The development of creative abilities in elementary school presentation. Development of creative abilities.ppt - presentation “Development of creative abilities of younger schoolchildren in the educational process in the framework of the implementation of fgos noo. primary school teacher

"Development creativity
junior schoolchildren in educational
educational process within
implementation of GEF IEO"
Completed by: Medvedko L.P.,
teacher primary school,
WCC
MKOU secondary school №1

"In the heart of every child
there are invisible strings. If
touch them with a skillful hand, they
sound nice."

V.A. Sukhomlinsky

What is creativity?
Creativity is individual
psychological features child who
do not depend on mental abilities and
appear in a child's fantasy,
imagination, a special vision of the world, your point
view of the surrounding reality.

Relevance

The school always has a goal:
create conditions for the formation of personality,
capable of creativity.
Therefore, the elementary school, making the transition to new
second generation standards should be
focused on the development of creative
(creative) personality.

 The development of creative abilities is the most important
task of primary education, because this process
permeates all stages of development of the personality of the child,
awakens initiative and independence
decisions, the habit of free
self-expression, self-confidence.

Looking at the current state
education in Russia, you can see that it
characterized by qualitative changes in
areas of content that aims to develop
creative abilities of the child's personality.
The relevance and prospects of work in this
direction is determined by the extent to which educational
educational process provides development
creative abilities of each student, forms
creative person, prepares him for creative,
educational and social activities.

Creative abilities of students
Under creative (creative) abilities
students understand “…the complex possibilities
student in the performance of activities and actions,
directed towards creation."
Creativity embraces a certain set
mental and personal qualities, which determines
ability to be creative.

Basic goals

 development of consistency, dialectics
thinking;
 development of productive,
spatial,
controlled imagination;
 purposeful learning
use of heuristic methods for
performing creative tasks.

Tasks:
 Create conditions for the development of the child's personality.
The sources of child development are
two types of activities:
 educational activities that are aimed at
child's acquisition of the knowledge and skills necessary
for life in society;
 creative activity, during which the child
realizes its capabilities, because it is not aimed at learning
already known knowledge.
 Help the child to express
amateur performance, self-realization, the embodiment of its
own ideas, which are aimed at creating something new.

Components of creative
students' abilities:
 creative thinking;
 creative imagination;
 application of organization methods
creative activity.

Human abilities can be represented as
tree:
roots - natural inclinations
person;
trunk - general abilities;
branches - special
abilities, including
creative.
The more branches, the
the tree is stronger, more magnificent and
branchier its crown!

Creativity Methods
 visibility;
 artistic word;
 technical means;
 game.

Ways to stimulate creative
abilities
 providing a favorable atmosphere;
 benevolence on the part of the teacher, his rejection of criticism in
child's address;
 enrichment environment child with a variety of
new objects and incentives for him in order to develop his
curiosity;
 Encouraging Saying original ideas;
 providing opportunities for practice;
 using a personal example of a creative approach to solving
problems;
 giving children the opportunity to actively ask questions.

Methodological techniques that develop
creative thinking of students
Brainstorm
Brainstorm

game method
The dichotomy method in the game "Daneth"
Find out the object by description
"Minutes" of creativity
Lessons - fairy tales
Object conversion
Composing a syncwine
Project activity
Research
extracurricular activities

The system of creativity, which is understood as
orderly
many interrelated tasks, focused
for knowledge, creation, transformation in a new quality
objects, situations, phenomena aimed at the development
creative abilities of younger students in the educational
process.
The main condition for the creativity of students in the classroom
is
creation of "SUCCESS".

Results:
improving the quality of students' knowledge,
self-acquisition
organize your learning activities
activation of creative and cognitive
student activity,
formation of positive personal
student qualities,
the formation of a conscious need for management
healthy lifestyle life.

Conclusion
Developing the creative abilities of students
depends on the effectiveness of the
teacher of methods and techniques and how
creatively he approaches this problem.
Use various kinds and forms
creative tasks allowed to achieve
a certain level in the development of creative
abilities, which turned out to be feasible
for each student.

Systematic work on the development of creative
abilities gives the following results: children
grow up inquisitive, active, able
learn, real dreamers and dreamers,
people who can see the miracle in familiar things.
Children's own creativity helps stronger
learn and memorize theoretical information. Easier
the problem of motivation is solved, the children themselves show
desire to create. An important point is that
that creative works attract the attention of all
children, here they open with a positive
sides.

V.A. Sukhomlinsky owns the words: "In the soul of every child there are invisible strings. If you touch them with a skillful hand, they will sound beautifully."

Extracurricular activities, trips, excursions, school subjects, primary school, developing the individuality of each child contributes to: 1. rallying the children's team; 2. lay the foundations of morality; 3. develop a sense of responsibility; 4. instill aesthetic taste.

Early detection of creative inclinations and abilities of children is very important. Children have an unconscious desire to learn something new and unusual. This allows you to make the most of all the opportunities for the development of the child's creative abilities, to grow the sprouts of children's talents, taking into account the interest of each student.

For many years I have been observing the development of speech and contributing to the development of students' speech, because the child's speech is key point its development. According to a person's speech, one can determine: 1) the degree of his culture and education; 2) the level of thinking of the speaker, as well as the level of his development. By developing the speech of the child, we develop his intelligence. Only through the development of speech is it possible: 1) the formation and improvement of thinking; 2) imagination; 3) representations of higher emotions.

The teacher must organize such educational and extracurricular activities, in which the teaching turns into a research activity, which can and must be managed, adhering to the following requirements: to be attentive and sensitive to all manifestations of the creative activity of children; strive to help each child understand himself; in every possible way to encourage in children the desire to express and discuss their creative ideas with their comrades. Work on the formation and development of the creative abilities of younger students must be carried out at every lesson and after school hours. Mathematics lessons provide invaluable assistance in solving this issue, which provide: 1. improvement of the child's personality; 2. give a holistic view of the world and a person's place in it; 3. contribute to the development of creative inclinations and inclinations; 4. form the readiness of children for further self-development.

Studying initial course In mathematics, in the process of mastering the basic concepts, the most important thing is to help the child in the gradual transition from concretely effective thinking to abstract - conceptual. Therefore, the learning process should approach the formula: MASTERING = MASTERING + APPLICATION OF KNOWLEDGE IN PRACTICE,

Which is fully realized in the process of perception, comprehension, memorization, application, generalization and systematization. The development of creative abilities in the lessons of mathematics involves the solution (optional to choose from) of various types of tasks and tasks. Non-standard tasks contribute to the formation of a positive attitude to tasks of a problem-search nature, critical thinking and the ability to conduct mini-research; contribute to the manifestation of a higher degree of independence in the formulation of questions and the search for solutions; lead to the actualization of students' internal motivation, which is manifested in the preference for difficult tasks, curiosity, the desire for mastery and increased self-confidence. (Example: Jan)

“Abilities are not just manifested in labor, they are formed, developed, flourish in labor and perish in inaction.” The most effective way to develop individual abilities lies through introducing schoolchildren to productive creative activity from the 1st grade. Who needs creativity?

The acceleration of scientific and technological progress will depend on the quantity and quality of creatively developed minds, on their ability to ensure the rapid development of science, technology and production, on what is now called the increase in the intellectual potential of the people.

It turns out that everyone should become creators? Yes! Let some to a lesser extent, others to a greater extent, but certainly all. Where to get so many talented and capable? Nature, everyone knows, is not generous with talents. They are like diamonds, they are rare…. Significance of the period of childhood for the development of creative abilities Any inclinations, before turning into abilities, must go a long way of development.

A lot of questions are of concern to primary school teachers during the period of literacy and further teaching of reading, writing, retelling, writing ... Working with primary school children, I always ask myself questions: is the speech of my students meaningful? Is it logical? Is the choice of words and other means of language rich and varied? Is speech clear and expressive? Is the speech pure, is it correct in terms of grammar, spelling, orthoepy?

How can this be achieved? Not at all easy. The guys are overly mobile, attention is unstable, there are many difficulties with discipline. How to make a child listen, with what means and methods to make learning fun? Is it possible to keep in a child a sense of joyful surprise before school for a long time? I think yes. Therefore, I try to turn the education of my students from the world of assessments into the world of colors, sounds, fantasy, light, fairy tales, and creativity.

Often used in class didactic games. The game is an organic form of activity of a younger student. It contributes to the creation of an emotional mood among students, causes a positive attitude towards the work performed, improves overall performance, develops observation, creative abilities. The didactic game can be used at various stages of the lesson. Yes, while checking homework it is possible to play the game “Who is more correct and faster?”, Didactic games are especially common at the stages of repetition and consolidation.

Here are a few games I use: "Guess who I'm calling?". The purpose of this game is to develop the ability to select words with a given number of syllables. I suggest standing up to those children whose names consist of as many syllables as I make claps. For example, I clap 3 times, after which children whose names consist of 3 syllables should stand up. For example: Se - ryo - zha, Ma -ri - on, Na - that - sha, etc.

The game "Pick up a pair" is of great interest to the children. Its purpose is to develop the ability to correctly correlate the names of objects and actions. Each student has a card on the desk on which the words are written in a column: blizzard, thunder, sun, lightning, wind, rain, snow, clouds and strips of paper with the words dripping, floating, falling, sweeping, thundering, baking, etc.

Preparing for reading lessons, I try to think over all types of work so that the student actively thinks creatively throughout the lesson. I put the questions in such a way that the student can compare and, on this basis, draw a conclusion, for example: Whose plan of those written on the board is more successful? What do you think is the main point in our plan? What can be learned by following what is said in this question? I try to enable children to discover something new for themselves in a text familiar from the initial reading, which they have not noticed before, to focus on the main thing. So, getting acquainted with the content of an excerpt from the fairy tale by S. Marshak "Twelve months, the children for the first time did not notice which of the brothers - months turned out to be the most strict towards the Stepdaughter. Then, looking at her behavior and diligence, this brother became indulgent and kind to her. And why? The children found in the text words that characterize each hero, and then made a conclusion. And when they staged this fairy tale, the children tried to show the character of each hero and his attitude to other characters with voice and gestures.

Children are very fond of minutes of poetry. Poems by Pushkin, Yesenin and other masters of the word are heard in the lesson. Children also read poems of their own composition. At the reading lesson, the task "I'll start, and you continue .... The game is called: "I'll start, and you continue" Autumn is a yellow word of a yellow picture, Because ... (... ..) Autumn is a delicious word, jam is being cooked, Because What… (…)

"Round table - the game helps to test how children can express their individuality. The teacher says phrases that the guys must complete, for example: I like myself the most ... I am the same as everyone else, because ... I wanted to be ... My favorite game … I think my name means… I would like to know about… I feel sad when… I wish I could be more… Someday, I hope…

"Make a wish" - they also sit around and make wishes ... If I were some kind of animal, then I would ... If I became a bird, I would ... If I were a tree, I would ... If I were a machine, I would... If I were our country, I would... If I were a foreign country, I would... If I were a game, I would... If I were a film, I would... If I were a color, I would …

All of the above leads: to the development of the student's creative thinking; revives educational process; makes the student want to learn something new; activates and shapes personality. With the development of creative abilities, the personality of the child also develops. Children become more active, take part in extracurricular activities: competitions of readers, drawings of posters, crafts, essays, newspapers. (Example 4A-Excursion SYuT grew into the project "Crazy Hands"

You just need to teach them to see, peer into life. I gave each child an etude about winter nature. Music sounds, children examine the sketch and convey their mood in the composition, come up with names. Here is one miniature of class 2 A (Anna): “The beauty has come - winter. They put on their furry hats. There are big snowdrifts everywhere.

In Russian language lessons, I use the preparation of sentences for postcards with autumn, winter or spring landscapes. Starting from grade 1, I teach children: to express their thoughts in writing and orally; analyze and review the answers of their comrades; put marks; enter into a conversation with me. If the student does not have his own view, independence of judgment is not developed, there is no creative approach to the facts being studied, he is unlikely to develop a deep interest in any field of knowledge.

Types of work in the Russian language lessons 1. Meaningful work in oral speech - imitation of the teacher's story, inventing oral texts, completing the composition, drawing plot pictures (this helps to build a sequence of events unfolding in the text). Here it is very important to acquaint children with the genre organization of oral speech.

2. In parallel, work is underway to form children's ideal ideas about written speech as an author's product. This happens through expressive reading of texts by the teacher, which is accompanied by stories about the author, his life, accessible to the experience of the child. At a certain moment, for some children, the technical equipment in writing and proactive oral writing coincide in a single direction of creative action. It is very important to capture this moment and translate it into a fascinating tradition. And here comes the crisis situation: the ability of children to invent and write down an oral text is limited by the inability to build it on the principle of written speech. It is at this moment that the teacher will need special actions to help the child create a written text.

At first, this work is carried out as a collective, and then it becomes individual. For example, at the Russian language lesson in the 3rd grade on the topic “The concept of ending”, at the end of the lesson, the children received the following text with the task to insert the missing endings and complete it: Tale about the Christmas tree_. In the dense forest, there lived a Christmas tree. Next to her lived a cunning fox, an angry bear and a toothy wolf. But the Christmas tree was not afraid of anyone. Only she was sad and lonely. And then one day ...

As children develop imagination, fantasy, almost all of them move on to writing. Some of them need transitional forms of action with a written text to a greater extent, others to a lesser extent. But in addition to these "technical" means, children need to bring their own feelings, thoughts, mood, experience into their small work, to "revive" their creation with them. Only then will it be true creativity. A very good help for this is the work on the development of creative imagination, which we carry out with children in reading lessons. The most common tasks in such work with texts - guess, conjecture, draw with words, creatively retell - allow you to “turn on” the imagination, which is the basis for the development of creative knowledge

Separately, I would like to dwell on poetry. I want to make a reservation right away: I do not set myself the task of teaching children to write poetry. This cannot be taught. Poems should be born suddenly, by themselves, but it is quite possible to introduce children into the world of poetic creativity.

This work starts in 1st grade. First - in the lessons of literacy, then it continues in the lessons of reading. We start by using a lot of poetic material: fairy tales, riddles, comic poems. Then the children are invited to finish the phrase themselves - to rhyme the syllables: for - for - for - there is a goat ra in the yard - ra - ra - there is a game in the yard

All these "tests of the pen" are very cheerful, with jokes and laughter, with great desire. Gradually, the tasks become more difficult and the children move on to composing couplets. Often I do this: I offer 2 poetic lines, and then you need to compose a poem yourself or give the word (for example, potatoes) and ask you to come up with two or four rhymed lines for it. These are the lines my children got: Oh, boiled potatoes! I'll eat you a little. It may be bad for me, but I will fill my stomach

At the reading lesson, we conduct “creative five-minute sessions”, in which children read their poems, fairy tales, essays, invented by themselves. Of course, the artistic merits of the above creations are not so great, both imitation and constraint in the choice of visual and expressive means are visible, but one cannot fail to note the sincerity, enthusiasm of children, their desire to express their feelings. As a positive factor, I want to note that when doing such work, children began to use explanatory dictionary What I recommend and encourage, they have increased interest, exactingness, independence of judgment, enthusiasm for reading real poetry. This, perhaps, is the greatest value of the poetic studies of my students.

I would especially like to say about children's writing. Children need to be taught how to write essays. Only a few have an inborn talent for writing, and the majority have the inclinations. But if the inclinations are not developed, then they can simply disappear. And you need to develop them as soon as possible!

In Russian, I pay great attention to the compilation of creative written works. It is the composition, the highest form of manifestation of creative abilities, that occupies a special place in the system of development of the child's speech. And the success of students in coherent speech ensures success in work in all subjects. In teaching writing, I set myself two goals: to teach children to formulate their thoughts; enrich lexicon schoolboy

The most characteristic types of essays that I conduct are as follows: compositions based on one painting or a series of paintings; essays based on what they saw and heard on the tour; essays on key words, indicating the content and determining the sequence of thoughts in the essay; compositions according to the beginning and end proposed by the teacher; essays by analogy with the material read;) essays from the student's personal life experience

Favorite game in reading lessons is to read with the voices of heroes from a fairy tale. If drawings of a kolobok, a wolf, a woman - Yaga, a bear appear on the board, it means that the warm-up time has come, and everyone should speak or read in the voices of the guests. Like children and choose words for characterization fairy tale hero. From the words written on the board, they choose the right ones, proving their choice. For example, on the board the words: kind, stingy, affectionate, rude, evil. The guys come up to the blackboard and, proving their choice, erase the words that are not suitable for characterizing the old woman "Tales of Pushkin's Fish and Fish.

At special Russian language lessons on the development of speech, I focus on awakening the creative forces, literary abilities of younger students, expanding the scope of their speech communication, increasing the culture of written speech - the most complex type speech activity. Great importance I attach three conditions to these classes:

In each class I conduct a series of classes that involve collective and independent individual creative work. Thus, work on style, culture of speech finds a practical way out in essays, the construction of texts of different genres is studied (unfortunately, there is not enough time for this in the lessons).

In writing, children share their experiences and thoughts. This is a special form of self-expression and a really creative and intellectual work for a small student - to tell about some event in his own way, conveying his moods and feelings. In these classes, I have another very important task - to create a special atmosphere of trust, goodwill, warmth, an atmosphere of creativity in which children "bath" and joyfully create. I do not try to criticize, correct their creations, but only praise - even for the smallest luck, the right word found, for diligence and diligence. Encouragement from the teacher is a recognition of the child's abilities, it stimulates him to further creativity.

At the lesson of the Russian language there is a moment “Composing”, where I teach children to select desired material, talk on the topic of the essay, enrich the vocabulary, spend spelling training. From grade 1 I give children close, understandable and interesting topics. I work orally. From the 2nd grade, we learn to write essays in a notebook. With each year of study, the work on the development of speech is complicated by the fact that those objects and events that children observe and compare become more and more complex and diverse. The language of the writings also changes markedly. The success of working on an essay ultimately depends not only on how well the students have a certain vocabulary, on their ability to reveal the topic, but also on whether the teacher has created an emotional mood, whether there is a desire to write on the proposed topic. Preparation for an essay begins long before the children write it. When preparing for an essay, I spend: a) lexical exercises on the choice of synonyms and comparisons; b) exercises that give an idea of ​​the polysemy of the word; c) difficult words that students could use in an essay are written in notebooks for the development of speech.

Letter. We must not forget that children still do not have enough knowledge of grammar, so it is important to prevent mistakes. If children find it difficult to do something, they can contact the teacher. This essay, written in draft, I try to check. Then we analyze the essay. I read the best. At the first lessons, I myself note why I consider the essay successful, I emphasize the imagery and brightness of the language. Later I involve the guys in the analysis.

I continue to develop the creative abilities of children in the lessons of natural history, during walks and excursions to the forest or park, to the meadow. Children manage to see a lot if they constantly maintain their interest, introduce elements of entertainment. Traditionally, I ask children to write a review about the excursion (all pupils have an ex. 1. good discipline, 2. everyone listens, remembers, because it will be necessary to write a review and check it. riddle: Troika, trio arrived. The horses in that trio are white, And in the sleigh sits the queen White-skinned, white-faced. As she waved her sleeve Everything was covered with silver. (winter) Guessing riddles by younger students can be considered as a creative process, and the riddle itself as a creative task. When summing up the results of the excursion, she praised the children on behalf of Zimushka - winter for their activity of observation. At the next lesson of natural history, the children received a letter from Pochemuchka. Where Pochemuchka lives, there is no winter. And he asked me to tell him about winter, to answer his questions: what is winter ? What months are considered winter months? How to explain the proverbs: December - the year ends, the winter begins; January - the beginning of the year, the middle of winter; Blizzards and blizzards flew in under February. According to the picture prepared in advance, the children told about the bear, the fox and the squirrel.

School after school is a world of creativity, manifestation and disclosure by each child of his interests, his hobbies, his "I". After all, the main thing is that here the child makes a choice, freely manifests his will, reveals himself as a person. Extra-curricular activities also bring up respect for each other and mutual assistance. In grade 1, at the end of the first semester, we hold an extracurricular event on the topic: "Holiday is coming soon New Year". In it we include tasks for academic subjects. And the song "A Christmas tree was born in the forest" and all the heroes of this song help us in this. You can take any tasks, but only on a winter theme.

A Christmas tree was born in the forest, It grew in the forest. In winter, a Christmas tree came to class, brought riddles. The blizzard sang a song to her: "Sleep, Christmas tree, bye-bye!", Frost wrapped in snow, He read poetry to her. Cowardly bunny grey. He solved all the tasks. Sometimes a wolf, an angry wolf He arranged all the numbers. Chu! Snow in the forest clean Under the runner creaks. A hairy horse With balls is running towards us. The horse is carrying a firewood, And in the firewood - Santa Claus. I decided to check the reading, Tired on the road, my friend. Here is an elegant Christmas tree She came to us for a holiday, She brought us a rebus on pretty balls.

Development of creative abilities of children of primary school age in the classroom within the framework of the Federal State Educational Standard Tverdaya Valentina Nikolaevna MBOU secondary school No. 2, Vilyuchinsk, Kamchatka Territory 2016 “Children should grow up in the world of beauty, games, fairy tales, music, drawing, creativity ...” V. A. Sukhomlinsky. Children's creative abilities are the natural behavior of a child against the background of the absence of stereotypes, where the starting point is the norm, and the farther from it, the higher the indicators of creativity. Creative skills- these are such mental properties and qualities of a person that are necessary for the successful mastery of various types of artistic activity and the development of creativity. Creative skills- these are the individual characteristics of a person's quality, which determine the success of his performance of creative activities of various kinds. The following psychological and pedagogical conditions will contribute to the development of students' creative abilities in the classroom:

development of creative thinking;

development of creative imagination;

development

creative activity.

Criteria for creative activity of students

• Psychological inclinations.
• The ability to concentrate.
• Intelligence.
• Memory, imagination.
• personal status.
• Achievement motivation.
• Habits.
• Claims.
• Talent.
• Aspiration.
• Goals and values ​​(health, wealth, communication).

All children without exception are talented Awakening the creative principle inherent in every child, helping to take the first steps in creativity is not an easy task. The period of primary education at school contains great opportunities for the development of the creative abilities of younger students. Therefore, the task of the school is to create an environment in which the maximum development of these qualities in a child is possible. Ways to stimulate creativity 1. Favorable atmosphere in the classroom. 2. Goodwill on the part of the teacher, his refusal to criticize the child. 3. Enriching the environment of the child with the newest and most diverse subjects for him, in order to develop his curiosity. 4. Encouraging the expression of original ideas. 5. Using a personal example of a creative approach to solving problems. 6. Giving children the opportunity to actively ask questions. In junior school age The development of the child's creative imagination should proceed through the gradual enrichment of the child's experience, the saturation of this experience with new knowledge about various areas of reality. Scenes at the holidays English language Journey with dinosaurs Participation in experiments, research Creating thematic newspapers Visiting a fairy tale Protecting design work at a technology lesson Our photo reports Creating mobile visual aids Participation in promotions Designing thematic stands Participation in a personal exhibition Creative projects with parents Participation in sports relay races A range of creative tasks in the lessons unusually wide in complexity. When deciding, an act of creativity occurs, a new path is found or something new is created. This is where the special qualities of the mind are required, such as observation, the ability to analyze, compare, combine, etc. - all that in the aggregate constitutes creative abilities.

Writing plays an important role in the development of creativity.

“Imagine that we received a letter from guys from hot Africa, where there is never winter. They ask you to tell about this time of the year. What do you tell them about winter?

“Santa Claus does not know what summer is, what they do in summer. He asks you to tell about the summer."

At the lessons we write essays-fairy tales about parts of speech and short stories using phraseological units and popular expressions, For example:

"kill yourself on the nose"

"ears to hang out"

Learning to write ads Creating a picture dictionary Solving phonetic problems Our little books Playing words Creativity tree

The more branches

the tree is more powerful, more magnificent and branchier its crown!

Every child wants to create. In my lessons, I try to awaken the inherent creativity, teach to work, help the child understand and find himself for a joyful, happy and fulfilling life, take the first steps in creativity. Every child wants to create. In my lessons, I try to awaken the inherent creativity, teach to work, help the child understand and find himself for a joyful, happy and fulfilling life, take the first steps in creativity. Learning without creativity is torture. Having penetrated one of the great secrets of nature - the secret of the emergence and development of creative abilities, people will learn to cultivate ... TALENTS. Dare!!! Dare!!! You are talented!!!

“A child who experiences the joy of creativity even to the smallest degree becomes different from a child who imitates the acts of others” B. Astafiev.

Completed by the primary school teacher MBOU "Lesnovskaya secondary school" Tishina N.S.

Development of creative and cognitive abilities of primary school students in Russian language lessons. in Russian lessons

• the main purpose of education is to prepare the younger generation for the future, for the new opportunities that life provides
• we live in the age of information, rapid changes are taking place in society, a person is forced to respond to them, in order to adequately respond to these changes, a person must activate his creative abilities, develop creativity in himself.

• A high level of interest in the lessons of the Russian language and literary reading.
• The ability to fantasize, imagine and model.
• The manifestation of ingenuity, ingenuity; discovery of new knowledge, ways of action, search for answers to questions in books.
• Expression of joyful emotions at work.
• The ability to experience a situation of success; enjoy the creative process.
• Showing independence at work.
• Ability to overcome difficulties .

• Combine learning activities with the development of individual inclinations of students.
• Notice any creative manifestations of students.
• To create conditions for the development of creative abilities in the classroom and in extracurricular activities.
• use in class and extracurricular activities creative tasks.

Criteria for the level of development of creative and cognitive abilities of younger students:

cognitive a criterion by which knowledge, ideas of younger students about creativity and creative abilities, understanding of the essence of creative tasks are revealed. Motivational - need criterion - characterizes the student's desire to prove himself as a creative person, the presence of interest in creative types of educational tasks. activity criterion - reveals the ability to originally perform tasks of a creative nature, activate the creative imagination of students, carry out the process of thinking outside the box, figuratively.

Stages of development of creative and cognitive abilities.

Preparatory- elements of creativity in ordinary, performing activities, for example, games, take place more often in grades 1-2.

Research -creativity in language learning takes place in grades 2-3.

self-expression through various activities, for example, various compositions, takes place in grades 3-4.

• writing essays, presentations;
• reviewing creative works;
• various types of games;
• tasks to establish situational and causal relationships between objects and events;
• creative dictionaries, puzzles, charades;
• compiling syncwines;
• creative homework;

• Free writing (write what you want).
• “My diary” (write about what you just remembered).
• "Fantasy-picture" (picture of your imagination).
• Excursion to the art gallery.
• Cartoon script (according to the drawings on the board).
• Musical composition (under the impression of the listened work).
• An essay is a continuation of a presentation or dictation written the day before.

• "The child thinks in images"

You put on the wrong thing, You need not a fur coat, but ... ..

• AUTO M BIL
• KOSM C

• From b and nanos it is easy to lay out the letter "A", but you cannot lay out the letter "O".
• When you get stung by a beer, it's hard to keep from shouting "-A!".
• Well, what about the gathering without the sun?!

Phonetic clues.

• The passenger takes the ticket at the box office.
• I see familiar faces on my face.
• In the west the sun falls.

• highlighting opposite properties;
• search for analogies;
• asking questions;
• reformulation;
• generating ideas;
• establishment of situational connections between objects;
• establishing causal relationships between events;
• game-tasks for the development of children's imagination, language sense;

situational connections.

How many camels can be wrapped in one newspaper?

What does the newspaper say about camels?

Why do you slouch like a camel when you read a newspaper?

• A squirrel, sitting on a tree, missed a bump.

• The dump truck with the cargo did not arrive at the appointed time.

cinquain

This is a poem, consisting of five lines, in which a person expresses his attitude towards something or someone. These five lines are composed according to certain rules, in strict order. Let's take a look at how this is done.

First line - one key word determining the content of syncwine.

Second line - two adjectives, characterizing this concept.

Third line - three verbs showing the action of the concept.

Fourth line - short offer in which the author expresses his attitude towards someone or something.

Fifth line - one word, usually a noun through which a person expresses his feelings, associations associated with this concept.

True. Eternal, amazing. Runs, excites, triumphs. Truth is the mysterious unknown. Truth is a search.

Rights. Necessary, general. Guiding, guarding, protecting. You can't live without them. Necessity.

Beautiful

Small

Reliable

Desired

Guards

Protects

courting

Warms

House. Beautiful, reliable Protects, warms, loves. The house is cozy. This is the main thing.

Reliable, beloved. Protect, protect, protect. Everyone needs it. Love.

• 49 or more points . You have a significant creative potential, which provides you with a rich selection of creative opportunities. If you can actually apply your abilities, then a wide variety of forms of creativity are available to you.
• 24 to 48 points . You have quite normal creativity. You have those qualities that allow you to create, but you also have problems that hinder the creative process. In any case, your potential will allow you to express yourself creatively, if you so desire, of course.
• 23 points or less . Your creativity, alas, is small. But maybe you just underestimated yourself, your abilities? Lack of self-confidence can lead you to think that you are not capable of creativity at all. Get rid of it and thus solve the problem.

The main stimulus for creativity – great joy that it gives to both the student and the teacher.

Create yourself, manifest in full force their creativity, and your students will create.

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Relevance and prospects of experience

“There are invisible strings in the soul of every child. If you touch them with a skillful hand, they will sound beautifully. V.A. Sukhomlinsky

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What is creativity?

Creativity is the individual psychological characteristics of the child, which do not depend on mental abilities and are manifested in children's fantasy, imagination, a special vision of the world, their point of view on the surrounding reality.

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Relevance

The development of creative abilities is the most important task of primary education, because this process permeates all stages of the development of the child's personality, awakens initiative and independence of decisions, the habit of free expression, and self-confidence. If you look at the current state of education in Russia, you can see that it is characterized by qualitative changes in the field of content, which is aimed at developing the creative abilities of the child's personality. The relevance and prospects of work in this direction is determined by the extent to which the educational process ensures the development of the creative abilities of each student, forms a creative personality, prepares him for creative cognitive and social activities.

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Conceptuality

The originality of my experience lies in the definition of the student as the main acting figure in the educational process, the implementation of the problems of the creative development of the individual, the development pedagogical technologies, the purpose of which is not the accumulation of knowledge and skills, but the constant enrichment of creative experience and the formation of a mechanism for self-organization of each student.

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Human abilities can be represented as a tree:

Roots are the natural inclinations of a person; trunk - general abilities; branches - special abilities including creative ones. The more branches, the more powerful the tree, the more lush and branched its crown!

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Conditions for the effective development of creative abilities of younger students.

Choice situations are created, the learning process includes tasks that are performed taking into account the imagination; Co-creation is organized in the children's team from the whole manifestation and development of the creative abilities of everyone; Technologies for the development of creative thinking are used.

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In the classroom, we also write fairy tales about parts of speech and short stories using phraseological phrases and catch phrases, for example: “hang your ears” “hang on your nose”

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Ways to stimulate creativity

providing a favorable atmosphere; goodwill on the part of the teacher, his refusal to criticize the child; enriching the child's environment with a wide variety of new objects and stimuli for him in order to develop his curiosity; encouraging the expression of original ideas; providing opportunities for practice; using a personal example of a creative approach to solving problems; giving children the opportunity to actively ask questions.

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Leading pedagogical idea

All children are capable - this is my leading pedagogical idea. Due to this Special attention I devote to creating conditions for the development of the creative potential of each student. I think it is necessary to take into account physiological features child, different levels of learning, readiness to participate in creative activities. In this regard, I focus on the selection of multi-level creative tasks for each student.

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The effectiveness of the experience:

Improving the quality of students' knowledge, - acquiring the skill to independently organize their educational activities, - activating creative and cognitive activity students, - the formation of positive personal qualities of the student, - the formation of a conscious need for a healthy lifestyle. I consider the pedagogical experience that I have carried out to be relevant and productive.

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Conclusion

The development of students' creative abilities depends on the effectiveness of the methods and techniques used by the teacher and how creatively he approaches this problem. The use of various types and forms of creative tasks made it possible to achieve a certain level in the development of creative abilities, which turned out to be feasible for each student. Systematic work on the development of creative abilities gives the following results: children grow up inquisitive, active, able to learn, real dreamers and dreamers, people who are able to see the miracle in ordinary things. Children's own creativity helps to more firmly absorb and memorize theoretical information. The problem of motivation is easier to solve, children themselves show a desire to create. The important point is that creative works attract the attention of all children, here they open from the positive side.

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