several classes. A cycle of classes on one topic provides for a gradual solution of the task. For example, topic "Fairytale City" : in the first lesson a city is created (from sleeves and cardboard), in the second lesson - snails that will live in this city (made from shells and plasticine), at the end of the lesson a composition is assembled. In the third lesson, we complement the city at will (trees, flowers, etc.)

For successful joint creative activity, friendly, trusting, partnership relations must be created between the children themselves, as well as between the teacher and the children. This is the only way to create unique, unforgettable collective creative works.

Nadezhda Egorova
Consultation “Collective creativity of preschool children”

Collective creativity of preschoolers.

It is known that children's creation- a unique phenomenon. Many teachers and psychologists, both domestic and foreign, emphasize the great importance of artistic activities. creativity in all aspects, especially in the aesthetic development of personality. However, to realize such development, appropriate conditions are required. And if for development creativity conditions have been created in the group, in kindergarten, children are happy to draw, sculpt, cut out and paste, construct different objects, are ready to spend a lot of time on these activities. What are these conditions? Firstly, it is a positive psychological climate in children’s team; secondly, the use of such types of activities for the development creative abilities of the child in the group, such as modeling, applique, design, manual labor.

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

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

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

Accounting individual characteristics children when determining their role place in collective interaction;

Managerial directing in setting up the process collective activity;

Comfort of the child's stay in peer group.

Collective work with children is being created (starting with the youngest preschool age) in drawing, modeling, appliqué, one type or two or three types in one lesson (modeling and applique, applique and drawing, applique and artistic work).

In joint and independent activities, most often children perform the image individually, each with their own drawing, modeling, appliqué. But special satisfaction Children enjoy creating common pictures, compositions that combine images of all the children in the group. Such paintings are called collective work. They have more significant results for children and cause them admiration, truly like in poem B. Mayakovsky: “What one cannot do alone, we will do together”.

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

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

Agree on joint work and its content;

Work together, give in to each other, help, advise;

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

Rejoice at your own and your comrades’ successes 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 a group, a corridor, a hall, make a panel for leisure, for a child’s birthday, decorations for games, performances, posters, a screen book as a gift, illustrate fairy tales, poems, stills for the film, etc.

During 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 task, then emphasizing what the neighbor is doing wrong, asserting that they themselves are performing the task correctly;

Gradually, under the guidance of an adult, children begin to communicate with each other. friend: plan, negotiate, ask, give hints, rejoice, praise a friend, etc.

Children turn to an adult when they cannot reach an agreement 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 them to work together, amicably, with pleasure.

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

Mostly collective work is carried out with children of the same age. When organizing work, it is important to correctly 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, unsociable-friendly and unsociable-hostile children. It is necessary to take these features into account when organizing joint activities. Thus, sociable and friendly children can be combined with children belonging to other types. Sociable-hostiles cannot be united with each other and with unsociable-hostiles, and, moreover, it is inappropriate to unite unsociable-hostiles with each other. If there is a need to work in a group of sociable and unsociable-hostile children, it must be “strengthened” by 2-3 sociable-friendly children.

Easier to organize kids to do collective work on sculpting, applications, design, 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 Works gradually become more complex 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 an action performed by one becomes the subject of the activity of another).

3. Collaborative-interacting

(formation of skills to plan, coordinate one’s activities and objectively evaluate results collective creative work).

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

And older children perform more complex and varied tasks ( "City Street"- transport, houses, trees, people, etc.). So that children do not interfere with each other when creating teamwork, everyone determines their area of activity, i.e. they agree on who will paint where.

Teacher guidance at different stages of plan implementation collective creative activity has its own characteristics. At the first stage, planning collective action, the teacher strives to create a motivational resonance - the emergence in every child of a desire to be involved in collective cause. 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. Providing children with a variety of visual materials is attractive to the common cause. So, for example, for application it is advisable to use not only ready-made colored paper, but also clippings from newspapers and magazines, ready-made drawings by children; for modeling, use both dough and plasticine with clay; for drawing, wax and colored pencils, watercolor and gouache, and various building materials.

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

The next step in collective interaction is the distribution of roles for upcoming activities between children. In order for participation in a common cause to help each child 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, shows of talents and abilities, and for the teacher to focus children’s attention on the actions and activities of a particular child. Identifying the individual characteristics of children allows the teacher to outline development prospects collective creativity.

Another option for organizing children’s cooperation is that the common 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 creates a feeling satisfaction Each participant, the child, has a feeling 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 a panel on the wall of the group room “Magical Country of Childhood”, "Space" etc. Dividing into subgroups at their own request, children independently decide what plot will be reflected by their group on the common visual field.

Final stages collective interactions are associated with achievement, awareness and assessment of the significance of the result obtained. At the same time, the teacher focuses the children’s attention on everyone’s personal contribution to the common cause, emphasizing that without joint efforts, the implementation collective plan would have been impossible. It's good when success collective activities are assessed not only by the children themselves, but also by people whose opinions they value - parents, other educators, children of other groups.

To systematically conduct classes on collective creativity In each kindergarten, a long-term plan is created, topics and materials are selected, and forms of organization are thought out. So, collective Work can be implemented in several classes. 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, transport is created on another sheet, at the end of the lesson, both sheets are connected. In the third lesson, perform people and complete the city at will (trees, flowers, clouds, sun, etc.)

What interferes with the successful development of children? creativity? The most significant shortcoming in the work of teachers that hinders the development of children creativity, is excessive guardianship of the child, i.e. interference of the teacher in himself child's creative process, imposing your idea of work. The next disadvantage that negatively affects the development of children is creativity, one should consider the limited materials offered to children for drawing, appliqué and modeling, and children’s limited ways of depicting. The most negative disadvantage of work in child development creativity, mismanagement of children creativity and low level of teacher qualifications, i.e. there is no creative potential to resolve this issue.

Educators and parents are faced with an emergency task importance: to ensure that each of those who now goes to kindergarten is raised not only as a conscious member of our society, not only as a healthy and strong person, but also - necessarily! - as an initiative, thinking person, capable of creative approach to any business he undertakes. 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. Snow falls quietly on the trees in the meadow (drawing)

4. Tumblers are walking (modeling, applique)

5. Leaves and flowers bloomed on the tree (drawing, applique). In this case, the teacher creates an image of a tree in front of the children, and the children paste on ready-made flowers and leaves.

6. Bloomed beautiful flowers (applique and drawing)

7. Chickens are walking in the grass

8. Let's decorate our group for the holiday (modeling, applique, drawing). This activity applies to all holidays (birthday, spring holiday, New Year, etc.)

Themes collective works for middle group children

1. Autumn forest (drawing)

2. Autumn carpet (the decorative composition can be made in appliqué. This kind of composition can be created based on spring motifs)

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

4. Merry carousel (based on Dymkovo toys). Carousel designed by the teacher.

5. Fairy tree (drawing, applique)

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

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

8. Carts are driving along the street of a fairy-tale city, carrying various loads. (applique)

9. Beautiful flowers bloomed in the flowerbed (drawing, applique)

Themes collective works for older children

1. Toy store window (application, drawing)

2. Basket with flowers

3. Our corner of nature (applique)

4. Autumn Park (magic garden)– drawing, applique

5. At the skating rink

6. Our city (applique)

7. Winter fun (drawing)

8. Fairytale kingdom

9. Space (drawing, modeling, applique)

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

Themes collective works for children of the graduating group

1. Circus arena (application, drawing)

2. Basket with flowers (vase with flowers, vase with fruits – applique)

3. Painting on fabric (drawing)

4. Autumn Park (magic garden)– drawing, applique

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

6. Our city (applique)

7. Winter fun (drawing)

8. Flower world (drawing, modeling, applique)

9. Space (drawing, modeling, applique)

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

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 of modern education. The dynamism of the world in which we live makes creativity not a luxury, accessible and required of a select few, but an everyday necessity for every person. High level of development creative abilities in our time are increasingly seen as a necessary condition for survival in an ever-changing environment. Particularly significant for modern man is the ability work creatively in a team.

How to organize collective activities of children? To interact preschoolers in the process of creative Did the activity bring joy from joint assistance?

I identify three main forms of joint activities children:

“jointly – individually”, “jointly – consistent” And “jointly - interacting”.

A) “Together - 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 first they work individually and then adjusted depending on what others have done. When doing his part of the work, the child knows that the better he himself does what is assigned to him, 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 collective creative activities of a fairly large group of children who have no experience of working together.

b) “Together - consistent”- involves working on the principle of a conveyor belt, when the result of the actions of one participant is closely related to the results of the previous and subsequent participants.

V) “Jointly - interacting”- the work is performed by all participants simultaneously, coordination of their actions is carried out at all stages.

During classes in II younger group I use all three forms of children’s joint activities. The choice depends on the tasks that are set for the children in the lesson.

To conduct these classes, certain preparation and a certain attitude of the child are required. To systematically conduct classes on collective creativity created a long-term plan, selected topics, materials, and thought through forms of organization.

Working in 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 we work on collective children's activities are carried out as in directly organized educational activities with the teacher, both in the morning and evening hours. I distribute the work of creating images between children so that everyone is interested, so that the child is able to create his part in the overall composition and so that he can express himself, in the best possible way using your capabilities and achieving high results.

In the center of the visual creativity equipped a place to accommodate collective works. Created teamwork, we leave it in the group for a while, this turns the child to the finished work, he can complement it, talk with peers about the content of the drawing. And this makes you want to create new ones collective compositions.

During collective While doing work, it’s interesting to watch how children find a way out of current situations, some correct their partner’s mistakes (glue them up, others agree to do what they can do better, and some lose their mood and lose interest in work. At such moments, I try to be on time notice the tension and find the right techniques to change the current situation. At the same time, the guys and I try to support each other friend: “We are not wizards, we are just learning”

I use different types in my classes. art: fine and decorative, music, dance, literature.

Integration makes it possible to show children an artistic image using different means of expression, to understand creative artist's workshop, learn to look for ways to creativity, creating your own image.

Joint activities with children are organized for parents, in which parents create work 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 in which the parent and child make blanks for future joint work, and festive event create one big one teamwork. And this causes everyone a sea of joy and delight.

Very interesting and useful for children are activities in which children team up 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 are teamed up in twos and the children themselves decide with whom they will work in pairs. After all, children need to decorate paired objects 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, but this is not so easy. For children to work in pairs, I practice using chart cards. I'll bring you example: “Now I will give you cards that will help you take turns being wizards and their assistants. You will work in twos."

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

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

Work together, give way to a friend, help, suggest;

Agree on joint work and its content

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

Rejoice at your own and your comrades’ successes in creating work

Drawing in several hands, like a collective form of creativity brings children together. They develop communication skills and develop emotionally warm relationships with peers. Children easily learn moral standards and rules of behavior.

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

Collective activities in preschool educational institutions - effective remedy solving many educational and didactic problems, which makes it possible to develop 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:

Informational - 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 participants in the activity.

Main tasks solved in collective classes:

1. Consolidating previously acquired technical skills and abilities, developing the ability to use them wisely and rationally. The diverse exchange carried out by the teacher and children in the process of contact with each other serves as an important source of replenishment of their practical experience. This process is carried out on the basis of analysis and “appropriation” of the partner’s skills and abilities, as well as through improving the skills and abilities already existing in the child himself, as well as through the emergence of new ones as a result of joint activity, which, under favorable circumstances, acquires the nature of cooperation and co-creation.

2. Cultivation of moral and volitional qualities: the ability and need to complete the work started, to study 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 the common cause, etc. .

3. Formation of skills to cooperate with peers and the teacher (to unite, agree on the implementation of common work, help each other with advice, effective demonstration, manage one’s desires, subordinate them to the interests of the common cause, evaluate oneself and others, correlate one’s thoughts, feelings and behaviors with other people (peers, teacher), worry about the overall result). At the same time, contacts with peers are especially important, since only with peers children learn to be on an equal footing, and therefore 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, they act as the most important means of developing planning skills, coordinating their activities and objectively assessing the results of collective creative work.

Collective activities in preschool educational institutions are actively used in fine arts classes - children really love such collective activities. At the same time, as teachers note, the easiest way to organize collective work is through appliqué, when each child cuts out and glues an object in his place, and then pastes it onto a common sheet (a general picture or composition).

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

1. Frontal - collective work is a combination of individual children's products made taking into account the task at hand or taking into account the design of the overall composition. The process of joint activity is observed only at the end of the lesson, when the individually completed parts of the composition are assembled into a single whole.

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

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

I.N. Turro noted that the process of collective activity and its result always evoke in children positive emotions, feelings of satisfaction and interest in visual activities. 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 and makes it possible to connect children’s education with life.”

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

From our point of view, a more complete systematization of types of collective activities with preschool children is presented in the classification of T.S. Komarova and A.I. Savenkova. This classification is consonant with the system of types of collective work by I.I. Turro, but it is distinguished by a more subtle internal differentiation of 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 of individual works of children into a single panel, made taking into account the task set by the teacher or the meaning of the overall composition.

The process of joint activity is observed only at the end of the lesson, when individually completed parts and 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 (a 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 solving a joint problem, 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 the children with a topic, an interesting goal, by introducing a layout (background, decoration) prepared in advance by the teacher, on which the composition or the main character around whom it can be built will then be placed. The task is given to everyone immediately, at the beginning of the work, and then adjusted depending on what others have done. At first, this is done by the teacher; subsequently, the composition is performed during a collective discussion by all participants. The advantages of this form are that it allows a large group of children who have no experience of working together to be involved in collective activities.

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

In frontal work with children, the teacher sets an educational task or an entertaining problem, leads the search for ways to solve it, formulates and determines individual tasks (topics, volume, dimensions, 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 for each figure in the composition, emphasizing its advantages or hiding its shortcomings.

In subgroup work, the teacher also supervises the work of the children, but the difference is that the group of children is divided into subgroups, uniting 2-4 (6-8) people. They will have to try, mostly without the help of a teacher, to compose their own 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”, “Meeting Kolobok with the Fox (Hare, Wolf, Bear)”, etc. Subgroups can be given the same or even different tasks, which must be completed efficiently, so that after completion The result was an unusual composition consisting of individual works from each subgroup.

Very interesting and useful for children are activities in which children team up in twos to create a common composition. Such associations make it necessary for children to have business communication with each other and teach them how to negotiate with their partners. For example, you can invite children to decorate a pair of mittens and boots. For such work, children are teamed up in twos and it is better for them to decide for themselves with whom they will work in pairs. After all, the children need to decorate paired objects 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 easy. And the teacher must help the children, teach them to negotiate and give in to each other.

2) Joint-sequential - when the composition is gradually built up with new details. With this form of organization, children’s activities can be built on the principle of a conveyor belt, when everyone performs only one specific operation in the process of manufacturing a product. Children’s activities in such a lesson consist 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 assembly, a defined operation of sequential installation of a collective product.

As a rule, the conveyor “turns on” if the children are faced with a task in a lesson: to produce a large number of identical products in a short time, for example, invitation cards, Greeting Cards, souvenirs for kids, tea set, etc. In order for all children to be able to express their own creative potential in the course of joint and sequential activities, a transition from one place to another can be allowed. In order for the conveyor to work efficiently, its volume and the complexity of the execution technology at each stage must be equal 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 a conveyor line. The number of people working on one “conveyor line” should not exceed 6-10 people. Each line will do its own job and compete with others in the quality and speed of the work. The task facing the child is simple: glue (stick, draw) his part exactly in place, just as it was done on the sample, and the operation must be performed in the right rhythm: quickly and accurately.

Activities organized on the principle of a relay race can also be classified as a joint-sequential form. During the “visual relay race,” participants take turns coming to a common sheet and performing elements of a joint composition, complementing the image that has already been made by others. Moreover, each child must make his “mite” to the work. If the work is done using the appliqué technique, a tube of glue can serve as a relay baton. When organizing joint activities on the principle of a relay race, it is advisable to divide children into subgroups and conduct several collective compositions in parallel, providing each with a sheet for creative work. In this case, a situation arises 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”.

A joint-sequential form of organizing collective activity creates conditions for the formation of skills to coordinate joint actions, because The failure of one child inevitably leads to disruption of the rhythm of the entire work. This form of work in preschool educational institutions is not common.

3) Jointly interacting work is carried out by all participants simultaneously, coordinating actions at all stages. It is proposed to carry out collective work on the same plane, when each child does his part of the task, having an idea of the overall result and coordinating his activities with what others are doing. This form is often called a form of collaboration or co-creation. During the lesson, each child must not only perform a high-quality 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 plan, participate in solving various issues that arose during the work. Only under these conditions does direct interaction between children occur.

One of important points is to divide a group of children into subgroups, small and large, which work on part of the collective composition or the entire composition. At first, this is a simple form of jointly interacting activity of children - working 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 theme of the collective composition). Children are offered broad, voluminous topics that present 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”; based on fairy tales: “Pinocchio”, “Chipolino”, “Teremok”; based on cartoons.

Children may fall apart creative groups at will or by common interests, and also have the opportunity to discuss the upcoming work: determine the general concept, content of the work, distribute responsibilities depending on the capabilities and interests of each, prepare the necessary material for the work. As a result of this, 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 teacher unobtrusively directs the discussion in the right direction, helps in resolving controversial and conflicting issues, but the initial composition is not set by the teacher, but is composed by a group of children, i.e. Already at the first stage of creating a collective panel, creative interaction and cooperation between children takes place. After the end of joint creativity, it is necessary to organize an exhibition to discuss the created compositions. Through discussions and specific 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 type of joint activity it does not prevent the group from being divided into pairs, small or large groups when performing collective work. The combination of individual and group work of children, their interaction makes it possible to make maximum use of the creative potential of each participant in collective activity and introduces variety into the methodology of its organization. In addition, it is allowed to combine forms of joint activity, the possibility of changing its form during the implementation of a collective composition, which introduces variety into the methodology of conducting collective work and enriches the experience of collective creativity of preschool children.

As for the form of the collective application, it can have different contents. Based on their subject matter, they are divided into three main groups: subject, subject and decorative appliqué.

Subject applique consists of individual images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.) In subject applique, children master the ability to cut out individual subject images from paper and paste onto the background, which, due to the specific nature of the activity, convey a somewhat generalized, conventional image of surrounding objects or their representations in toys, pictures, and examples of folk art.

The plot application displays a set of actions and events. Thematic-thematic application requires the ability to cut out and paste various objects in relation to the theme or plot (“chicken pecking grains”, “fish swimming in an aquarium”, “Victory fireworks”, “flight into space”, “birds have flown” and etc.);

Decorative appliqués are also created collectively, 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. As they work, children can independently compose the composition of the decoration, choose other decorative forms, and vary their color combinations. In collective classes in decorative appliqué, children master the ability to cut out and combine various elements of decoration (geometric, plant forms, generalized figures of birds, animals, humans) according to the laws of symmetry rhythm, using bright color comparisons. To create ornaments, children of senior preschool age are taught evenly to fill the background space with individual elements, to highlight the main and auxiliary parts of the application.

In addition, types of applications are divided by: color (color, black and white, monochrome), volume (flat, convex), material (paper, fabric, natural materials, stones, etc.) etc. The combination of different types of applique in various combinations gives an infinite variety of them. Appendix 1 provides a classification that gives an idea of the richness of the visual and expressive means of appliqué and allows us to imagine its collective capabilities.

It should be noted that all collective works have a purpose: creating a picture; holiday decorations; decoration of a group, corridor, hall; making panels for leisure, for a child’s birthday; creating decorations for games, performances, posters; screen book as a gift; illustrating fairy tales, poems, film stills, etc. In this regard, collective activities in application classes vary according to thematic criteria:

Production of artistic panels and models;

Making gift posters;

Making attributes for joint games;

Illustration of fairy tales and stories;

Exhibition design;

Manufacturing of costumes, costume details, 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, and developing interest in visual arts in general, and in appliqué in particular.

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

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

In application, as a productive type of activity, a 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 based on 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 (applique) develops moral and volitional qualities: finishing what you start, studying with concentration and purpose, helping a friend, overcoming difficulties, etc.;

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

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

Application work is carried out in full in the senior preschool age, when children are already cutting out and pasting shapes on their own. At the same time, the greatest effect in application classes is achieved in collective activities, which are divided into: joint-individual, joint-sequential, joint-interacting. In addition, collective works can be different according to thematic criteria: production of artistic panels and models; making gift posters; making attributes for joint games; illustrating fairy tales and stories; artistic design of exhibitions; production of costumes and 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 and discuss interesting options plans and make the best decisions, learn to criticize constructively and develop business cooperation skills.

The importance 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.

Oksana Dobrodon

Analyzing the actions of the guys in kindergarten and on the city streets, 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 without even knowing about them.

I don't want to see children selfish!

Exactly at kindergarten the child must learn to live among people. And it will unite children teamwork.

Goals group activities:

Build 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 your child show their artistic abilities various types fine and applied activities.

Main goals:

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

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

Involve children in work with a variety of materials;

Learn to create collective work.

Collective classes - in 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 works 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.

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