Development of creative abilities in preschool children

Creative abilities of preschool children

Creative abilities, like intellectual ones, belong to the group of cognitive abilities. Only the main load falls on various cognitive processes. In intellectual cognition, thinking plays a leading role, and in creative cognition, imagination plays a leading role. Therefore, the creative abilities of preschoolers begin to develop later - in the second half of preschool childhood.

A child can try on pyramid rings to fit them to size as early as two years of age. This indicates his intellectual development. But a preschooler will be able to see a new image in the same pyramid, calling it “girl”, “slide”, etc., when he receives numerous ideas about the world, comprehends analogies and activates his imagination.

The creative abilities of preschool children are an original approach to understanding the environment, a tendency to find non-standard ways and means of solving problems, and a desire to obtain original results.

Children can realize their creative potential in any type of activity. By drawing or constructing a structure, performing actions with toys, or being carried away by role-playing games, preschoolers are guided by their plan. Since the plan is formed on the basis of how the child perceives the surrounding reality, it can reflect a typical picture, but it can also be very unusual.

Directions for the development of children's creative abilities

Creativity rarely develops on its own. Their development needs stimulation. For this reason, it is important to know in what directions the creative abilities of preschoolers can be developed. There are two effective lines:

Complicating actions in using means to implement plans
Expanding the set of tools to solve a specific problem

As an example, consider how children use a bucket. In addition to its direct purpose, it can serve as a form for Easter cakes, the upper part of a constructed tower, a headdress, a chair, a support for a bridge, etc. But children come to this variability with the development of creativity.

The same goes for finding new means to realize your ideas. You cannot draw an outline - a preschooler will lay it out with sticks; no sticks - will line up cubes around the perimeter; there are no cubes - he will stretch out a jump rope or a strap... If there are no more or less suitable means, the older preschooler will act in imaginary circumstances.

Every time the search for suitable means and possibilities for their use is a kind of brainstorming for the creative thinking of a preschooler. Experience confirms that the most original ideas come AFTER trying more familiar options. It is important for adults to remember this fact and encourage the child’s activity in generating new ideas.

Creative development of preschoolers

Shurlakova

Creative development of preschoolers

Creative development of preschoolers.

In modern life, there is a rapid reassessment of values, problems associated with a person, his inner world, harmonious and happy existence take on special significance.

In our television-computerized rational world, people's need for creative expression is enormous , but there are practically no conditions and opportunities for this.

Children who press computer buttons every day also need daily creative exercises for their senses, imagination, imaginative thinking and creative action .

Competent construction of the musical and creative process in a preschool institution helps to optimize the emotional state and nature of the preschooler’s , the effective development of his personal qualities, and the harmonization of the child’s interpersonal relationships with peers and adults.

Special studies and practical experience have convincingly shown that the most optimal (sensitive)

The period
of development of a creative and versatile personality is the senior preschool age . Observations show that a modern child who lives in difficult conditions of a musical society has lost interest in classical music, folklore, and games; the desire for creative expression .
Creativity is an activity that generates something new and is distinguished by uniqueness, originality, social and historical uniqueness; a form of psychological activity, a universal ability that ensures the successful implementation of a wide variety of activities.

Children's creativity is one of the forms of independent activity of a child, during which he deviates from the usual and familiar ways of manifesting the world around him, experiments and creates something new for himself and others.

Therefore, the criteria for creativity will be :

- originality, which manifests itself in the ability to offer a new idea for a game, dance, or song.

— speed – the ability to quickly adapt in a difficult situation,

- flexibility - the ability to propose a new use for a known object,

— variability – the ability to offer different ideas in a given situation.

The teacher's task is to involve the child in the process of creative search . It is important to create

conditions for the development of creative manifestations :

— Giving each child a chance to search and identify individual ways of communicating with music.

— Creative development of the child’s natural musicality.

— Release of primary creativity, creation of conditions for spontaneous creative manifestations .

- Creating situations in which the child will be able to spontaneously express himself, show his own impulses, in which he will improvise.

Therefore, the issue of developing children’s creative abilities must be approached individually, taking into account the abilities of each child.

in creative activity:

Formation of the plan. At this stage, the child has an idea (either independently or suggested by an adult)

creating something new.
The younger the child, the more important is the influence of an adult on the process of his creativity . The older a child gets, the more experience in creative activity and learns to turn his original idea into reality.
Implementation of the plan. Using imagination, experience and various tools, the child begins to implement the idea. This stage requires the child to be able to master expressive means and various methods of creativity .

Analysis of creative work . It is the logical conclusion of the first stages. After finishing the work, the child analyzes the result, involving adults and peers in this.

To help children actively enter the world of music and stimulate the development of a preschooler’s creative personality through musical games, it is necessary to:

Develop creative imagination (imaginative statements about music, manifestations of creative activity );

Encourage children to express their musical impressions in performing and creative activities ;

To develop children’s natural musicality and ability for spontaneous creative behavior .

Encourage preschoolers to various manifestations of creativity : singing improvisations, musical-rhythmic movements, rhythmoplasty, playing children's musical instruments.

Create the prerequisites for the formation of creative thinking .

Systematize musical and didactic material and use it in the educational and pedagogical process.

musical creativity of children of senior preschool age is manifested:

- Song creativity - forming the musicality of children. Its meaning, however, is much broader and deeper. In naive children's creativity lies the possibility of developing not only special musical abilities, but also general aesthetic ideas and general qualities of the child's personality. This is composing songs, musical plays, works for children's orchestra instruments, and dance music.

creativity itself is modest in its results. But the pedagogical effectiveness of using it in raising children is significant. A child’s life is enriched by the experiences that accompany the creative . This activity requires volitional efforts from the child in carrying out deliberate actions, activity, and initiative. It gives him aesthetic pleasure and awakens his creative imagination .

- Musical and rhythmic activities - in compiling variants of musical and rhythmic exercises and games, staging songs, combining dance elements, and finally, participating in the composition of rhythmic patterns and dances.

In the preparatory group it is possible to create collective dances, the most difficult stage. Thus, children are greatly enriched by creative activities . They are more focused, listen to music more attentively, and understand the means of expression. And most importantly, their interest in independent, musical, and creative activities .

It is known that collective dance is compositionally complex; participants need to determine the place, find the form of the dance, and simultaneously achieve symmetrical, “mirror” movements of all its participants.

Taking into account the specifics of preschool children , thematic classes can be carried out like traveling, visiting a fairy tale, a hero, a guest, which helps to captivate children by participating in the topic and achieve the goal of revealing complex concepts about music.

To maintain interest in the musical and motor activity of children, plastic sketches are used as an emotional and figurative means, which allows the child to transform into any image with emotionally charged movements. This brings joy and satisfaction .

The etudes offered to children are actually very small and light musical performances that perfectly develop not only musicality and motor skills, but also the children’s imagination.

The etude is preceded by preliminary work in all areas: from orientation in space to learning dance movements.

— Musical and gaming activity, as a spiritual and practical action aimed at satisfying the child’s need to understand the world around him and his own “I” in the language of artistic images.

The main activity of a preschooler is play , during which develop : his attention, memory, imagination, discipline, and dexterity.

Musical and play activity is a phenomenon of children’s creative activity , realizing many mental functions that are important for the holistic development of the child’s personality .

The education program in kindergarten provides for the development of creative initiative associated primarily with gaming, and in particular musical and gaming activities, since:

1. Musical play is one of the means that can be used when teaching soft skills, one of the forms of gaming activity that pleases and interests children, and finally, one of the conditions that contribute to the development of artistic, creative and musical abilities.

2. Musical play is an active creative activity of children aimed at expressing the nature of music through movement.

3. Musical games are varied in their content, types, and forms.

The games are based on the tasks of developing children's musical perception; the game action helps the child to hear, distinguish, compare the properties of music in an interesting way, and then act with them; they should be simple and accessible, interesting and attractive. Only in this case does the game become a kind of stimulator of children’s desire to sing, listen, play, and dance.

of particular importance in the development of creativity . While playing, the child actively listens to music and reacts directly to it. Music determines the development of the game , reveals images, creates interest in the game, and an emotional story before the game and expressive performance of music allow children to see their individual shades when playing roles. The coincidence of figurative words, music and movement develops children's imagination , the child more accurately conveys the character of the game character, movements become free, stiffness disappears, and confidence appears - an indicator of the correctness of the system in working with preschoolers .

The use of musical games in the lesson gives me the opportunity to conduct it in the most meaningful and interesting way, giving children the opportunity creatively in song, dance, and instrumental improvisations.

What types of improvisations can be recommended for use in music classes at preschool educational institutions? Practice shows that there are several of them. These are speech and instrumental improvisations (most often rhythmic)

and vocal.
All of them help the development of musical and creative abilities .
Recommendations for the development of musical and artistic creativity in preschool children

In order for the preschool educational institution to carry out systematic work on the development of musical and artistic creativity in children of senior preschool age , the following stages are determined:

1. Accumulation of impressions.

2. Spontaneous (spontaneous)

expression
of creativity in visual , sensory-motor, speech areas.
3. Motor, speech, musical improvisations, illustration in drawing.

4. Composing your own compositions, which are a reflection of some artistic impression: literary, musical, visual, plastic.

Features and signs of development of creative abilities of preschool children

The preschool period is especially favorable for the development of artistic and creative abilities.

The child gets acquainted with visual and constructive activities, pays attention to the musicality of the surrounding world, and tries his hand at creating drawings, crafts and buildings.

A clearly expressed cognitive need of a preschooler is a sign of creative potential. In addition, abilities for various types of artistic activity have specific characteristics. It is useful for parents to know how children's inclinations in certain creative areas manifest themselves.

Signs of creative abilities of preschoolers in art activities

The very way and what means a child chooses to realize his plan indicates the presence or absence of a creative approach. A few more telling signs about the presence of abilities in visual arts:

A preschooler prefers drawing or modeling as soon as he has a choice of what to do.
As part of the plot, it depicts a large number of objects and people.
He chooses original subjects for his drawings. For example, he does not depict the usual house-tree-flowers, but paints a sky strewn with stars around a shining sun, and calls his picture Cosmos.
Resorts to drawing or sculpting to express his mood and feelings.
He uses new material with interest to implement his plans, and is also eager to try out a new medium in practice (sculpt from clay, not plasticine; draw with paints instead of pencils).
Shows interest in works of painting and sculpture - examines, speaks out about the painting or statue he sees.

Creative talent in theatrical activities

Attentive adults notice artistic talent in a child from early preschool age, as soon as the child develops speech skills. Later, nonverbal expression comes into play, complementing the expressive signs of artistry.

Likes to imitate colorful characters from fairy tales and cartoons, trying to convey the tone of speech and characteristic movements.
He easily takes on any role, imagining himself either as a friendly dog, or as a dangerous wolf, or as a Wizard.
Actively uses facial expressions, gestures and movements to convey the feelings and character of the image.
Seeks to evoke an emotional response in others when telling something or portraying a character.
Uses attributes (appropriate clothing, distinctive supporting details) to emphasize his suitability for the role.
He enthusiastically watches children's performances, be it a theatrical game or a puppet show.

Signs of abilities for speech creativity in preschool age

What features should adults look for in order to notice the makings of literary talent in a preschooler:

The child listens carefully to fairy tales and children's stories. At some plot points he stops the narrator and asks clarifying questions.
Can compose a story himself, observing the key structure: a semblance of a plot plot, a climactic event and a final moment. For younger preschoolers, such stories can literally consist of 4-5 sentences, but the structure of the story can be traced.
Comes up with something original when he retells a well-known story or fairy tale.
When talking about something, he adheres to the storyline and main idea.
Uses words that convey the experiences and feelings of the characters.
He explains some points in particular detail so that listeners understand what is happening.

What is arts and crafts?

Decorative and applied arts are folk art, born from the desire of people to create an atmosphere of comfort, beauty around themselves and share this with others. Imagination, talent and manual skill allow us to create household and interior items from natural materials, and works of art from simple objects.

Historically, many original directions of arts and crafts have been formed. This includes embroidery, modeling, artistic painting, sewing, metal forging, chasing, wood carving, and working with natural materials.

Creating conditions for the development of creativity

Every year, the ideas and actions of a preschooler improve and become more complex. Creative abilities develop in close connection with imagination. Even without external pushing, a child is interested in discovering new horizons of his achievements. And if he is additionally carefully directed to search for non-standard solutions, the results will become original.

Developing creativity through story writing

Without creativity, it is impossible to compose your own story. After all, the child needs to extract from memory suitable characteristics for invented characters, place them in imaginary circumstances and fantasize the actions of his heroes.

To create images you need material. The more of it there is in a child’s memory, the more variably the child will use it.

Parents stimulate the development of creative abilities in preschoolers if they not only read and tell them fairy tales and other children's works, but also encourage them to write:

How would everything have happened if the main character had acted differently?
What magical object would be useful to the hero of a fairy tale, and how would it help him?
How differently could the story have ended?

Questions like these encourage children to first modify and add to existing works, and then create their own stories.

Construction as a means of developing creativity

Direct activation of creative abilities occurs in the process of constructive activity. If we keep in mind construction design, then children rarely build the same objects. They conceive new buildings, find new ways to implement their ideas.

In addition, during the process, the young builder can change his plans several times. As a result, its design acquires new details, improves, and changes its purpose.

It is imperative to ask the preschooler what he built, what the structure is intended for, how to use it, how it differs from the previous one, etc.

Paper design is an unlimited field for creativity. For a child, this type of creative activity becomes available in older preschool age with the development of manual skill. A complex type that is implemented at the suggestion of an adult and with his leading role.

At first, the child only observes what an ordinary sheet of paper can turn into in skillful hands, then he tries to repeat it with the direct participation of an adult. And only older children try to design the product themselves.

What is creativity

By definition, this is the process of human creation of new unique material and spiritual values (products, things). Every person is unique. This means that everything he creates is unique and inimitable.

Let me give two examples for clarity.

A) We, being in the same room, see in front of us what seems to be the same view from the window, but if we are asked to draw what we see, each of us will draw his own picture, highlighting and focusing attention on different fragments of what he saw and painting the picture in your own colors.

B) We know what, for example, a butterfly looks like, but each of us, making it in the form of a craft, even having the same pattern, will create our own unique butterfly, choosing different materials for the craft and a different color combination.

Do you know how the creative process itself occurs ? Now I will tell you about everything in order.

In the process of studying and understanding the world around you, you have an idea to create or do something like that. Perhaps this is not your idea, but an idea suggested to you by adults, but you liked it and you want to implement it. So, first the idea for creativity arose. What's next?

Now you need to determine what you need in order to bring this idea to life. For example, to draw a regular picture you need an album or drawing paper, paints, felt-tip pens or pencils. That is, we prepare the means to implement a creative idea. And then it’s up to your fantasy, imagination and skill (skill).

And finally, after bringing your creative idea to life, you need to evaluate the result of your creativity. First, you need to understand whether, first of all, you like this result and whether you have a desire to continue to create something in this direction. Then you can find out the opinions of others. Keep in mind that the opinions of others may not coincide with your feelings and impressions of what you have created (history knows many cases when geniuses were not recognized).

But the main thing in creativity is the desire to create, the desire to create something new, unusual and through creativity to give love and kindness to the people around you.

The role of the family in the development of creative abilities of preschool children

Who, if not the parents, is obliged to notice what the child is more drawn to, what his capabilities are in a particular period, and on the development of what abilities it is important to focus the main attention.

Of course, a preschooler’s personality should be enriched in different directions - teaching drawing and modeling, designing and inventing stories together, organizing a simple home theater. In each of these types of activities there is room for the transformation of reality and the manifestation of creative abilities.

Most children do not have a special interest in all types of activities, but highlight priority ones for themselves. It is in this field that parents should create conditions so that the child discovers new means and expands the options for using them to realize his plans. Directed efforts of loving and understanding adults, unobtrusive participation in children's games and activities can and should be used to develop the creative abilities of preschoolers.

WHAT WILL THE CHILD DISCOVER?

In order to understand and then develop a child's particular tendency, it is important to offer him as many options for self-expression as possible. The simplest and most common thing here, where all parents start, is drawing and modeling. The processes are undoubtedly creative, but they are far from the only ones on this list. A good example would be all kinds of construction sets (what if a future engineer grows up?) and mosaics. Or ready-made kits for children's creativity (weaving, plaster casting, burning, engraving, knitting, etc.).

What other development methods will help a child decide what he likes best, what he wants to express himself in?

Applique (and not only made from paper: wrappers, postcards, cotton wool, pasta, cereals, felt-tip pen caps and other available materials are suitable). In this case, the application can be assembled either from individual parts or in the form of a mosaic.
Handicrafts (bead weaving, creating children's jewelry, embroidery, macrame).
Unusual methods of drawing - with fingers, paints on milk or cereals, in the form of a mirror print. You can draw from a stencil and then complete the drawing to a certain image, on soapy glass; instead of paints, take toothpaste, stamp with molds, paint with glue and salt - there are an endless number of options.
Acting activity. This could be a puppet theater at home or theatrical performances in a drama club. The main thing is that the child will be able to show acting talent.
Construction from scrap materials. A preschooler will learn to create useful or simply beautiful things from unnecessary objects.

This is not a complete list of activities. You can purchase, download, or come up with many more options.

Ask your child to decide for himself what he wants to do. Let him try himself in different areas. He won’t like some things, but in some ways he will find himself. Encourage his desires and do not scold him for failures or loss of interest in a particular activity.

WHAT CAN YOU PLAY?

You don’t have to shower your little one with a bunch of expensive toys. You can stimulate him to creativity with the help of the simplest things at hand.

You can crumble an eggshell, paint it and invite the child to make a drawing out of it, explaining that first you need to draw its outline.
You can take advantage of natural phenomena. For example, in rain or snow, place a sheet of paper covered with paint out the window. The resulting blots can be examined, discussed what they look like, and drawn into something recognizable.
You can make different toys from paper bags filled with newspapers or pillows by twisting them or tying them with rope in the right places. At the same time, you can add eyes, a mouth, and a nose to the paper characters.
If a child makes a lot of holes on a sheet of cardboard, he will be very interested in connecting them into some kind of design or pattern using lacing.
Berries, buttons, beads can become material for a children's necklace. Or you can assemble it from ordinary paper clips.
Let the baby try to decorate the dish (salad, sandwich). To do this, he needs to offer different fruits or vegetables (slices or slices of tomatoes, cucumbers, carrots; olives, peppers, herbs, slices of apples, lemon, pineapple, peach, strawberries, cranberries, cherries). Perhaps the child will be interested in “plucking” a sandwich in the shape of an animal or a bug from a slice of bread. At the same time, you definitely need to show your baby that the remaining crumbs were dried and then ground for breading - nothing was lost just like that!
This game is useful. The child drips paint into the center of the sheet and bends the sheet in half, pressing. After that, let him look at the resulting blot: what does it look like? Let him name different options, turning the sheet over to different sides.
If you offer your child a set of cardboard figures (stripes, squares, circles), he will enthusiastically begin to imagine what each of them looks like separately or in combination with each other.
What if you dance impersonating someone? An affectionate cat, a faithful puppy, summer rain, joy, pain, fun, grief - these and other images can be created together with the baby, and then asked him to give each of them dance movements.

So, a person with developed creative abilities shows greater mental flexibility in difficult situations, is able to quickly pull himself together and sometimes find an extraordinary way out of them. And this makes life much easier. So developing creative inclinations is useful not only from the point of view of expressing one’s own inner world.

CORRECT ORGANIZATION OF CLASSES

When and how to organize such classes correctly? Where to begin? From physical development at a very early age. This will be the first step to develop the child’s creative abilities. As the baby grows, he should constantly create conditions that stimulate the development of his creative imagination.

Create an environment that is slightly ahead of the child’s age development, stimulating him to learn new things. For example, at the age of one, you can give a baby bright cubes with letters or numbers and unobtrusively introduce them to them during games.
Gradually complicate and increase tasks. The bar must be constantly and systematically raised. Children do not always turn to the experience of adults when learning about the world; they often try to figure it out on their own. Therefore, do not rush to help the baby in solving his problems. If the toy falls, let him try to find and get it himself. And only if he doesn’t succeed, offer help.
Give your child freedom to choose activities. Children are most willing to do what interests them. This is much more beneficial than something imposed by parents, even in the form of a game. At the same time, freedom should not be perceived as permissiveness. There must be reasonable, justified restrictions.
Your help should be reasonable and offered as a last resort only if the child cannot find a solution on his own. There is no need to constantly insure him for everything. Let him try his hand.
Create comfortable psychological conditions for the child’s development. This applies to any activity, including creative ones. There is no need to judge the baby or sympathize excessively with his failures. But the support and advice of adults, their praise and approval is a great incentive.
Provide your child with everything necessary for creativity. If he draws, buy high-quality paints or pencils and an album. If he wants to play in a puppet theater, do it together. Don't interfere with children's imagination. Remember: this helps to form a little personality.