Presentation of the development of the creative abilities of the student. Presentation master class "Development of creative and cognitive abilities of primary school students in Russian language lessons.". The level of formal implementation of the idea

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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 individual psychological features child, which do not depend on mental abilities and manifest themselves in children's fantasy, imagination, a special vision of the world, their point of view on the surrounding reality.

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Relevance

Development creativity- the most important task of primary education, because this process permeates all stages of the development of the child's personality, awakens the initiative and independence of decisions, the habit of free expression, 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 of 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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At the lessons we write essays-fairy tales about parts of speech and short stories using phraseological units and popular expressions, for example: “hang your ears” “hack yourself 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; enrichment environment a child with a wide variety of new objects and stimuli for him in order to develop his curiosity; encouraging expression 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 healthy lifestyle life. 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. Usage various kinds and forms of creative tasks made it possible to reach 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 a miracle in familiar 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. An important point is that creative works attract the attention of all children, here they open on the positive side.

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Municipal educational institution« Medium comprehensive school No. 6 "Korsakov city district of the Sakhalin region. Prepared by: Tsygankova Tatyana Vladimirovna teacher primary school

I am convinced that 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 objects 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.

The range of creative tasks in the classroom is 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? Or: “Santa Claus does not know what summer is, what they do in summer. He asks you to tell about the summer."

This work is preceded by another creative task: the creation of a baby book (dictionary), where children write down all the words they have invented on a given topic.

Dictionaries are ready, you can write an essay ...

Children write sincerely, expressing their thoughts and feelings. Write compositions cheerful and serious, sad and optimistic.

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.

“Children should grow up in a 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.

The younger the student, the more space the lessons should be occupied by the game. It is advisable that the game is a mandatory structural unit of the lesson. WHY? Play is natural and habitual for a child. The game certainly causes a feeling of surprise, and therefore a keen interest in the process of cognition. When playing, children always remember the material better. During the game, children get the opportunity to make a wrong judgment and not get a negative mark for it, they are not afraid to do something “not as usual”. For many, the game is a means of "psychological rehabilitation".

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.

Thank you for your attention! The presentation was prepared by a primary school teacher of the Municipal Educational Institution "Secondary School No. 6" of the Korsakov City District Tsygankova Tatyana Vladimirovna.

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The development of creative abilities in children Prepared by a practical psychologist of the Mangush school No. 2 Kuznetsova N.A.

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Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. V.A. Sukhomlinsky

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Everything starts from childhood All the inclinations of a person are formed from early childhood and in the course of subsequent life they are simply improved and realized.

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Creativity is highly valued in today's society. In addition, creative professions are currently one of the most popular and in demand, and many purposeful creative people always find their place in the sun to further realize their creative potential. Its development must necessarily go in step with all other areas, and this is necessary for every child. And may he not become a successful actor in the future or famous singer, but he will have a creative approach to solving certain life problems. And this will help him become an interesting person, as well as a person who will be able to overcome the difficulties that have arisen in his path. Naturally, for each child, creativity manifests itself in different ways: for someone in lesser degree, someone and more. All this will depend on natural inclinations. And if the baby has at least the slightest creative abilities, then it will be much easier for him to study, work and build relationships with others.

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The components of creative abilities are the ability to learn everything new; desire for knowledge; activity and liveliness of the mind; the ability to find the non-standard in ordinary phenomena and familiar things; striving for constant discovery; the ability to put into practice the experience and knowledge gained; freedom of imagination; intuition and fantasy, as a result of which the corresponding discoveries and inventions appear.

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Diagnosis of non-verbal creativity. Torrance test. Subtest 1. "Draw a picture." Draw a picture, while taking a colored oval spot cut out of colored paper as the basis for the drawing. The color of the oval is up to you. The stimulus figure has the shape and size of an ordinary chicken egg. You also need to give a name to your drawing. The figure test by E. Torrens is intended for adults, schoolchildren and children from 5 years old. This test consists of three tasks. Answers to all tasks are given in the form of drawings and captions to them. The time for completing the task is not limited, since the creative process involves the free organization of the temporary component of creative activity. The artistic level of performance in the drawings is not taken into account.

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Subtest 2. "Completion of the figure." Draw ten unfinished stimulus figures. And also come up with a title for each picture. Subtest 3. "Duplicate lines." The stimulus material is 30 pairs of parallel vertical lines. Based on each pair of lines, you need to create some kind of (non-repeating) pattern.

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Directions for the development of creative abilities Development of creative imagination; Development of the qualities of thinking that form creativity.

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Creating a harmonious and favorable atmosphere, goodwill. Creation good conditions and material base for creative development. The child should have the opportunity to practice and exercise. Stimulation of the development of abilities, encouragement for creative ideas. 4. Freedom in the choice of activity. Factors allowing to develop creative abilities

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Creativity can be developed in children with the help of the simplest games and exercises Goals and objectives of developmental activities: 1. To develop the creative abilities of students, independence. 2. Develop creative thinking: originality, productivity, flexibility. 3. To develop thinking operations: analysis, synthesis, comparison, generalization. 4. Develop imagination, attention, memory. 5. Expand lexicon students. 5. Form adequate self-esteem. 6. To form a positive attitude towards their work and other students. 7. Raise interest in acquiring new knowledge, developing your skills and abilities.

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Exercises for the development of creative abilities of students of middle school age Exercise "What could this mean?" Before you are drawings of figures that look like several objects. Think about what it might be like.

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2. Fantasy games “What would happen if ......” Imagine what could happen if ... (trees disappeared; people could read each other’s thoughts; cows had wings; you were a resident of another planet; it will rain, not ceasing; animals will speak with a human voice; come to life fairy-tale heroes.) 3. Exercise “Think up and tell” Think up and tell what happened to each of the characters. The child must understand emotional condition each of the boys and tell what happened to them.

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4. Exercise "Make up a fairy tale" Look at the pictures and think of a fairy tale in which all these characters would participate. 5. Exercise "Pick up the words" Pick up the words that begin with the letters that make up the word "lemon" (you can take any words) L-elk ... I-needle ... M-milk ... O-eagle ... N-nose ...

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7. Exercise "Unfinished drawings" Try to draw something interesting using these figures. 6. Exercise "Magic blots". The child needs to determine what the blots depicted in the drawings look like.

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8. Exercise "New use of an unnecessary object" All things sooner or later become unusable. But some people are in no hurry to part with objects that have fulfilled their intended purpose. They come up with new uses for things and use them for a long time. Try to find at least twenty new uses for unwanted items: - empty tin can; - holey sock; - a burst balloon; - a burnt out light bulb; - an empty rod from the handle. 9. Exercise "Story with one letter" Here is a little story from modern life: "Adventurer Andrey Arkadyevich Antoshkin rented a car, corporatized a barn of watermelons, and Andrey was arrested by the ataman of the aborigines." In this story, all words begin with one letter - "A". Try to compose the same short story in which all words would begin with one letter, namely with the letter ... - "K"; - "M"; - "ABOUT"; - "P"; - "WITH".

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10. Exercise "The hero of an old fairy tale has a new character" Heroes of fairy tales are different: good and evil, cunning and simple-hearted, courageous and cowardly. Every fairy tale is a collision different characters. What happens if one of the characters changes character? Probably, all the events described in the fairy tale will take place in a different way. Try to tell some old ones in a new way folk tales taking into account the changed character of the protagonist. Imagine that... - Gingerbread Man - cruel and treacherous; - Mashenka ("Mashenka and the Bear") - stupid and tearful; - Wolf ("Wolf and seven kids") - kind and caring; - Emelya ("At the command of the pike") - greedy and cunning; - Hen Ryaba - capricious and arrogant. 11. Exercise "Clipmakers". Listen to the music video with your eyes closed. During the sound of music, associate and remember your associations. Create your own version of the clip based on associations. “Draw” the created clip with words and demonstrate your version to the group members. After the participants demonstrate creative products to each other, view the author's version of the clip.

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12. The game "What looks like what" This event is held in the form of a game. Up to 30 children can participate in it, it is better for the teacher to take on the role of the leader. With the help of the leader, children choose 2 people who should be isolated from the general group for several minutes. At this time, everyone else thinks of a word, preferably an object. Then isolated guys are invited. Their task is to guess what was guessed with the help of the question: “What does it look like?” For example, if the word “bow” is guessed, then to the question: “What does it look like?” the following answers may come from the audience: “On the propeller by the plane”, etc. As soon as the drivers guess what was guessed, the leader changes them, and the game is repeated again. 13. Exercise “Rhyming names” Participants need to compose a couplet in their name, which begins with the words: “My name is ...” Example: My name is Nikita, mosquitoes love me! My name is Nina, I came from the store! My name is Sasha, my porridge burned down! My name is Nastya, hello from me to everyone! My name is Rita, everything is watered in the garden!

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14. Exercise "Development of creativity" Find the similarities between the objects below. For example: "What do an elephant and a banana have in common?". Possible answers: thick skin, hot climates, etc. Three minutes are allotted for each pair. What do coffee and the people of Lapland have in common? What do shoelaces and trains have in common? What do mountains and chocolate have in common? What do walking and talking have in common? 15. Exercise "Transformation" For the development of technical intelligence, it is very useful to imagine the design of various machines and devices, as well as the principles of their operation. We offer you new and effective exercise. If you do not know what the principle of operation of a device is, just invent it! Imagine that you are the gasoline in the gas tank of a car entering the engine. You turn into an explosive force and move the car. With your eyes closed, imagine the process happening to you in as much detail as possible. Imagine that you are a signal emitted by the transmitter of a local TV station. With your eyes closed, imagine in as much detail as possible your journey from the transmitter antenna to becoming a picture on a television screen. Imagine that you have become your own voice and make the journey from your handset through a communication satellite to your friend's handset on the opposite side of the planet. Close your eyes and visualize your journey in as much detail as possible.

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There are no uninteresting people in the world. Their destinies are like the histories of the planets. Everyone has a special, their own, And there are no planets similar to it. Creativity is contagious. Spread it. A. Einstein Thank you for your attention!

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Presentation topic: "Development of creative abilities of younger students in school and after school hours"

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Conditions for the formation of a teacher's personal contribution to the development of education Studying the literature on this topic Selection of methods and techniques for developing the creative abilities of students in my class Using the experience of other teachers. System of work on this topic

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The relevance of the teacher's personal contribution to the development of education 1. The need to increase the lost interest in learning modern society 3. Development of creative abilities of children of different levels 4. Revival of Russian culture and the Russian word, lost due to dominance Western culture 5. Education of morality and a good start 6 Introduction of new federal state educational standards

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Theoretical substantiation of the teacher's personal contribution to the development of education “In every child there is a dormant bird that needs to be awakened to fly. Creativity is the name of this bird "V.A. Sukhomlinsky "In the everyday life around us, creativity is necessary condition existence of man" L.S. Vygotsky "Creativity must necessarily be a normal and constant companion child development» B.V.Davydov Active approach in education (L.S.Vygotsky, A.N.Leontiev, N.E.Shchurkova) Humane-personal technology (Sh.A.Amonoshvili, V.A.Sukhomlinsky) Gaming technologies(I.P. Ivanov) Technology of developmental education (D.B. Elkonin, B.V. Davydov, L.S. Vygotsky) Technology of collective creative education (I.P. Ivanov) Technology of natural conformity (M. Montissori)

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The purpose and objectives of pedagogical activity Purpose: "Studying the problem of developing the creative abilities of younger students in class and after school hours, namely those aspects of it, the knowledge of which is necessary for practical activities." Tasks: Study, analysis and generalization of psychological and pedagogical sources on this topic. Determine the forms and content of work to develop the creative abilities of younger students. The use of technologies in pedagogical activity aimed at developing the creative abilities of children. Determination of the effectiveness of the use of various methods that affect the development of children's creativity. Tracking indications for the use of pedagogical technologies.

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The leading pedagogical idea of ​​my experience is contained in the words of Vasily Aleksandrovich Sukhomlinsky: “Children should live in a world of beauty, games, fairy tales, music, fantasy, creativity.” Taking into account the requirements of the Federal State Educational Standard, I faced the problem of the need to create a model of work that would be aimed at: - identification and development of the creative potential of children. - building lessons and activities of the GPA on an active basis - conducting classes with children that implement humane-personal, developmental and research technologies, observing the principles: from simple to complex; the principle of visibility; the principle of individuality

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The activity aspect of the teacher's personal contribution to the development of education "The goal of teaching a child is to make him able to develop further without the help of a teacher" Elbert Hubbart Technology of work in the education system Pedagogical methods used Role-playing, business game, research, independent work, practical work, training in cooperation (pair and group work). Used pedagogical technologies Problem-based learning, group technologies, collective creative work, pedagogy of cooperation, health-saving technologies, ICT technologies, project technology, system-activity approach. Self-education Design modern lesson within the framework of the implementation of the Federal State Educational Standard.

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Types of creative tasks in the lessons of the Russian language Games in the lessons: Game tasks aimed at practicing orthoepic norms(“Compose a text and voice it”, “Course of announcers”, etc.) Lexico-phraseological games (“Make a phraseological unit”, “make a proverb”, “guess”, etc.) Game tasks aimed at practicing spelling and punctuation norms (“The Third Extra”, “help Petya Oshibkin”, etc.) Non-traditional homework assignments: Assignments based on newspaper and television materials Development of visual aids Development of a crossword puzzle or a card with a grammar task on the topic Compilation of rebuses, charades, proverbs Compositions on a linguistic topic

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Types of creative tasks in mathematics lessons Come up with a designation for numbers, concepts; Give a definition of the studied object, phenomenon; Compose a problem according to the scheme, a mathematical fairy tale; Formulate a mathematical pattern; Make a cluster, a mathematical crossword puzzle, a game, a quiz, a collection of your tasks; make a model, mathematical figure, geometric garden; When working in groups or pairs on the proposed equations, write the text of the problem and offer to solve them to other groups or pairs.

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Favorite creative tasks of the children of the class: “Reincarnation”, where a story is told on behalf of an object, toy, animal, bird or other person, which helps develop reflection in addition to creativity; “Crazy Hands”, where the goal is to select various and unexpected possibilities for using an object for something other than its intended purpose; "Composing", when the students' story is made up of the headings of the works of the book, magazine, etc. Styles and genres of composed works can be very different depending on the theme and goals; "Rhymes", when the host gives the first line and each child then composes one more; “Do you know…” when the host says, for example, “Do you know that cabbage is a vegetable….” and then the children are invited to write down as many categories of objects as possible to which the named object belongs. For example, cabbage is a vegetable, food product, ball, etc.; "Peepers", where students interpret what they see in the picture, wall, snow, in the field, anywhere in the space around them; "Dreamers", when students compose and write down various legends, fictions, something that cannot be; "Quirks" - sculpting and drawing living beings that have hitherto unseen appearance, abilities, etc., writing and recording a story about them.

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Types of creative tasks in the lessons of literary reading Grade 3: 1. Think of your own fairy tale. 2. Prepare a story about antiques, which correspond to the time described in I. Surikov's poem "Childhood". 3. Draw what sounds you hear when reading S. Yesenin's poem "Powder". 4. Draw an elegant cover for an old family album. 5. Think up and write down a happy ending for the fairy tale. 6. Come up with a continuation to the poem. 7. After reading the fairy tale by E. Schwartz "The Tale of Lost Time", come up with a story about how you save your time and the time of the people around you. 8. Make a homemade book of your favorite works about mom (poems, proverbs), draw a portrait. 9. Think up and write an essay on the topic "A fairy tale is a lie, but there is a hint in it - a good lesson for a good fellow." 10. Answer the question: “What does the fable of I.A. Krylov mean to you?”. 11. Compile a set of fairy laws. 12. Creative work for the lesson-report "Hello, winter guest!". - Fill in the gaps with appropriate words and complete the short story. Give her a name. Like ____ in the forest! _______ flicker behind the trees. Scream in the night ___________. And little __________ is not afraid! Soon ______________! Here ___________ creaked. It goes _______________. He carries __________. With what joy _________ _________ _________.

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Compositions with elements of illustration It is interesting to go to autumn forest. Some trees have become lemon yellow and some orange. There is also a dark red color. Brown is also present in the colors of autumn. Only evergreen firs and pines remain as they were. The breeze blows, and the leaves begin to fall in a multi-colored rain. They fall on the path and rustle great underfoot. You can hear the magpie chirping, the yellow titmouse fluttering, the woodpecker's measured knock, the last insects bustling around. Very soon the forest will plunge into winter sleep, and ringing frosty silence will envelop it.

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Creative project "Our Theater" Purpose: staging a puppet drama performance based on independently composed fairy tales. Showing the performance to classmates, parents, at the school level, pupils kindergarten. The activity aspect of the teacher's personal contribution to the development of education

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The range of the teacher's personal contribution to the development of education and the degree of its novelty To develop the creative abilities of younger students, it is necessary to develop creative independence, an interest in learning: creative tasks at each lesson a system of non-traditional lessons creative work during extracurricular time The novelty of experience lies in a systematic approach to the formation of the child's creative potential . The main method of my work is the manifestation of my pedagogical creativity and the involvement of students in this activity.

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Literature: Federal State Educational Standard of Primary General Education M. Enlightenment 2010 The concept of spiritual and moral development and education of a person-citizen of Russia A.Ya. .Shadrikov "Development of abilities" Primary School» 2004 No. 4 N.K. Vinokurova "Development of students' creative abilities" Pedagogical search 2009 L.S. Vygotsky Imagination and creativity in childhood Academy 2011 Z.A.Zak Methods of development of abilities in children Pedagogy 2010. M.V.Ermolaeva Practical psychology of children's creativity 2011 Yu.V. Grigoriev "Extracurricular activities of schoolchildren" Education of schoolchildren "2012 D.B. Elkonin "To the problem of periodization of mental development in childhood" Questions of psychology Nach.shk 1974 No. 4 New pedagogical and information Technology in the education system, edited by E.S. Polat M.2000 V.I. Kovalko “Junior schoolchildren after school” M 2000 A.V. extracurricular activities» M. Enlightenment 2013

Development of creative abilities of younger schoolchildren in extracurricular activities within the framework of the Federal State Educational Standard

MBOU "Borodino secondary school »

Primary school teacher Smirnova N.M.

The purpose of extracurricular activities:

WITH creation of conditions for the manifestation and development of their interests by the child on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions.

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. .

“Children should grow up in a world of beauty, games, fairy tales, music, drawing, creativity…” V. A. Sukhomlinsky.

General cultural development and education involves extracurricular activities in the field artistic and aesthetic creativity. Thus, the tasks of introducing children to culture and art are solved.

In this direction, the work of circles is envisaged

« Magic Workshop»

arts and crafts

« Dance Rhythm.

The programs of the circles are aimed at the formation of artistic and aesthetic culture as an integral part of the life of every person.

magical workshop

Arts and Crafts

The program of the circle is aimed at the formation of not only special skills, but, above all, the development of spiritual and cultural values ​​by students, familiarization with true humanity and the diversity of the world around them.

Program directions

Plasticineography

Making dolls and toys

The main purpose of each block is:

mastering the initial labor skills and abilities, experience in creating useful things for a person and society.

Works for manufacturing were selected in order from simple to more complex.

Classes in the circle of decorative and applied arts play a significant role in the creative development of the child, in his aesthetic and labor education.

They meet the spiritual needs and interests of the child, satisfy his craving for knowledge, artistic and technical creativity, and contribute to harmonious development.

Children must start creative way natural and effortless. The development of imagination, fantasy, creative intuition and, in general, the artistic consciousness of a child can and should begin with the development of artistic moods and emotions common to all types of arts, with the formation of respect for folk traditions, national wealth, with the formation of the ability to enjoy communication with nature.

The main form of conducting classes is group

Children's communication with each other under the guidance of a teacher makes it possible for collective activity, as a result of which there is an interest in creativity.

The use of a combined type of classes allows you to better assimilate the proposed material, since involvement in the process contributes to an increase in interest in classes.

In the process of decorative and applied activity, an operating time personal experience students.

Children are learning

• set a goal,

• comply with the necessary safety regulations,

• plan the course of action necessary to achieve it,

• the ability to see and correct mistakes,

• Ability to work in pairs and groups

• adequately evaluate the results of their work,

• rejoice in the success of peers, share their knowledge and skills.

All children, without exception, are talented!

Having picked up plasticine or scissors, having made the first crafts, the child experiences joyful amazement, discovering that he himself can create things that previously seemed miraculous.

He becomes a participant in an exciting labor process to create useful and beautiful things.

Success in arts and crafts gives children self-confidence.

They overcome the barrier of indecision, timidity before a new kind of activity. They are brought up readiness for the manifestation of creativity in any kind of work.

The most visual representation of the results of the work is given by participation in school competitions and various thematic exhibitions.

Such exhibitions form an artistic taste, carry a cognitive and aesthetic load, when discussing works.

dance rhythm

The program of the circle allows you to fully realize the creative potential of the child, involves mastering the basics of rhythm and dance, performing children's ballroom and folk dances, educating students in a sense of beauty (through choreographic plasticity), feelings of friendship and collectivism, development artistic taste.

Program sections:

• rhythm

• ABC of choreography

• Dance moves

• Acting development

• Dance repertoire

Dance is a natural form of student involvement in creativity.

The great power of the emotional and moral impact of music, when experienced in motion, ensures the harmonious development of the child. In the friendly union of dance and music, creative abilities are born.

The wonderful world of dance will reveal the individuality of each child, show his talent

In dance rhythm classes, children master motor skills and abilities, gain experience in creative understanding of music, its emotional and bodily expression, develop attention, will, memory, mobility of thought processes, creative imagination, the ability to improvise in movement to music.

Acquiring knowledge and skills in the field of dance, students begin to understand that each dance has its own content, character, image.

In order to convey the expressiveness of dance images, children must memorize not only the movements themselves and their sequence, but also activate their imagination, observation, creative abilities, which, in turn, allows for the harmonious development of the individual.

Development of creative abilities

of younger schoolchildren forms initiative, independence, contributes to the successful socialization of children and is one of the most important components of education in the interests of a person, society, and the state.