Creative work. Creative work on “vocabulary” Scientific projects on subjects or integrated

Currently, significant changes are taking place in society. These transformations concern both the economic and spiritual spheres of human life. They also concern the sphere of education. The morals, ideals, and views of the younger generation are changing. Their attitude towards the world around them, towards people, towards school education also changes. In this regard, there is a need for a targeted study of the attitude of modern schoolchildren to learning at school. We examined only one aspect of this problem - the attitude of schoolchildren to homework in mathematics.

The goal is to study changes in schoolchildren's attitudes towards mathematics homework in the process of using creative homework.

Independent work is one of the important methods of increasing academic performance and improving the quality of students' knowledge. The prerequisites for the development of independence do not guarantee the successful formation of this quality in a growing person. It has been proven that without knowledge and skills there is no independence in learning. Independence is directly related to volitional processes. To make an independent decision, you need not only knowledge, experience, motivation, but also willpower and tension.

Independent work is also a necessary condition for the development of students' thinking, nurturing independence and cognitive activity of students, and instilling skills in academic work.

One of the types independent work is homework. Homework is independent academic work without the direct guidance and assistance of a teacher. Formation of independence in educational and cognitive activities is one of the leading functions homework. Homework should be both attractive to students and didactically strictly appropriate. If homework is pedagogically thought out, it not only provides a didactic, educational goal, but certainly develops and educates. Finally, home school work should be a means of bringing learning and self-education closer together. Indeed, mastery of general educational skills, development of interest in independent educational work, formation of experience in creative activity - all these are conditions for the formation of the need for self-education. During the lesson, the teacher, directing the actions of the students, strives to increase the degree of independence of the students. This degree is higher in the case when the teacher only sets the task, and then the students work for a long time on their own (for example, a class essay). Tasks of this kind require fairly high intellectual independence. However, if such situations are isolated and do not constitute a system, then this is not enough for real life. A gifted student fails in life because he lacks willpower, self-discipline, a sense of duty and responsibility, or other character traits necessary for independent activity no less than the intellectual prerequisites. In a lesson, the development of these qualities can only be outlined, but not fully realized, since this requires constant conscious actions of the student. And he often has no choice when, in what sequence, for what time and by what means to complete tasks. All this is decided for him by the teacher and the lesson plan - it must be decided so that the educational potential of the lesson is not reduced.

This is the reason why even the best lesson does not allow you to give up your homework. This requires the student to be able to properly manage their time and plan. A situation of moral testing arises. We have to overcome internal conflicts. The process of overcoming strengthens the will. Difficulties also strengthen you in a situation where you can’t accomplish something despite all your efforts, when you hit a “dead spot” that forces you to give up. These difficulties are natural and necessary for strengthening character, just as is the feeling of satisfaction and pride when an “impossible” task is finally overcome.

Homework must be used wisely in your work, and its positive aspects will not be slow to show themselves. Firstly, this homework at the beginning or middle of the lesson will help direct students’ attention in the direction the teacher needs and prepare the perception of new material. Secondly, a properly prepared and organized task can transform the very fact of homework from a boring and tedious necessity into an exciting, most importantly, very useful and in its own way irreplaceable work from the point of view of the student’s self-education. Thirdly, make the subsequent lesson, in which it will be heard and tested, much more meaningful, effective, and interesting. Fourthly, it will make it possible to harmoniously connect several lessons in unified system. Fifthly, make the acquisition of knowledge by students a personal process, that is, turn knowledge into a tool of cognition. Sixthly, it can help unite the class team. Seventh, provide invaluable assistance in shaping the student’s character and personality.

Creative, entertaining tasks and games with mathematical content have important cognitive and educational functions. There are different forms of developing creative abilities in mathematics lessons: competitions, quizzes, games, competitions that allow students to show their ingenuity, creativity, and resourcefulness. Having analyzed the methodological literature and best practices, we have identified the following types of homework:

• assignments based on materials from newspapers, radio, television;
• puzzles, crosswords, chainwords, cryptograms;
• text assignments(in a game form “How to become a millionaire”);
• creative essays, mathematical tales, stories, poems;
• contests, competitions;
• find and highlight the error;
• task development various types based on the material studied, etc.

Studying the experience of teaching mathematics gives grounds to draw a conclusion about opportunities that have not yet been used to increase the efficiency of the educational process. These opportunities are mainly related to improving teaching methods, developing and maintaining schoolchildren’s interest in studying mathematics.

When using creative tasks, the teacher must adhere to the following rules:

• creative homework should be regular;
• tasks should be both individual and collective, it is advisable to change the composition of groups from task to task in order to unite the team and develop the ability to distribute responsibilities within the group;
• creative tasks should be used in lessons or during extracurricular activities (the author of the work must be mentioned);
• tasks should be evaluated, and performers should be rewarded with a rating, or a note in a wall newspaper, or an award on the line, etc.

It is known that the success of doing homework depends on the quality of the lesson, on the thoroughness of the teacher’s preparation for assigning homework and on the quality of checking their completion. Thus, considering the main ways of asking and checking homework, we can carry out the following typology:

On its basis, ways to improve the methods of homework in mathematics were identified. Homework that is non-standard in form and content is considered, which not only provides an opportunity to consolidate the material, but is also an indispensable means of stimulating creative activity and implementing an individual approach to learning.

To show the importance of the creative works considered, it was necessary to study the attitude of students primary school to homework in mathematics before and after conducting experimental work to improve homework methods. To conduct a mass survey, a questionnaire with closed questions was used

Upon completion of the work, we can conclude that the inclusion of creative tasks in homework stimulates students’ independent activity.

The conclusions drawn after analyzing the survey results can be briefly presented in the form of the following theses:

• the content of homework in mathematics should be thought out taking into account the possibility of completion and greater interest in the work on the part of schoolchildren;
• the teacher must consider not only the content of homework, but also options for assigning and checking it;
• ways to improve the methods of homework in mathematics can be used as a means of stimulating independent activity of students.

So, problems with homework, of course, exist, but these, as many successfully working teachers claim, are solvable problems, and every teacher must solve them for himself, because high results in teaching schoolchildren can only be achieved if the quality of homework tasks meets the requirements of today.

Creativity is a creation that gives rise to new spiritual and material values.

Creativity is the creation of something new and beautiful, it resists destruction, stereotypes, banality, dullness, inertia, it fills life with joy, stimulates the need for knowledge, the work of thought, and introduces a person into an atmosphere of eternal search.

In class native language Children's creativity is also possible through perception readable works, with their expressive reading, translation, especially in dramatization; in various types of work, in language games, in compiling dictionaries, modeling language phenomena, and the like.

In creativity, self-expression and self-disclosure of the child’s personality are carried out.

The native language has always been and remains the main subject in school; it plays a decisive role in the spiritual life of the child. K.D. wrote about this. Ushinsky: “The language of the people is the best, it never fades and the flower of its spiritual life, which begins far in history, always blooms again. The entire people and their entire homeland are spiritualized in the language, the creative powers of the national spirit are embodied in it... Language is the most living, most abundant and strongest connection, connecting the obsolete, living and future generations of the people into one great historical living whole.”

The native language at school is an instrument of cognition, thinking, development; it has rich opportunities for creative enrichment. Through language, the student masters the traditions of his people, their worldview, and ethnic values; through language he approaches the greatest treasures - Russian literature and the literatures of other peoples. Reading books opens up the student new world knowledge.

A serious and difficult task for a teacher is to teach children to think, reflect on everything that happens around them and be able to talk about it and share their thoughts. This is precisely the task that such educational subjects as Russian language and literature are designed to fulfill. These school subjects must teach children the ability to think creatively. One of the important tasks of training is the development of literary and creative inclinations, linguistic creativity, the need and ability to master the riches of the native language.

To solve this problem, there are many teaching methods and tools. Reading itself in literature lessons presupposes the co-creation of the reader. Creative work plays the most important role in the development of students’ speech, as well as their creative abilities. There are the most different types creative works: essay, miniature essay, exposition, essay-description of a painting, essay-review, review.

One of the main types of creative work is a work. This work teaches schoolchildren to think and reason. It is in the work that they appear creativity students. But in order for this type of work to really interest children, you need to correctly formulate the theme of the work. Think it over so that the student, while working on it, can express his opinion and personal attitude to the problem. Students are usually willing to write essays on topics that suggest the possibility of an emotional response to what the student has read or seen, encourage personal assessments of literary facts, life situations. The work should not only be a simple test of students’ knowledge. In such works there is no room left for expressing one’s experiences, intentions, judgments; there is no element of creativity.

Children's work is a unique form of self-expression and self-awareness of the child. With the help of the work, children will share their impressions and experiences with the teacher and class. Value children's work is determined by the extent to which the child’s feelings, thoughts, and the freshness of his perception of any phenomena are reflected in it.

A work, like coherent speech in general, is a section of the Russian language and literature, a reflection and result of all learning, which means that preparation for it begins long before it is written - from the first days of school.

The theme determines the content of the work, so any new topic- this is new content. However, today form, and not content, is the formative factor that determines the purpose of a work. As a result, all the rich possibilities of this type of learning are made completely dependent on the correctness of writing the text, eliminating any possibility of independent reflection on the topic at hand. It is clear that in creative work it is difficult to plan the number of sentences. That is why students are given narrow, boring topics that do not affect their mind and emotions. This affects the overall development of the child and the formation of his worldview.

Two main groups of topics can be distinguished: reproductive and creative. Topics of the first group involve the disclosure of any individual fact, phenomenon related to the experience of children or a separate academic subject. The second group is creative topics, the writing of which requires the child to creatively process the entire fund of acquired knowledge. When developing such topics, the student is forced to carry out a substantive transfer of knowledge, and emotional and evaluative judgments appear. Creative themes form the most important thing: the need for self-expression, empathy, form the ability to transfer and connect knowledge from different areas, to reflect on known facts and phenomena. This creates conditions for the development of all the intellectual and spiritual capabilities of children.

For the development of the individual capabilities of schoolchildren, topics that provide them with complete freedom in choosing the genre and even, to some extent, the content of their work are very important. For example, “May there always be sunshine!”

Of particular importance is the formulation of themes and their emotional presentation. The teacher should strive to arouse children's interest in work. This aspect is very important for motivating language creativity, because it is how the student reacts to the task that largely determines its performance. The formation of creative themes should correspond to the expected result: a multidimensional coverage of reality, manifestations of emotional and evaluative judgments, that is, affect not only the child’s mind, but also his feelings.

Bright emotional coloring wear miniature works. This type of creative work has recently been used often in both Russian language lessons and literature lessons. In the fifth and sixth grades, children can be offered the most various topics for writing miniature works, for example: “My School”, “Russian Language Lesson”, “Our Class”, “My Teacher”, “Culture of the Russian People” and many others.

Such creative works, which take no more than ten minutes per lesson, are very popular with schoolchildren and develop their speech skills. The most important thing is that in such works you can see the immediate reaction of children to what they write about. And this is very important from an educational point of view.

Creative works contribute to literary and general development schoolchildren, their moral education, the formation of their aesthetic taste.

At all levels of teaching the Russian language, in order to develop students' monologue speech, the landscape genre of painting can be used. Experience shows that schoolchildren write descriptive essays based on paintings with interest. In the fifth and sixth grades, it is advisable to use landscapes with a clear objective content, with a clearly defined pattern, close to the life experience of students in their environment, and simple in composition. Landscapes should be accessible to students, associated with a specific lexical and grammatical topic, evoke in students the need for speech activity, help educate their moral and aesthetic qualities.

The following landscapes meet these requirements: “Landscape with oaks” by A. Savrasov, “Morning in a pine forest”, “Rye” by I. Shishkin, “ Winter evening"N. Krymova, "March Sun", "End of Winter. Noon" by K. Yuon, etc. Writing a description of a painting not only develops children’s creative abilities, but also introduces schoolchildren to art, develops aesthetic taste, and introduces them to the work of outstanding artists. It is in such lessons that you can use multimedia technologies. You can show children a portrait of the artist, briefly talk about his life and work, introduce the best works. This is much more effective than working with a reproduction in a textbook, since children can follow the stages of the artist’s creativity and better understand the theme and idea of ​​the painting. All this arouses their keen interest and makes their imagination work.

Another type of creative work is presentation, as well as presentation with elements of composition. This type of work develops children's memory and ability to retell text. And presentation with elements of an essay teaches schoolchildren not only a written presentation of what they read, but also the ability to express their thoughts on a specific topic.

The purpose of texts about the culture of the Russian people for various types dictations and creative works is to provide practical material on all the main grammatical and spelling sections of the Russian language program.

The bank of texts is intended for those who teach the Russian language at all levels (at school, college, lyceum, university), for everyone who is interested in the originality of the Russian language and is concerned about its fate.

The process of organizing children's speech creativity includes the following interconnected stages:

Indirect preparation stage;

The stage of direct work on the work (choosing a topic, presenting it to children, organizing independent work);

The stage of working on a work after it has been written (oral discussion, use in lessons on various academic subjects) .

1.Who is the author of “The Lay...”? 1) Vladimir Monomakh 2) chronicler Nestor 3) Daniil Zatochnik 4) author unknown 2. When was “The Tale of Igor’s Host” created? 1) in the 11th century 2) in the 12th century 3) in the 13th century 4) in the 15th century 3. From what language was “The Tale of Igor’s Host” translated? 1) from Old Church Slavonic 2) from Old Russian 3) from Church Slavonic 4) from Latin 4. When was the manuscript with the “Word...” discovered? 1) at the end of the XIII century 2) at the end of the XII century 3) in early XIX century 4) at the end of the 18th century 5. A.I. MusinPushkin first published “The Lay...”: 1) in 1812 2) in 1800 3) in 1805 4) in 1806 6. One of the first copies of “The Lay...” was intended for: 1) Peter I 2 ) Alexander II 3) Catherine II 4) Elizaveta Petrovna 7. The original “Word...”: 1) was lost during the Great Patriotic War of 1941-1945. 2) burned down during a fire in Moscow in 1812 3) Catherine II gave it to the Prussian king 4) was stolen from the archives in the 19th century 8. What event is discussed in the work? 1) about the creation of a unified Moscow state at the end of the 13th century 2) about Monomakh’s campaign against the Polovtsy in 1115 3) about the Tatar-Mongol yoke in the 13th century 4) about Prince Igor’s campaign against the Polovtsy in 1185 9. How did Prince Igor’s campaign end? 1) The Russian army defeated the Polovtsians. 2) Igor was mortally wounded. 3) Prince Igor and his army were defeated and captured. 4) Neither side won. 10. How many battles were there? 1) 1 2) 2 3) 3 4) 4 11. What is the result of the first battle with the Cumans? 1) the Polovtsians immediately surrendered 2) the army of Prince Igor was defeated 3) the Polovtsian army was defeated 4) the Polovtsians drove the Russian army far back 12. What happened to Igor during the second battle? 1) was killed 2) was wounded and captured 3) was wounded, but was able to escape with his brother Vsevolod 4) was seriously wounded 13. Who are we talking about? “...full of sadness, crying like a cuckoo in the Jura.” 1) Yaroslavna 2) Olga 3) daughter of Khan Konchak 4) Elena 14. Who are we talking about? “...I chose courage as my support, I sharpened my heart with a military spirit...” (translation by N. Zabolotsky). 1) Vsevolod 2) Oleg 3) Yaroslav 4) Igor 15. What means of expression was used by the author in the phrase below? “The raw mother earth groans with a groan” (translation by N. Zabolotsky). 1) oxymoron 2) personification 3) gradation 4) anaphora 16. The two battles of Prince Igor with the Polovtsy are presented by the author according to the principle: 1) antithesis 2) comparison 3) hyperbole 4) litotes 17. What is the role of the “Golden Word of Svyatoslav” in “The Word... "? 1) is an inserted episode in the work 2) is the political center of the “Word...” 3) with the help of “The Golden Word of Svyatoslav” the reader learns about Igor’s genealogy 4) the author of “The Golden Word of Svyatoslav” illustrates the heroism and courage of Prince Igor, who went alone to defend the Motherland 18. What is the significance of the image of Yaroslavna in the work? Please indicate the wrong answer. 1) Yaroslavna has traditions that will be reflected in Russian literature: the extraordinary dedication of the Russian woman, her complete subordination to the interests of her warrior husband, defender of the homeland, boundless faith in the rightness of his cause. 2) Through Yaroslavna’s suffering, the author expresses the attitude of the entire Russian land to the events taking place. 3) Yaroslavna is the bearer of the lyrical, feminine principle. It is associated with peace, family ties and love. 4) By Yaroslavna’s appeal to the forces of nature, the author of “The Lay...” focuses the reader’s attention on the pagan beliefs of the Russian people of that time, who had not yet accepted Christianity. 19. State the incorrect statement. 1) Prince Igor was a descendant of Yaroslav the Wise. 2) Prince Igor’s army was defeated on the Kayala River. 3) Prince Igor was wounded in the arm. 4) The goal of the campaign is to conquer new lands. 20. State the incorrect statement. 1) The events in “The Lay...” are not arranged in chronological order. 2) The main idea of ​​the “Word…” is the unification of Russian principalities into a single state. 3) The author’s humanistic position was expressed in a direct statement against war as a phenomenon. 4) Nature in the “Word...” becomes a direct protagonist.

Test task

Creative work on topic:

"New opportunities for creativity

in educational activities".

Essay by a teacher of Russian language and literature, Municipal Educational Institution Secondary School No. 2

Art. Grigoropolisskaya, Novoaleksandrovsky district, Stavropol Territory

Shelski Anna Viktorovna

The more we give joy and care to others, the more happiness we ourselves gain.

Ancient wisdom

Teacher...Modern teacher...When I reflect on these concepts, I think about myself, about the school where I came to work in September of this academic year, about education in general. Where do I fit in all this? Am I a real teacher? Modern?

I’m sure it’s too early for me to talk about this. After all, the life of a teacher can be compared to climbing a mountain peak. First you dream and think, then you make plans and prepare. And then the long and difficult climb to the top begins.

I'm just at the beginning of this journey. My school dream came true: after graduating from Armavir State Pedagogical University, I received the specialty of teacher of Russian language and literature. Started to climb the mountain. And where? In his native Grigoropolis municipal educational institution secondary school No. 2. Next to me is my beloved class teacher, teacher of Russian language and literature, now my mentor is Irina Viktorovna Goncharova. I consider myself lucky because I found myself in ideal conditions to start with. pedagogical activity. And yet I must find new opportunities for creativity in the educational process.

I worked for several months. During this time, I managed to experience the joy of first success and first victories, bitterness and tears of failures and mistakes. But I know what definitely didn’t happen. There was no disappointment, there was no moment when I wanted to give up and give up everything.

While still studying at pedagogical university, I knew that I wanted to become good teacher. I knew that for this you need to have not only excellent knowledge, but also kind soul, and a sensitive heart. And now I also realize that I must be in constant creative search, as well as in search of an answer to the question: “What and how to teach schoolchildren?”

And now I work in school XXI century. Modern technologies allow the teacher to maximize his creativity, reveal his teaching potential and bring variety to his lessons. As part of the Federal State Educational Standard, our school has created conditions for the child to acquire knowledge on his own, engage in self-education, and have the opportunity to try his hand at various fields, including research activities. I feel great satisfaction in knowing that I have the opportunity to be at the center of what is happening.

Yes, in the 21st century the teacher has entered the age of new technologies. And there is no doubt that modern teacher it is necessary to be competent in the field of ICT and implement them in educational process. I'm happy to do this. From my own little experience, I know: lessons using multimedia and the Internet increase interest in studying the Russian language and literature, thanks to their use, the efficiency of independent work increases, and it becomes possible to more widely realize one’s creative plans. These are truly new opportunities for the development of creativity in the educational process.

Nowadays it’s generally difficult to imagine a teacher’s work without using information technology, allowing, using a computer and various information programs, to build lessons and conduct extracurricular and extracurricular activities. That is why you have to constantly study yourself and work hard. This means that self-education is a priority for teachers in modern world. A teacher must know not only his subject and master the methods of teaching it, but also have knowledge in other areas public life, navigate in modern politics, economics.

Teachers face the most important task of teaching children in such a way that they can quickly respond to the changing conditions of the world around them, are able to discover new problems and tasks, and find ways to solve them. To achieve this you need innovative approach, ensuring a transition to a productive and creative level and the creation of a system of interaction between students, teachers, and parents to solve educational problems.

Undoubtedly, children are the main ones in this process. Communicating with them, I constantly feel deep inner happiness, I feel necessary to those who sit in front of me. Of course, it is impossible to be lower than what they love in me, because right now for them I am the smartest, the kindest, the most beautiful. And at this moment I understand: for the sake of this feeling I live, I suffer, I read a lot of books, I try, I experiment, I fantasize - after all, I cannot let them down, I have no right to betray our unity. Words by S.L. Soloveitchik reflect mine pedagogical credo on the relationship between teacher and student: “There are no two relationships towards a child - pedagogical and human. There is one thing, and only one thing, human.”

I remember these words of the famous teacher also because I am the class teacher of grade 5-A. First of September. First class hour. The first question to yourself is: “Can I?” The bell rang changed my life. When my fifth-graders ran into the classroom, I realized: my place is here, in this office, in this school. And every day I tell them everything I know, what I can do. And I’m happy to see that they like it. They are not the only ones learning, I continue to study with them. Every day and every hour I am an adviser, informant, inspirer, mentor and, it seems to me, a friend. Every day and hourly my activity changes: I am now an actor and creator, now a master and researcher, now an organizer and entertainer, now a guide and even a parent.

As I change, I understand that one thing remains unchanged: the teacher must know not only child psychology and age characteristics child, he must understand the soul of the child. Working in a school, every day I plunge into the inner world of children and see how much empathy and support from a teacher matters to them. I believe that if a teacher is not able to see the inner world of his student, then he has no place in this profession, even if he knows the subject he is teaching perfectly well.

In my lessons, I try to create favorable conditions for the realization of the creative potential of each student and my own.

I believe that every child is talented. Talented in his own way. My task as a teacher is to identify the unique potential of each child, to help him show his best qualities, to reveal himself. The development of a child and the improvement of his best qualities can only take place through activity. That is why the leading idea of ​​my teaching experience is the modeling choice of the most effective technologies, means and forms of organizing joint activities of teacher and student.

With every new day, with every new lesson and class time I understand that I like the profession I have chosen. Now, as once upon a time, it is not surprising to me that a teacher, crossing the threshold of a school, discovers new life, where there is room for endless self-improvement, where you can preserve a piece of childish naivety.

Now I believe: school is my life. When they ask me: “What do you do?”, I answer with special trepidation: “Teacher!” And I am especially proud that I am a rural teacher. This is not just a word - it is work. In a rural school it is work from morning to evening. There is no other way. I wouldn't want it any other way. I like to spend all my time at school because I like my job. As I. Kant said, “work is best way enjoy life."

That's why you can't stop. Life moves forward. My wide-eyed students expect something new and unusual from me every day... And since I have chosen the profession of a teacher, it means that I will only strive forward, only to new heights, so as not to disappoint them!

What is creative work? A work created with your own hands, a craft, a written poem, a composed melody... Many things can be attributed to this concept.

A child creates every moment of his life

In fact, any activity can be called creative if a person performs it using imagination. Children's creativity sometimes lies in the simplest actions that adults seem ordinary or even harmful.

Here the kid tears the paper and randomly scatters the scraps on the floor. From the outside it may seem that he is just being a hooligan. However, the child may be busy with an important task: he is creating snowflakes that cover the ground.

Damaged wallpaper is an attempt to depict something monumental, large, that does not fit on the sheet. The cut-up curtains may also be the embodiment of a creative idea - the child wanted to cut out lace on boring, monotonous curtains.

Life is a fairy tale that must be seen

Children need to be taught to use their imagination when doing anything from childhood. Even such a tedious job as rewinding balls can be easily turned into a creative one if you invite the “winder” to imagine the balls as living creatures that run around a bowl, talk, quarrel, make peace - in short, live their own “ball” life. And then the boring activity is no longer boring at all, but creative work.

With your own hands, rewound threads under your mother’s or grandmother’s fingers will turn into an amazing little thing, in the creation of which the baby will take part.

Types of creative work

That is why it is quite difficult to assign them to specific categories. But if we look directly children's creativity, then several fairly extensive sections should be distinguished. These are the activities in which a child can reveal his potential. For example, we can distinguish such types of creativity as:

• figurative;
• verbal;
• musical;
• theatrical and gaming.

This also includes design classes, modeling, and making appliqués. L. S. Vygotsky suggests including them in visual creativity. But research creative work is already scientific activity. It most closely fits the category of verbal creativity.

Children are already born musical

But the baby got to the pots and selflessly knocks on them with a ladle. Where does a child get so much harm? Does he deliberately piss off adults by causing headaches with noise? Of course not.

A wise adult understands that the baby is doing important creative work - with his own hands he learns to make different sounds, compares them, and puts them into a certain pattern. He may be doing it clumsily for now, but look how hard he tries!

What if next time, instead of a saucepan, you offer him a tambourine, castanets or triangles? You can set up a real little orchestra with your child and play an amazing melody.

Drawing - a touch of creativity

Children also love to draw. They also begin to engage in this type of activity from early childhood. And if, while eating, the baby purposefully stains the table with jam, spreads a puddle of juice with his finger, and smears the porridge on his head and clothes, perhaps he is already trying himself as an artist.

Very tiny toddlers can be given at this age which are easily washed off from furniture and hands without special labor washable from clothes and upholstery. And it’s best to replace the wallpaper in a children’s room with cheap ones that you won’t mind changing after a year.

Children who can already deftly hold a pencil in their fist should be offered paper and shown how cool this “ wand“He can do amazing things on a white field.

And at first let the child simply scribble on the sheet with pencils or make shapeless spots with a brush. The main thing in this activity is not the result, but the goal that he sets for himself.

Fine arts classes in kindergarten

In classes, children no longer just draw. They perform creative work on a topic given by the teacher. It can be a landscape or still life, a plot painting depicting people, animals, fairy tale characters or household items.

Children's creative works are interesting, in which the teacher does not set a clearly defined task - to draw a specific object, but invites them to independently come up with the concept of a painting on one or another, quite broad, topic. These could be the topics “We don’t want war!”, “Why you need to follow the rules traffic?,” “Take care of nature, because it is our home!” and others.

The words “sculpt” and “create” are often synonymous

Fine art, as mentioned above, also includes modeling. Kids, using plasticine, clay, polymer masses, salt dough, cold porcelain, try to sculpt what they see, love, what adults told them or read about, what their imagination suggests. Such creative works of children can tell a lot about their inner world. That is why it is so important to give children the opportunity to sculpt not only on a given topic, but also according to their own ideas.

Collective creativity of children

Everyone has noticed that kids sometimes create something together. Here in the sandbox they build a town or lay a highway, or build fortresses out of snow. This type of activity not only allows you to reveal creativity, but also teaches them to work in a team, which will be so useful to them in their future adult life.

This should also be used for educational purposes in the classroom. For example, the applique “Bird Town” can turn out wonderful if the children independently glue birds cut out of paper onto whatman paper, their nests, flowers, leaves on the branches of a tree or in the grass under it! This is a wonderful collective creative work. What you make and hang with your own hands will be the pride of the kids, their parents and teachers.

Exhibitions of children's crafts

Children's institutions often hold a competition of creative works on a certain topic. It can be very different. For example, “Crafts competition from natural materials”, “Creating fairy-tale characters from vegetables”, “Magic cardboard”, “What can be made from plastic bottles?” and others.

Children and teenagers purposefully learn to construct objects and compositions from scrap materials that can be used in everyday life or as home decoration. It is very important to set a task for children, show examples of work already completed by someone, and explain that the more valuable option is the one that was made according to one’s own plan, and not copied.

It is interesting that students’ creative works are often so unexpected in their solutions, individual and so skillfully executed that adults sometimes do not believe in the student’s authorship.

Children learn about the world through play.

All children love role-playing games. By participating in them, they perform entire improvised performances. But a smart teacher will not let this look take its course.

All children's groups are developing a special creative plan for work in this area. The goals that the teacher seeks to achieve through the game, the necessary skills and abilities of the participants, which they consolidate or learn during the action, and methodological techniques, must be indicated here.

For example, the creative game “Shop” was included in the plan. The teacher sets the following goals:

• Familiarization with the work of adults who work in the store.
• Development of cultural communication skills in retail outlets.
• Fixing the names of products, classifying them according to quality characteristics.

Preparatory materials used for organizing didactic role-playing games can be as follows:

• Targeted excursion to the store.
• Talking with children about what they buy at retail outlets.
• Modeling of vegetables and fruits from plasticine.
• Drawing on the theme “We went to the store.”
• Ball game "Edible-inedible".
• Didactic table lotto “What products are made of.”

Role-playing games are used not only in kindergartens and primary school. They are very effective in studying foreign languages. Also, even high school students really like playing teachers in class - it teaches teenagers to relax, develops the skill of speaking in front of an audience, the ability to evaluate and review other people's answers.

And everyone’s favorite game “The Sea is Troubled”, when the presenter asks to show various figures, reveals real acting talent in players.

Creative work - concert

Often in teams it is necessary on our own hold a concert. It’s good if all members of a small society know each other and know who is capable of what. But if the team is still very young, if it is only a couple of days old, as happens in summer camps rest at the beginning of the shift? Then the game “Chamomile” will help organize such a creative activity.

You just need to cut out a lot of petals from cardboard and lay them out on the table or fasten them with buttons on the wall. On back side everyone needs to write a task: read poetry, sing, dance, portray an animal, tell funny story and so on. Children take turns choosing a petal for themselves and preparing their performance. Some group with each other. The ability to replace one task with another should not be prohibited; this is still a creative endeavor, not an exam.

Verbal creativity

This view is worth a separate point. Even adults don’t all know how to talk interestingly about what they see, much less come up with something. But everyone needs to develop this talent from early childhood.

Children try to compose fairy tales, poems, fables - it’s wonderful! Wise adults immediately write down all their creations. And even if the baby does not later grow up to be Bazhov or Dragunsky, Pushkin or Rozhdestvensky, the first literary experience will remain a pleasant memory.

But both the child at school and the adult in the future will need the skills of presentation, formulation, and writing descriptions. Therefore, it is worth paying special attention to retellings and presentations, compiling stories from pictures.

Research work

The process of learning about the world occurs constantly, from birth to old age. At each age it has its own volume and its own speed of assimilation of new things. However, he almost never stops.

Here is a baby crumpling and tearing a newspaper, putting his fingers and toys into his mouth. This is serious research and creative work. The baby gets a lot of sensations and knowledge. But he is still too young to draw conclusions that are understandable to others.

Later, when the child begins to speak, he should be directed in the right direction. From early childhood, children must learn to systematize their acquired knowledge. Executed in written or printed form, such research work may be called a scientific work.

The baby can carry out his first experiments with bulbs, placing cups with plants on the windowsill. Daily observation results should be recorded under the supervision of an adult using notes or drawings. Ready option report is already a real research work.

Creative research in the field of culture and art can be organized. For example, interesting topic There will be a comparison of drawings and ornaments on the dishes. Here the aspiring "scientist" masters comparative analysis, learns to find the complex in the simple, and the simple in the complex.

Older children choose a more difficult topic for research. These can be analyzes of artistic and musical works, experiments with chemical elements, collection and systematization of plant care methods and other interesting options.

Briefly about the main thing

Every person has creative potential. And the task of educators, parents, teachers is, with the help of collective efforts, to help him open up, to give impetus to the development of the talents of the growing individual.