Tatyana Kozlova
Features of the development of verbal creativity in children of senior preschool age
preschool age called the period of intense development of creative child's possibilities. Formation creative activities are considered in close connection with development all mental processes, and above all with development of creative imagination, suggesting novelty, uncertainty of the cognizable situation and an unlimited variety of possible ways to resolve it.
Exist different opinions and about the sources creativity of children. Some researchers consider creation the result of the internal self-generating forces of the child and that an adult should not interfere in his creative process. Others consider sources creativity surrounding life, art. The authors recognize the intuitiveness and originality of the artistic creativity of children, but consider it necessary to have a reasonable influence of the teacher.
A-priory, creativity is activity, as a result of which a person creates a new, original, showing imagination, realizing his plan, independently finding means for its implementation. It is characterized by two main indicators: it should represent public value and provide completely new products.
It is believed that it is completely childish creation does not meet these criteria. It is the initial step in development creative activity . artistic creation child cannot be carried out without the participation of an adult who helps him create and assumes the functions of a critic and partly a creator. IN development creativity children Education and training play a leading role. And only with the right pedagogical guidance and training creative the child's activity can reach a relatively high level.
Children's creative activity has no artistic value for others, however, in the socio-pedagogical sense, it is important for the child. Since in his creativity the child actively discovers new things for himself and about himself.
Creative activity meets the needs and abilities of the child, accompanies him with emotional and intellectual activity, and ensures the formation ways of unified creative cognition.
One of the varieties creative activities of children is literary or verbal creativity.
baby verbal creativity are compositions and improvisations. This type of activity satisfying One of the most important needs of a child is self-expression.
Verbal creativity- most complex view creative child's activities. Element creativity is in any children's story. Therefore the term « creative stories » - short story title that children make up themselves (the plot, the course of the event, the climax and interchange) . The child must independently come up with the content (plot, imaginary characters, based on the topic and his past experience.
At the core verbal creativity lies the perception of works of fiction, oral folk creativity in the unity of content and artistic form. Verbal creativity is considered as an activity arising under the influence of works of art and impressions from the surrounding life and expressed in oral compositions.
A special role in the development of verbal creativity is given to the ability to make a coherent statement. It turns out with the child whether he has the experience of compiling a story (fairy tales, whether he responds with desire to the proposal to come up with an essay, whether he can logically build a plot and structure it structurally, what lexical means he will use in his statement. These indicators are criteria development of verbal creativity: the ability to perceive works of fiction, development liaison monologue speech, creative essay.
IN development children's art creativity is divided into three stages. The first stage is the accumulation of experience. On the second - the actual process of children's creativity, directly related to the emergence of the idea, with the search for artistic means. At the third stage, a new product is created.
At the core creative storytelling is the process of processing and combining ideas that reflect reality, and the creation on this basis of new images, actions, situations that had no place before in the direct perception of the child. The source of the combinatorial activity of the imagination is the surrounding world. That's why creative activity depends on the richness and diversity of the child's ideas and life experience.
Studying features of the development of children's verbal creativity allows you to define pedagogical conditions, conducive to verbal creativity.
The personality of a teacher who has professional skill, human charm, ability to create providing positive influence on child's creativity.
Development imagination - a kind of reflection of reality, which consists in the creation of new images and ideas based on existing ideas.
Development of observation.
Education industriousness.
Learning in the classroom.
Complex problem solving development speeches in the classroom for teaching storytelling.
Enrichment and activation vocabulary through definition words that help describe experiences, character traits actors; with the formation of new concepts, new dictionary and the ability to use the available stock words.
Skill tell children coherently, own the structure of a coherent statement, know the composition of the narrative and description.
Correct understanding of the task by children "come up with", i.e. to create something new, to tell about what actually did not exist.
Development poetic ear - ability to distinguish between genres, understanding them features, the ability to feel the components of an artistic form and realize their functional connection with the content.
Interaction of different species artistic activity (music, painting, literature, theater).
The development of verbal creativity is possible, if at each lesson to acquaint children with content and art form works, draw their attention to figurative words and expressions, characteristics, mood, dialogues of characters, description of facial expressions and gestures of heroes.
This is directed creative tasks: clarify understanding of the meaning of figurative words and expressions; include in the story of impromptu dialogue new (different) intonation; perform plastic sketches depicting the hero; come up with unusual endings for well-known fairy tales; combine plots of works of different genres; select synonyms, antonyms, definitions that characterize the characters, their mood, state, actions and deeds; dramatization of the most interesting passages works; development of stage skills, performance (repetition) replicas of heroes; scenery drawing and conditions in which the heroes acted literary work; correlating the content of the text with the nature of the musical work.
Thus, it follows from the above that creative speech activity, expressed in the creation of oral compositions, is successfully carried out in senior preschool age and under the influence of special education, important condition which is the choice of means.
Verbal creativity of preschoolers The study of verbal creativity, creative activity of the child, the search for ways to form it is one of the priority areas of modern pedagogical science in the 21st century.
creativity is an activity, as a result of which a person creates something new, original, showing imagination, realizing his plan, independently finding means for its implementation. . two main indicators of creativity are singled out: 1. it must be of social value and 2. give a completely new product. According to psychologists,
Does children's creativity correspond to these indicators? The answer to this question is still controversial among researchers of this problem.
The huge role of creativity is determined by the fact that it opens up new values for the child of knowledge, transformation, experience, which enrich his world, contribute to the manifestation of the creative qualities of the individual.
Verbal creativity of preschoolers is the activity of children, arising under the influence of works of art and impressions from the surrounding life and expressed in the creation of oral compositions - stories, fairy tales, poems (O. S. Ushakova, A. E. Shibitskaya, M. V. Fadeeva, etc. .).
In pedagogical research, dedicated to the problem the formation of verbal creativity, it is proved that creative speech activity is successfully carried out at senior preschool age under the influence and as a result of special education, important condition which becomes the choice of means (E. P. Korotkova, E. I. Tikheeva, O. S. Ushakova, E. A. Flerina and others)
One of the most accessible and pedagogically effective means of developing creative speech skills in children is folklore, a fairy tale (L. M. Pankratova, V. A. Sukhomlinsky, A. E. Shibitskaya).
There are 2 points of view on the process of children's creativity 1. creativity is the result of the internal self-generating forces of the child and an adult should not interfere in his creative process, as this leads to a lack individual expression personality. So the child imitates the adult.
2. Others recognize the intuitiveness and originality of children's artistic creativity, but consider the reasonable influence of the teacher necessary. They recognize the need to create appropriate conditions, the assimilation of children artistic experience, learning how to work creatively.
At stage 1, the role of the teacher is to organize life observations. To teach a figurative vision of the environment, that is, a perception that has an aesthetic coloring. It is important that children realize that some things can be changed and transformed.
Stage 2 - the actual process of children's creativity: the emergence of an idea, the search for artistic means. The role of the teacher is to create a joyful atmosphere full of interesting experiences and ensure the inner need for self-expression in creativity. Particular attention should be paid to the development of the child's methods of sensory examination of objects. Help children master the simplest artistic means.
Stage 3 is the creation new products. The child begins to be interested in the quality of the products of his creativity and experiences aesthetic pleasure, trying to complete them. But the experiences of preschoolers will be even more complete if he is convinced that his work is interesting not only to him, but also to those around him. Therefore, the analysis of children's products carried out by the teacher is so important.
Verbal creativity of preschoolers can manifest itself in the following forms: - word creation (in the narrow sense); - writing poems; - writing your own stories and fairy tales; - creative retellings literary texts; - inventing riddles and fables.
signs of creative storytelling: - enthusiasm, preoccupation with activities; - the ability to modify, transform, combine existing ideas and create new images and situations on their basis; - the ability to provide an event in the sequence of its development, to establish the relationship between individual events; - use of appropriate language tools in order to create an image; - independence in the search for images and the development of the plot; - variability, i.e. the ability to come up with several versions of essays on one topic.
When teaching storytelling, different types are used. creative essays: - inventing a continuation and completion of the story, the beginning of which is reported by the educator; - inventing a story (fairy tale) according to the teacher's plan; - inventing a story on a topic proposed by the teacher (without a plan); - inventing a story (fairy tale) on a self-chosen topic; - inventing stories (fairy tales) according to a literary model.
Teaching methods: - joint compilation of a story with the teacher; - questions of the educator (there should be few of them); - plan for the story; - repetition of the plan of the story; - drawing up a plan for children; - analysis and evaluation of stories.
The spiritual life of a child is complete only when
when he lives in the world of games, fairy tales, music, fantasy.
Without it, he is a dried flower.
/V.A. Sukhomlinsky/
The theme of this work "Fairy tale as a source of development of verbal creativity of children of senior preschool age" was chosen by me not by chance.
- Requirements have increased educational system to the speech development of children. By the time they leave preschool, children must reach a certain level of speech development, since perception and reproduction teaching materials, the ability to give detailed answers to questions, to express one's thoughts independently - all these and other actions require a sufficient level of speech development.
- Analysis of the literature on this problem showed that, despite the variety of methodological developments for the development of verbal creativity of preschoolers, nevertheless practical material not enough.
- Children meet with a fairy tale in books, in cinema, theater, on a television screen. They forget about everything and plunge into the lives of heroes. They draw from them a lot of amazing knowledge: the first ideas about time and space, about the relationship of man with nature, with the objective world; in a fairy tale, brilliant examples of the native language appear - all this is a necessary and favorable material for writing your own fairy tales.
In this regard, the issue of the development of verbal creativity of preschool children using various methods of composing a fairy tale still does not lose its relevance.
Based on the foregoing, the goal and objectives were set for the development of verbal creativity of older preschoolers in the process of familiarization with Russian folk tales.
Goal of the work - to promote the development of verbal creativity of children of senior preschool age, corresponding to the age level of development of children, using various methods of composing fairy tales and an algorithm for composing fairy tales.
Educational tasks contribute to the mastery of children with a certain amount of knowledge, skills and abilities for their comprehensive development:
- Development of interest in artistic culture by getting acquainted with the domestic literary heritage, familiarizing children with Russian folk tales.
- Attracting the attention of children to oral folk art through riddles, folk games, proverbs, sayings, etc.
- Studying natural phenomena, images of flora and fauna. Development of research skills.
- Familiarization of children with Russian folk arts and crafts through the formation of their various artistic and creative abilities.
- The development of monologue speech, the ability to speak coherently.
- Enriching the children's vocabulary, educating them of interest in the word, love for mother tongue and pride in his wealth.
- Promoting the development of such mental processes as perception, creative thinking, creative imagination, memory.
- Developing Acting Skills Through Interpenetration various kinds arts - music, literature, theater.
Educational tasks are aimed at developing the moral and spiritual qualities of children:
- Increasing the level of creativity (creative organization) of the process of education and training, their awareness and purposefulness.
- Admiration for the creativity of the Russian people; opportunities for children to understand that they are part of this great nation.
- Development of an emotionally positive attitude towards objects of aesthetic content.
- Education of a friendly attitude, the desire to communicate with each other, the ability to behave in a peer group.
- Raising the ability to respect the results of child labor.
- The formation of an emotionally positive attitude towards nature in each child.
- The development of a child's sense of self-confidence, in their abilities, the realization of their capabilities, perseverance in achieving goals.
- Development of the child's creative potential, his artistic observation through the study of the literary heritage.
On the basis of the preschool educational institution GDOU No. 27 of St. Petersburg, a system of pedagogical measures was developed and tested, including the creation of favorable conditions for the harmonious development of the child, the formation of a basic personality culture, aesthetic, moral and physical education of the child.
The nature of the work carried out made it possible to develop a cycle of classes “ABC of a fairy tale”, mnemonic tables “Fairy tales”, didactic games, select various methods for composing fairy tales and test this material, describing the best ways to develop the verbal creativity of preschoolers in this work.
Our work was based on the following principles:
- The principle of accessibility and integrity of the knowledge acquired by the child (selection of artistic material for various types of folk art: musical, artistic and speech, arts and crafts, subject to their close relationship).
- The principle of integrating work based on folk art with various directions educational work and activities of children (acquaintance with the outside world, speech development, various games and etc.).
- Principle individual approach to children; taking into account their individual preferences, inclinations, interests, level of development.
- The principle of careful and respectful attitude to children's creativity.
- The principle of consistency and consistency, which ensures the relationship of the concepts being studied.
- The principle of visibility; the predominant use of a model approach to learning, i.e. the possibility of representing concepts in the form of material and graphical models that provide a visual-effective and visual-figurative nature of learning.
- The principle of strength of acquired knowledge.
- Educational character of education.
It is known that teaching children creative storytelling is a gradual and rather complex process. It proceeds most successfully under the guidance of teachers and parents who help them master these skills both in specially organized classes and in the process of everyday life. Preschoolers at an older age have access to creative storytelling about events from the surrounding life, about relationships with friends, on topics from personal experience, inventing stories, fairy tales. Therefore, the system of work with preschool children on the development of verbal creativity included:
- Acquaintance with literary heritage of the Russian people, his work, as there are preserved special features character of the Russian people: kindness, beauty, truth, courage, diligence ... Oral folk art is the richest source of knowledge and moral development children.
- Speech exercises (speech exercises). This included not only enrichment vocabulary preschoolers speech and accumulation personal experience each child, but also the development of articulatory motor skills, as well as the development of coherent, monologue speech and the testing of non-standard methods of composing fairy tales, which allow developing the verbal creativity of preschoolers. Non-standard means to teach children in an original, unusual way, in their own way not only to perceive the content, but also to creatively transform the course of the narrative, for example, create free continuations, arrangements of fairy tales, come up with various beginnings, endings, introduce unforeseen situations, mix several plots into one and etc. An unconventional approach just gives both the educator and the child the opportunity to understand what is good and what is bad in a fairy tale or a hero, to create a new situation where the hero would improve, good would triumph, evil would be punished, not cruelly, but humanely.
- The development of creative abilities through the creation of diverse images of animate and inanimate nature through research, visual and gaming activities. It is extremely important not only to teach the child to compose, but also to show him new possibilities. Quite often, children were asked to portray something or someone from a fairy tale, but in a non-standard way, for example, depict a fairy tale schematically, show an episode of a text using body movements, gestures or facial expressions, etc.
- Development in theatrical activities (together with the music director during the open events) by transforming into heroes of various fairy tales and cartoons.
At the first stage, work on the development of verbal creativity was aimed at activating the stock of knowledge of the most famous fairy tales. Along with listening to fairy tales, children got acquainted not only with author's fairy tales and Russian folk tales, but also with small forms oral folklore(sayings, riddles, incantations, counting rhymes, teasers, nursery rhymes, proverbs, sayings).
Until recently, it was believed that it is difficult for preschoolers to understand the figurative meaning of proverbs and sayings. However, studies by F. Sokhin and other authors have shown the inconsistency of this thesis. To help children understand figurative sense small folklore, a fairy tale was selected, where moral education was revealed with the help of an appropriate saying. For example, to the fairy tale “Teremok” “Mitten” the saying was selected: “In cramped quarters, but not offended”, to the fairy tale “Zayushkina’s hut” the saying “Do not have a hundred rubles, but have a hundred friends”, to the fairy tale “Fox with a rolling pin” - “What you sow is what you reap”, etc. .
For a number of works of literary heritage, not only lexical, but also pictorial material was selected. For effective assimilation the sequence of events, taking into account the speech skills of children, methodological techniques were determined. Were made reference diagrams - mimic tables, reflecting a particular fairy tale and containing a black and white or color designation of the heroes of the fairy tale, their actions, objects and natural phenomena. These included “Turnip”, “Kurochka Ryaba”, “Gingerbread Man”, “Teremok”, “Mitten”, “Masha and the Bear”, “Tops and Roots”, “Snow Maiden and Fox”, “Fox with a Rolling Pin”, “Zayushkina Hut ”, “Three Bears”, “Wintering of Animals”, “Cockerel and bean seed”, “Visiting the sun”, “Fear has big eyes”, “Cat, rooster and fox”, “Wolf and seven kids”, “Fox - sister and Gray wolf”, “Cockerel and Millstones”, “By Pike”, “Geese-Swans”, “Tiny-Havroshechka”.
This is not accidental, because the results of recent psychological and pedagogical research have shown that it is more useful for a preschooler to offer not only an illustration, but also to show different directions: abstract, comical, schematic, realistic, etc. All this material provides significant assistance in the development of children's verbal creativity, because. clarity and clarity of their execution allows you to keep in memory a large number of information and more flexible modeling of the plot.
The system of work also included a detailed analysis of fairy tales. Children learned to perceive more deeply the traditional ways of constructing a fairy tale and organizing the plot in it. For this, we used “Scheme maps by V.Ya. Propp." The functions presented in the diagrams are generalized actions, concepts, which allows the author of a fairy tale to abstract from a specific act, hero, situation, while writing his own narrative, thereby developing his creative, creative thinking.
In conclusion of my work, I would like to note that thanks to the use of fairy tales - examples of literary and folk heritage, in the process of classes, children instill love for their native language and pride in its richness, improve monologue speech, increase interest in verbal creativity, independence in the selection of "figurative means of the native language”, the ability to express one’s thoughts.
Fairy tales contribute to the enrichment of children with knowledge about the world around them, and influence moral education. Children learn to see the relationship between different types of art. They develop acting and artistic abilities, creative imagination, logical memory; also develops children's activity, research skills, observation, curiosity and other abilities. Thus, fairy tales are an excellent source of plots, examples for writing your own story.
Literature.
- Alekseeva M.M., Yashina V.I. Speech development preschoolers. – M.: “Academy”, 1998.
- Bolsheva T.V. Learning from a fairy tale: The development of thinking of preschoolers with the help of mnemonics. - Teaching aid. - St. Petersburg: CHILDHOOD-PRESS, 2001.
- Korotkova E.P. Teaching preschool children storytelling. – M.: Enlightenment, 1982.
- Mikhailova A. Let's try to compose fairy tales. // preschool education, 1993, №6.
- Propp V.Ya. Historical roots fairy tale. - Ld, 1986.
- Rodari J. Fantasy Grammar: An Introduction to the Art of Storytelling. - M., 1978
- Fairy tale as a source of children's creativity. / Nauch. hands Lebedev Yu.A. - Vlados, 2001.
- Tukhta L.S. Write a fairy tale. // Newspaper "Primary School", 1996, No. 46.
- Fesyukova L.B. Education fairy tale: To work with children of preschool age. - Kharkov: Folio, 1996.
- Fesyukova L.B. From three to seven: Book. for dads, moms, grandparents. - Kharkov: Folio; Rostov n / a: Phoenix, 1997.
Fantasy - required condition creative activity of a person, which is expressed in the construction of an image or a visual model of its results in cases where information is not required (pure fantasy) or it is not enough. An example of this may be scattered archival sources, on the basis of which the writer creates whole work, supplementing possible connections with the help of his own imagination, and also introducing a vivid impression to the extent possible of his talent.
The world of children's fantasy is huge and diverse. Without fantasy and imagination, we would not have developed science, and we would have remained in the Stone Age. The first dreamer was a man who managed to see a digging stick in a simple stone and moved the whole civilization forward. And the Russian dreams of folk storytellers about a flying carpet and a self-propelled stove, embodied in the construction spaceship and car? Without imagination, a modern student would not have mastered a single subject, because he would not be able to construct images in his head and operate with abstract concepts.
The development of fantasy in children occurs at preschool age, and its active development begins after 2.5-3 years, but preparations are still underway until this age. How much a child's imagination will be developed depends on the period of life he has lived from 1 to 3 years. At this time, the kids are not yet playing, but are studying the properties of objects, and close people should help in this.
The next stage in the development of fantasy continues from 3 to 7 years, and at this age Her Majesty the Game is at the head. And in babies it is in the game is on development of attention, perception, memory, intellect, imagination. Here in the development of the imagination are important role-playing games in which several people participate. The game must be treated very carefully, because it is considered the leading activity between the ages of 3 and 7 years.
The development of fantasy in children also depends on the items needed for joint games. But the overabundance of toys in stores, which are very realistic today, unfortunately, interfere with the development of children's imagination. Yes, these toys are attractive and beautiful, but they are not capable of awakening the imagination due to the fact that they are “completely ready to use”. And parents complain that the baby quickly loses interest in them.
A child needs simplicity for fantasy, for its development there must be semi-finished products - sticks, pieces of paper, pieces of iron, pieces of matter, pebbles. Make it a rule once and for all not to throw away things belonging to him without the knowledge of the child. It wouldn’t even occur to you that a car without wheels is a “secret” installation that can lie in a box for months, but the baby still remembers it and, if he doesn’t find it, he will be very upset.
Verbal creativity is one of the types of children's creativity, which allows the child to show the level of his speech activity, the ability to creatively, expediently, correctly use the language in different situations being. It has great importance for the child as a means of knowledge and self-knowledge, cultural development, its self-expression and self-realization.
In research, verbal creativity is defined as the artistic activity of children, which arose under the influence of works of art, as well as impressions from the surrounding life, and is expressed in the creation of oral compositions.
The development of verbal creativity of preschoolers is integral part the general development of their creative abilities in various types of artistic activity and affects the cognitive and emotional-volitional spheres of the child.
The development of verbal creativity is carried out initially in speech activity, it is significantly enriched due to the subsequent inclusion in theatrical and visual activity: children's speech becomes more expressive, figurative, emotionally enriched. In addition, verbal creativity affects the development of different artistic ability child: visual and theatrical (the ability to create a stage image that matches the content of the performance, the preparation of scenery, costumes, etc.).
Work on the formation of verbal creativity is carried out on the basis of the development of the child's artistic imagination, his communication skills and the development of all aspects of his speech (lexical, grammatical, phonetic).
The starting point for the development of verbal creativity is the formation holistic perception literary works in the unity of their content and artistic form.
Using the method of contamination of different literary works develops the child's imagination, the ability to create scripts based on them and then stage performances.
The relationship of different types of artistic activity of children (speech, visual, musical, theatrical) enriches the child's creative abilities, helps to correlate the artistic image resulting from the perception of works of art and the creation of their own compositions.
N. Kudykina notes that big role in the development of children's verbal creativity should be assigned to the purposeful pedagogical influence of an adult, his educating leadership, which organizes the child's creative process. Leadership is expressed in creating conditions for the formation of verbal creativity, in determining the leading, most effective methods, in finding various pedagogical techniques and in their rational combination with the applied method. It also needs work in two main areas:
1) on the general enrichment of the child's speech;
2) to improve speech in its aesthetic function, including verbal and non-verbal means of expression.
In the work on enriching the speech of children, the leading method is the independent reproduction of the text from memory (retelling). For the development of the expressive side of speech, it is necessary to create conditions that allow the child to express their emotions, feelings, desires to speak publicly.
Modern research this issue allow us to talk about the wide educational possibilities of theatrical activities. By participating in it, children get acquainted with the world around them in all its diversity through images, colors, sounds, and correctly posed questions make them think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of the characters’ replicas, their own statements, the child’s vocabulary is imperceptibly activated, the sound culture of his speech and its intonation system are being improved. Role played, uttered remarks put the child in front of the need to express himself clearly, clearly, understandably. He improves dialogic speech, its grammatical structure.
In the temporary requirements for the content and methods of work in preschool educational institution a special section “Development of the child in theatrical activities” has been allocated, in the criteria of which it is emphasized that the teacher is obliged:
Create conditions for development creative activity children in theatrical activities (encourage performance creativity, develop the ability to freely and liberatedly hold on during a performance, encourage improvisation by means of facial expressions, expressive movements and intonations, etc.);
Involve children in theater culture(to acquaint with the device of the theater, theatrical genres);
To ensure the relationship of theatrical with other activities in a single pedagogical process;
To create conditions for joint theatrical activities of children and adults.
The content of the theatrical classes includes:
a) view puppet shows and conversations on them;
b) dramatization games;
c) acting out various fairy tales and dramatizations;
d) exercises for the formation of expressiveness of performance (verbal and non-verbal);
e) exercises for the social and emotional development of children.
It should be emphasized that theatrical classes should simultaneously perform cognitive, educational and developmental functions and in no way be reduced to preparing performances. Their content, forms and methods of conducting should simultaneously contribute to the achievement of three main goals:
1. development of speech and skills of theatrical and performing activities;
2. creating an atmosphere of creativity;
3. social and emotional development of children.
Theatrical activity is the most effective tool development of verbal creativity of children of senior preschool age. Since the theatrical activity of children is a type of artistic activity, including the performance of one's own or the author's intention in dramatizations, dramatization games, in productions of various types of theater. It is theatrical activity that makes it possible to most fully realize the main areas of work on the development of verbal creativity: public, most expressive independent reproduction of a previously perceived or composed text artwork child.
For effective development verbal creativity, as a type of children's creativity, requires certain conditions for the development of children's creativity in general. Accordingly, the process of development of verbal creativity in theatrical activities of children of senior preschool age requires compliance with the following pedagogical conditions:
Selection of literary works, taking into account the possibility of stage implementation of their content;
Special creative tasks, developing theatrical abilities of children (combining movements with the expressiveness of speech, with facial expressions and gestures).
Mastering coherent oral speech, developing fantasy, imagination and the ability to literary creativity is the most important condition for quality preparation for school. An important component of this work is: the development of figurative speech, the education of interest in artistic word, the formation of the ability to use the means artistic expressiveness in independent speech. A number of games and exercises contribute to the achievement of these goals, we will consider some of them.
The game "increase - decrease".
There you are Magic wand, it can increase or decrease whatever you want. What would you like to increase and what would you like to decrease?
Here's how the kids respond:
I would like to reduce the winter and increase the summer.
I would like to extend the weekend.
I want to increase the raindrops to the size of a watermelon.
Let's complicate this game with additional questions:
What would you like to increase and what would you like to decrease? Why do you want to increase or decrease?
Children's answers:
I want to enlarge the candy to the size of the refrigerator so that I can cut off the pieces with a knife.
Let your arms temporarily become so long that you can get an apple from a branch, or say hello through the window, or get a ball from the roof.
If the trees in the forest are reduced to the size of grass, and the grass to the size of a match, then it will be easy to look for mushrooms.
If it is difficult for a child to fantasize independently, offer to fantasize together, ask him auxiliary questions.
The game "Relive the object."
This game involves giving the objects of inanimate nature the abilities and qualities of living beings, namely: the ability to move, think, feel, breathe, grow, rejoice, multiply, joke, smile.
What living creature would you turn into balloon?
What do your shoes think?
Gift game.
Children stand in a circle. One is given a box with a bow in his hands and asked to pass it to his neighbor with warm words: “I give you a hare”, or “I give you a goat, his horns have not grown yet”, or “I give you a big candy, “There is a cactus in the box, don't prick."
The game "Change the character of the character."
Come up with a fairy tale with such an incredible plot: the fox has become the most rustic in the forest, and all the animals deceive her.
Zoo game.
Participants of the game receive a picture without showing them to each other. Everyone should describe their animal, without naming it, according to this plan:
1) appearance.
2) where does he live?
3) what does it eat?
The game "Different eyes".
Describe the aquarium from the point of view of its owner, and then, from the point of view of the fish that swim there, and the owner's cat.
Game Describe the situation.
Game participants are given the same plot pictures. They are invited to describe the situation from the point of view of its various participants, whose interests may be opposite. For example, from the point of view of a fox and a hare, a bear and bees.
The game "Think up a sequel."
Read the beginning of the fairy tale and ask them to think of how the events in the fairy tale will develop, how it will end.
Game "How lucky I am."
How lucky I am, says the sunflower, I look like the sun.
How lucky I am, says the potato, I feed people.
How lucky I am, - says the birch, - they make fragrant brooms out of me.
Game "Choose a metaphor".
Metaphor is the transfer of the properties of one object (phenomenon) to another on the basis of a feature common to both objects. For example, "speaking of waves", "cold look".
Explain which properties in the above metaphors and to whom are transferred.
Soft character. Cheeks are burning. Drowned in twos. Keep in tight grip. Turned green with anger. Annoying as a fly. Hardworking as a bee.
Autobiography game.
I will present myself as an object, thing or phenomenon, and on its behalf I will tell a story. Listen carefully to me and by asking leading questions, find out who or what it is about.
"I am in every person's house. Fragile, transparent. From careless attitude I die, and it becomes dark not only in my soul ... (light bulb) ".
Game "Funny rhymes".
Match the words with rhymes.
Candle - stove; pipes - lips; racket - pipette; boots - pies, etc.
People say: "Without imagination, there is no consideration." Albert Einstein said that the ability to imagine is higher than knowledge, because he believed that without imagination it is impossible to make discoveries. A well-developed, bold, controlled imagination is an invaluable property of original non-standard thinking.
Children subconsciously learn to think in the game. This should be used and developed imagination and fantasy from the very beginning. early childhood. Let the kids "reinvent their own bikes". Who did not invent bicycles in childhood, he will not be able to invent anything at all. Fantasy - should be interesting. Remember that play is always immeasurably more productive if we use it to put the child in pleasant situations that allow him to make heroic deeds and, listening to a fairy tale, see your future full and promising. Then, enjoying the game, the child will quickly master the ability to fantasize, and then the ability to imagine, and then to think rationally.
Psychologists define creativity as an activity
as a result of which a person creates something new, original, showing imagination, realizing his plan, independently finding means for its implementation.
The largest domestic scientist and psychologist L.S. Vygotsky gave the following definition of the concept of creative activity: “We call creative activity such human activity that creates something new, it doesn’t matter whether what is created by creative activity is some thing of the external world or the construction of the mind, or a feeling that lives and is found in the person himself” . In addition, he emphasized that "the imagination does not repeat the impressions that have been accumulated before,
but builds some new rows of previously accumulated impressions. Bringing something new into our impressions and changing these impressions so that as a result a new, previously non-existent image appears.
L.S. Vygotsky revealed the mechanism for creating images of the imagination: “A person accumulates material from which his fantasy is subsequently built. This is followed by a very complex process of processing this material. The most important constituent parts of this process are dissociation and association of perceived impressions.
An analysis of psychological and pedagogical research has shown that creativity is characterized by scientists with two main indicators: it must be of social value and provide completely new products.
In order to determine whether children's creativity meets these indicators, it is necessary to refer to the studies of psychologists (L.S. Vygotsky, B.M. Teplov, D.B. Elkonin) and teachers (N.A. Vetlugina, E.A. Flerina, A.E. Shibitskaya). They prove that creative activity meets the needs and abilities of the child, is accompanied by his emotional and intellectual activity,
and ensures the formation of ways of unified creative cognition, implemented in various activities
In the works of B.M. Teplova, A.V. Zaporozhets, L.A. Wenger emphasized the leading role of education, training, which determines the importance of pedagogical activity in the development of artistic and creative abilities. The transformation of the imagination into a deliberate, purposeful one is the task of the teacher, and with a certain work with him, the preschooler develops a recreating imagination, the result of which is the creation of an image in accordance with the description, drawing, diagram, task. The image, child-created, there is always a personal formation, therefore even the most elementary cognitive act, leading
to the creation of a subjective image, begins at the initiative of the subject, is determined by his internal attitudes and emotions, i.e. reflects his internal state (L.A. Wenger).
Tiheeva E.I. emphasizes that, by its nature, children's creativity is synthetic, often of an improvisational nature and makes it possible to judge quite fully about individual manifestations and identify them in a timely manner.
In the development of children's artistic creativity, N.A. Vetlugina distinguishes three stages. At the first stage, the role of the teacher is
in the organization of those life observations that influence children's creativity. If the child has to reflect life impressions
in a fairy tale, a story, then he must be taught a figurative vision of the environment,
i.e., a perception that has an aesthetic coloring. The figurative vision should be holistic: the child should consider the phenomenon not in isolation, but in its multilateral connections. This teaches him the ability to find a relationship between various objects and phenomena. Observations of children help the development of combinatorial abilities. It is important that they realize that some things can be changed
and converted.
Art plays a special role in the development of children's perception.
It helps the child to feel more acutely the beauty in life, enriches the world of his spiritual experiences, contributes to the birth of artistic images. This stage precedes the creative activity itself, however, the development of perception, the accumulation of artistic and life experience are closely related to the subsequent artistic and creative activities of children.
The second stage is the actual process of children's creativity.
It is directly connected with the emergence of an idea, with the search for artistic means. The process of children's creativity is not very developed
in time. The creative act takes place "in one breath". The child gives a quick discharge to his feelings and, according to L.S. Vygotsky, "creates
in one go."
The role of the teacher is, according to a number of authors, to create a joyful atmosphere full of interesting, sometimes unexpected experiences, which is necessary for the successful implementation of creative activity by the child and ensuring the inner need for self-expression in creativity. It is important to ensure the variability of situations,
in which the child will have to act, as this activates his mental activity. For the formation of creativity, it is necessary to change conditions from time to time, to combine individual
and teamwork. Particular attention should be paid to the development of the child's methods of sensory examination of objects. The wider will be the orientation of children in the most diverse properties of objects
and phenomena, the more vital and figurative their creativity will be.
In order for a child to naturally and freely express himself in creativity, he must master the simplest artistic means. The task of the teacher is to help him in this.
The third (final) stage is characterized by the creation of new products. At this stage, the child begins to be interested in the quality of the products of his creativity and experiences aesthetic pleasure, trying to complete them. But the experiences of preschoolers will be even more complete if he is convinced that his work is interesting not only to him, but also to those around him. Therefore, the analysis of children's products carried out by the teacher is so important.
M.V. Fadeeva offers a system that will help determine the level creative possibilities and methods of development of creative abilities of children. As criteria for this level, she names such moments as the desire to choose one's own ideas or topics;
to expressing them by one's own means; to organizing in their own way. On present stage there is a search for the most effective ways and means of developing children's creativity.
So, the analysis of the psychological and pedagogical literature on this issue showed that artistic creativity cannot be carried out without the participation of an adult who helps the child to create.
and assumes the functions of a critic and partly a creator, i.e. functions that are inaccessible to a preschooler due to his age features
(N.A. Starodubova).
Education and training play a leading role in the development of artistic and creative abilities of children. An adult teaches a child special skills and abilities that are the basis for the development of creativity.
Due to the lack of or poor training, a "decline in creativity" occurs. Only with the right pedagogical guidance and training can high results be achieved.
The concept of "verbal creativity", according to T.N. Ushakova, can be applied to any case of creativity associated with the word.
At the same time, it refers to two, although related, but still fundamentally different areas: creativity in speech and creativity in language. Speech creativity leads to the creation of a new speech product, i.e. a new text, oral or written, of any volume, in any of its forms - prose, poetic, codified, free, monologue, dialogic, etc. Unlike speech, language creativity is associated with processes that lead to transformation in the language system itself - both in the individual and in the national language.
The study of the problem of the development of children's verbal creativity, due to the complexity and versatility of the nature of speech phenomena, is closely related to the provisions of psychology, linguistics, psycholinguistics and pedagogy.
Psychological aspect includes features of the perception of a literary work (L.M. Gurovich, A.V. Zaporozhets,
N.S. Karpinskaya, O.I. Nikiforova, S.L. Slavina, O.I. Soloviev,
E.A. Flerina, N.A. Tsivanyuk) and the activities of the imagination of children
(L.A. Wenger, L.S. Vygotsky, O.M. Dyachenko, S.L. Rubinstein,
MM. Rybakov) as the basis of speech creativity. Creation speech work occurs as a result of the processing of visual images - ideas obtained in the course of perception, and the translation of selected combinations into the language of verbal signs that adequately reflect the content of the images.
Within the framework of the linguistic approach, a connected statement (text) is considered as a product of speech activity, which has its own internal structure and categorical features
(SI. Gindin, I.R. Galperin, T.M. Dridze, L.A. Kiseleva, L.M. Loseva,
O.I. Moskalskaya, E.A. Referovskaya, G.Ya. Solganik).
In pedagogical research devoted to the problem of the formation of verbal creativity, it is proved that creative speech activity is successfully carried out at senior preschool age under the influence and as a result of special education, an important condition for which is the choice of means (L.M. Voroshnina, E.P. Korotkova,
ON THE. Orlanova, O.N. Somkova, E.I. Tiheeva, O.S. Ushakova, E.A. Flerina
and others).
Verbal creativity is a process associated with common development child. There is a direct relationship between the development of children's speech and their creativity. Creativity itself is inconceivable without mastering the child, the richness of the language in which he speaks and thinks. Of course, we understand this mastery in accordance with the characteristics of preschool age.
In domestic pedagogy, the problem of verbal creativity of preschoolers was considered in the works of E.I. Tiheeva, N.S. Karpinskaya, O.S. Ushakova and others.
In particular, in the study by O.S. Ushakova, the author shows how the development of poetic hearing affects the development of children's creative verbal activity, helping to educate children in a flair for native word, susceptibility to fiction understanding of genre features. And, most importantly, poetic hearing helps children to transfer learned words and expressions into their compositions, helps to realize the connection between the content of a literary work and its artistic form, and more subtly feel the beauty of the artistic word.
