Introduction 3

Development of productive activities in preschool age 4

Influence productive activity on the development of the personality of a preschool child 6

Ways to organize a productive activities of the preschool educational institution 11

Conclusion 17

References 18

Extract from the text

INTRODUCTION

The personification of the plan of productive work occurs with the help of various visual means. Mastering this activity, the child learns to single out in a real object those aspects that can be reflected in some form of it. Consequently, the qualities and indicators of the depicted things are considered to be the child's reference points in the cognition of reality.

productive work in preschool meets the needs and interests of preschoolers and at the same time has broad powers for the highly moral, intellectual and aesthetic education of children.

The purpose of the work is to study the content and ways of organizing the productive activities of preschoolers.

Work tasks

1. To study the development of productive activities for preschoolers,

2. Determine the degree of influence of productive activity on the development of the personality of a preschool child,

3. Consider ways to organize the productive activities of a preschooler.

List of used literature

BIBLIOGRAPHY

1. Ilyina M.N., Preparing for school. Developmental exercises and tests, St. Petersburg, Delta, 2011

2. Innovation processes in preschool and primary school education., Materials of the international seminar, St. Petersburg, RSPU im. A.I. Herzen, 2014

3. Matveeva O.A. "Developing and corrective work with children", M., Pedagogical Society of Russia, 2011

4. Meshchenko N.N. Management of preschool education - St. Petersburg, 2005.

5. Semago N.Ya., Semago M.M. Problem children: the basics of diagnostic and corrective work psychologist. M.: ARKTI, 2010

6. Shakurov R.Kh. socially -psychological problems management of the teaching staff - M., 2012.

7. Shif Zh.I., Psychological issues of correctional work in an auxiliary school, M., Pedagogy, 1972

8. Kharlamov I.F. Pedagogy, M., 2013

Voytyuk Valentina
Consultation "Methods of organizing productive activities"

Consultation

Organization of productive activities

preschool children

Methods in the organization

productive activities of children

information-receptive

It is aimed at organization and ensuring the perception of ready information

reproductive

It is aimed at consolidating, strengthening and deepening the knowledge of mastering ways activities which are already known.

Heuristic

Focused on step-by-step or element-by-element training in procedures activities.

The teacher puts before the children the solution of not a holistic problem, but directing its individual elements to the search for solutions.

(The teacher reports a fact, the children draw a conclusion. The teacher poses a problem, and the children put forward hypotheses for solving it.

Research

Independent solution of a holistic problem by children.

All these general didactic methods implemented through a system of receptions.

1. Visual

Techniques 2. Verbal

3. Gaming

Leading in productive activity are visual tricks we:

Visual tricks

1. Observation

In the process of observation, the child's idea of ​​the depicted object, of the world around him, is formed.

Observation Requirements

1. Purposefulness (features of the object)

2. Emotionality, indifference of perception

3. Meaningfulness of observation (awareness of those properties that are to be portray: shape, color. Proportions, location in space, etc.)

4. Activity of children (emotional, speech, mental, motor)

5. Repeatability of observation (changing conditions)

6. Taking into account the age characteristics of children.

Features of observation in different age groups

1 junior gr.

Allocate one, two signs of direction (for example: color, rhythm)

short-term observation

Installation on the subsequent image of the subject is not given

The educator in the image chooses the shape and color

Observation happens in action, in play

2 junior group

The observation includes an element of examination with a gesture (draw shape with finger)

middle group

Longer observation

There are several signs (color, shape, structure - parts, location in space)

Repeated observation with complication of the content and methods of cognition

Questions not only reproductive but also of an exploratory nature.

At the end of the observation, the children are told about the upcoming work.

The drawings should be more complex, they can be subject and plot, personality traits should be manifested through composition, details - additions, a variety of colors)

older age

The goal is communicated after children's emotional perception of the object

Help children express their feelings, express themselves

Encourage children to search for words, images, comparisons to express feelings

Pay attention to location items, to consider near and from afar. Compare in size, establish the relative position in space: closer to us, farther, to the right, to the left.

Form a pictorial representation (how to draw, what material is better to use, what color of paper is best suited.

At the time of observation, plan a future drawing.

2. Examination

Purposeful analytical-synthetic perception of the object by tactile-motor and visual means.

Children form an idea about the object, which forms the basis of the image.

An examination is a purposeful examination of an object that needs to be depicted.

Isolation of external pictorial features

The survey can be divided into 3 stages

Stage 1 - a holistic, emotional perception of the object, through some kind of expressive sign (for example, Fluffy kitten - the most expressive sign "fluffy"

Target: arouse the desire to portray.

Stage 2 - analytical perception of the object, i.e., the consistent selection of pictorial features, parts and properties of the object.

Selection order. Corresponds to the picture sequence

1. Allocate and name the largest part of the subject and its purpose.

2. Determine the shape of this part (endure the dependence of the form on its purpose, living conditions, etc.)

3. Determine the position of this part in space (differences in different species of the same subject: the trunk of a sleepyhead is thick and straight, thinner and twisted)

4. Then another rather large part is isolated, the position, shape, and size of it in relation to the main one are found out.

5. A color is distinguished if its image is involuntary, but is performed in accordance with nature.

6. Pay attention to details

The examination uses an examination gesture: circle the shape with your finger, visually accompany the movement of the hand.

Stage 3 - a holistic emotional perception of the subject, as if uniting a holistic image.

Examining gesture - obeys the form.

Junior gr.

Joint gesture of an adult and a child (The finger runs does not stop anywhere. The shape is round)

middle group

The word specifies the location of the parts of the subject. (top, bottom, one side)

Examined gesture and visual control

It is important to encourage action by gesture and to name the parts aloud. Forms.

Find out the dependence of the form and name of the object, its parts

Senior group

Attention to the ratio of parts in an object in width, length, height

The main form is conveyed by generalization, bringing it closer to the corresponding geometric shape (circle, oval)

Pay attention to the lines of a straight and rounded character.

Use the method of comparison when considering parts of one object and comparing similar items among themselves(generalizing image method.)

Pay attention to diversity items of the same type, to teach to see their expressiveness, the originality of each.

Help break down the stereotyped image.

Examination in different types of pictorial activities

Application

Examining gesture as in drawing, only circle in the other direction (from right to left)

The examining gesture of the educator is accompanied by a word. (vase: the line is rounded at the bottom, straight at the top at the neck)

The order of operations in examining an object basically repeats their order in modeling.

The order of examination in modeling items round and oval shape with embossed features (apple, pear, cucumber). And complex dissected form

1. Isolation of the general form if the object is integral.

Highlighting the shape of the main part if the object is of a dissected form.

2. Isolation of a specific characteristic form (differences from the geometric shape)

3. Determination of the shape of other parts and comparison with the shape of the central part.

4. Determining the size of other parts. Compared to main.

5. Determining the position of these parts in relation to the main

6. Attention is fixed on the main relief features that refine the specific shape (in the apple there is a recess, the shape of small parts - beak, ears)

The movement of the fingers during the examination corresponds to the movement of the fingers during modeling.

Modeling scheme for this examination

(round shape)

1. Creating a basic shape close to a geometric figure

2. Sculpting a specific shape

3. Sculpting the main relief features of the object

4. Additional details (twigs, leaves)

Modeling scheme - during this examination

(complex dissected form)

1. Sculpting the stand

2. Sculpting the main largest part (generalized form)

3. Sculpting other large parts of a generalized form

4. Sculpting specific (the characteristic shape of these large parts)

5. The connection of large parts into one.

6. Modeling small details of the subject

7. Surface treatment

Dependence of the examination on the imaging method

Image from nature

Consider from the angle in which the image will be made. Focus on visible parts

Picture by view

It is important that children can "see" not only the main forms of the object, the structure, but also their possible variants. (different apples, different cars)

It is better to examine natural objects, to conduct an examination of toys, sculptures, animals, birds only after observations in nature, so that children represent the image "alive" expressive not static.

It is best to conduct the survey after the observation if possible.

3. Consideration

Paintings and book illustrations

Widely used method

In no case should paintings or book illustrations be offered to children for direct imitation.

This is an indirect teaching technique, used for the preliminary formation of ideas and ideas, when it is impossible to introduce children to subject or a phenomenon in the process of direct perception.

Use after observation, in order to clarify, enrich ideas

4. Sample

A model is what children should follow when performing various kinds of tasks.

You can not abuse this technique - children drawing according to the model, draw according to the vision of the educator, and not according to their own design.

The result - the monotony of work, not the ability to draw on their own.

Most applicable in applications, decorative drawing.

In decorative drawing, children are offered 2-3 sample samples, and help them see the similarities and differences.

Display - public demonstration of one of the options for the image

Widely used method. It is used when getting acquainted with the technique of work, with new ways of depicting.

The display may be:

1. Full display

2. Partial display

3. General display (for all children at once)

4. Individual display

5. Show teacher

6. Show in form joint action teacher and child

7. Showing the child's way of doing things.

Verbal tricks

Conversation - conversation organized by the teacher, during which the teacher uses questions, explanations, clarifications, contributes to the formation of ideas about the depicted object or phenomenon.

Maximum stimulation of children's activity

Used in the first part of the work and after completion

2. Explanation

Explanation is a way of influencing the minds of children, helping to understand and learn what and how to do.

The advice is used when children have difficulties. It is important not to rush with advice - let the child find a solution on his own.

4. Reminder

A reminder is a short note. Used before starting the process. More often we are talking about the sequence of work, planning and organization of activities.

5. Encouragement

Encouragement should be used more often in working with children. It makes you want to do your job well, diligently. Gives children a sense of accomplishment.

In no case should you publicly criticize the work of children, destroy drawings, crafts. Such methods- you can bring up a notorious, loser.

6. Artistic word

Artistic word - arouses interest in the topic, in the content of the image. Helps draw attention to children's work. Creates an emotional mood.

Verbal techniques are inseparable from visual and play ones.

Game tricks

Game techniques are aimed at solving didactic problems, creating motivation for activities.

Signs of game techniques

1. Game task - the goal of the upcoming game actions (we will build a house for the bear, we will invite Petrushka to visit)

2. Development of the game concept (we will take a photo for Petrushka as a keepsake)

3. Game actions (children are photographers - draw photos, give them to Petrushka)

Game actions are:

1. Motor (practical)

2. Imitating action (waving hand like a wing.)

3. Fine (drawing in the air - snowfall)

4. Onomatopoeia

Game techniques are ways of joint development of the plot-game plan by setting game tasks and performing game actions aimed at teaching and developing children.

The nature of the game

1. Plot - game situation by the type of director's games.

playing out objects or toys(Pinocchio came very upset. That he did not see the city of Ust-Kut, where the children live. How can Pinocchio be helped)

Playing up the image (drawn a path - a bun rolls along it, a drawn bird flies, pecks grains)

Playing with an unfinished image in order to analyze the created sample (the chicken crumbles. Why doesn’t it peck? It doesn’t have a beak - you need to finish it, otherwise it will remain hungry)

2. Game techniques with role-playing behavior of children and adults

Children are offered the role of potters, artists, builders, photographers, etc.)

Types of pictorial activities

1. Fine presentation activity(by imagination)

Preparation based on direct perception (visual, auditory, tactile-motor

Involvement of memory processes

Drawing by representation based on impressions received from various sources (events. books. television. cartoons, observations)

(This view is most natural for preschoolers.)

Images based on literary, musical works

Images according to a plan on a free topic chosen by the child himself in terms of content can be subject, plot, decorative)

Images on a free theme with a limited theme ( "my favourite toy", "All works are good - choose to taste"

2. Fine memory activity

Most often carried out in senior group, in preparatory group at the end of the year

The process of reproducing on paper an object in the spatial position in which this object was at the time of perception.

The development of perception, observation, visual memory, teaching children to observe and memorize, and then to reproduce (for drawing low-detailed items, or simple landscapes)

Sequencing.

Stage 1 - observation - holistic emotional perception

Before drawing, carefully consider, examine, remember, in order to then draw very similarly - such a task should be set after the first examination. On an emotional high.

Stage 2 - highlighting the main objects of their originality (shape. Color, size, proportions, location)

Stage 3 - remember, present the picture. Think about where to start drawing.

Stage 4 - After viewing, pay attention to the quality of memorization.

3. Image from nature.

An image of an object in the process of its direct perception from a certain point of view, with the aim of conveying it as accurately and expressively as possible.

- tasks: to learn to peer into nature, to see expressive signs, to distinguish originality, to accurately convey in the drawing.

Start training with a flat or close to flat nature, then rectangular shapes from the front (volume not visible) a small number of details that do not obscure each other.

Set nature. So that children see the most characteristic side (at child's eye level)

Nature should be of interest (the bird cherry branch will fade, and we will keep its beauty in the picture)

- teacher says: “As we see, so we draw. How many leaves on the right - so much we draw on the right ... ")

You can sketch with a simple pencil to outline the proportions and plan the image.

pictorial activity, where under one thematic content different types of artistic activities

(drawing, modeling, application)

A generalized way of action helps children navigate various types of artistic activities

1. Perception - the ability to peer into objects, phenomena - as the first orientation

2. Orientation in the surrounding colors, forms in the process of pictorial activities

3. Ways independent action when choosing expressive means

4. Ways of creative actions in the transfer of the image in the drawing, modeling. Applications

In this case, the possibilities of the search engine are most fully revealed. activities

5. Co-creation of educators and children (together with the educator they perform a number of tasks, representing the result of collective work

Productive activities in preschool education called the activity of children under the guidance of an adult, as a result of which a certain product appears.

Productive activities include:

• - design,
• - drawing,
• - modeling,
• - application,
• - theatrical activities, etc.

In productive activities, intellectual and affective processes are closely intertwined.

In the process of productive activity, such important personality traits as activity, independence, initiative are formed, which are the main components of creative activity. The child learns to be active in observation, performance of work, to show independence and initiative in thinking through the content, selecting materials, using a variety of means. artistic expressiveness. Equally important is the cultivation of purposefulness in work, the ability to bring it to the end.

As Galina Anatolyevna Uruntaeva noted, the productive activity of a preschooler, modeling objects of the world around him, leads to the creation of a real product in which the idea of ​​​​an object, phenomenon, situation receives a material embodiment in a drawing, design, three-dimensional image. According to Uruntaeva Galina Anatolyevna, mastering this activity, the child learns to single out those aspects in a real object that can be reflected in one form or another.

Constructive activity, visual, game have a modeling character, because. productive activity leads to the creation of a real product, in which the idea of ​​an object, phenomenon, situation receives a material embodiment in a drawing, design, three-dimensional image.

Design is a purposeful process of creating a certain result. At preschool age, these are usually buildings made of cubes or various kinds of constructors. Constructive activity requires its own methods and techniques, that is, special operational and technical means. In the process of construction, the child learns to correlate the size and shape of various parts, finds out their constructive properties.

The following three types of constructive activity of the child are distinguished.

The first and most elementary is pattern design. The child is shown a model of a future building or shown how to build, and asked to reproduce a given model. Such activity does not require special mental and creative effort, but requires attention, concentration, and, most importantly, the acceptance of the very task of "acting according to the model."

The second type is construction by conditions. In this case, the child begins to build his construction not on the basis of a model, but on the basis of the conditions that are put forward by the tasks of the game or by adults. For example, a child needs to build and fence two houses - for geese and for a fox. In carrying out this task, he must comply with at least two conditions: firstly, the fox's house must be larger, and secondly, the geese's house must be surrounded by a high fence so that the fox does not enter it.

The third type of constructive activity is design by design. Here, nothing limits the imagination of the child and the building material itself. This type of construction is usually required by the game: here you can build not only from a special building material, but also from any surrounding objects: furniture, sticks, umbrellas, pieces of cloth, etc.

All these types of construction are not stages that successively replace each other. They coexist and intersperse each other depending on the task and situation. But each of them develops certain abilities.

The fundamental moment in the design is the analytical and synthetic activity of examining objects, which makes it possible to establish the structure of the object and its parts, to take into account the logic of their connection. As Kolomensky Ya.L., Panko E.A. noted, an important means of developing thinking is also children's experimentation in the field of constructive activity.

According to Lyudmila Nikolaevna Galiguzova, already from the first year of life, design elements can be introduced into the child’s game, developing visual-figurative thinking, perception, the ability to correlate the shapes of objects, fine motor skills fingers. Bulycheva A. notes the need for interest in activities, the presence of motivation, a positive attitude towards cognition, cognitive interest in the surrounding reality, the presence of motivation that manifests itself in preschool age, guided by a cognitive task, while Poddyakov Nikolai Nikolaevich sees the need for organization to achieve these conditions " children's experimentation", the observation of various patterns induces children's interest in discovering the patterns themselves, in discovering the common in specific manifestations.

Modeling allows you to depict objects in three-dimensional space. During modeling, a child can convey the shape of a person, animals, birds, fruits, dishes, etc. It is valuable that the properties of the materials used in modeling allow you to repeatedly change the shape, achieving the desired expressiveness. It is the development of the ability to convey the expressiveness of the image in modeling that it is necessary to pay special attention to when working with children entering school.

It is important that the child knows how to fashion not just a human figure, but a person of a certain age, the heroes of a particular fairy tale - Dunno, Cheburashka, etc. He must be able to convey the movements of a person, animals, reflecting the nature of the images and the dynamics of actions.

Being engaged in applique, children learn to cut out various plots, patterns, ornaments from paper, stick them on a colored background. Children perform both individual and collective work. Children learn accuracy, perseverance, master the basic techniques of cutting, the rules for working with glue.

Drawing is popular among preschool children 5-6.5 years old. Drawing, the child shows his desire for knowledge of the world around him, and from the drawing, to a certain extent, you can find out the level of this knowledge. The more developed children's perception, observation, the wider the stock of their ideas, the more fully and accurately they reflect reality in their work, the richer, more expressive their drawings. AT visual activity 6-year-old children reflect such specific features of their thinking as concreteness, imagery. The visual activity of the child is closely connected not only with individual functions (perception, memory, thinking, imagination), but also with the personality as a whole. It shows the interests of the child, temperament, some gender differences.

The Italian psychologist C. Ricci distinguishes two stages in the evolution of children's drawing: pre-pictorial and pictorial. Stages, in turn, are divided into several stages.

The first stage before the pictorial stage is the scribble stage, which begins at the age of two. The first scribbles are usually almost random marks. At this time, the child is not interested in the image, but in the pencil itself. Moreover, the child may not look at the pencil at all when he draws on paper with it. At this stage, he still does not know how to associate visual images with drawing. He enjoys the very movements of his hand with a pencil. During this period, the child is not yet able to draw something real, so it is simply impossible to teach him at this age to draw, for example, an apple. Approximately 6 months after the start of the scribble stage, the child has the opportunity to visually control the drawing. Now he knows visually what he is doing. Most children during this period draw with great enthusiasm. Any comments that discourage the child from drawing at this stage may delay his general development, since this type of control is important for other areas of activity.

The karakul stage lasts differently, sometimes it passes quickly enough, but always at this time the child is looking for and mastering three lines: horizontal, vertical, learning to close the circle. He learns to navigate on a piece of paper and a special problem at this time is to stop. The child has to specially master this skill: not to lead an endless horizontal line, from the kitchen to the front door along the wall, through the entire corridor, but to stop the hand in time. The pictures show how difficult it is. The most famous type of doodle is the endless spiral; adults try to interpret it in their own way, they say: “It is he who draws the sound, movement ...” - in fact, the child is simply trying to return to the point from which the hand began to move.

The second stage is up to the pictorial period - from 2 to 3 years. It differs little from the previous one in terms of the quality of the drawing - there were and are scribbles. But at this stage, the child begins to give names to his drawings: “This is dad” or “This is me running,” although neither dad nor the child himself can be found in the drawings. But if the child used to enjoy movements as such, then here he begins to associate his movements with the outside world around him. In general, drawing doodles enables the child to create lines and shapes, master motor coordination, build a figurative reflection of the surrounding reality. The doodle stage is important precisely because the child masters the movements of his hand.

Approximately at the age of 3-5 years, the pictorial period begins, the first stage of which is the stage of subject drawing (schematic representation). The first subject images, as a rule, are not created on purpose, they are “recognized” in what is drawn. For example, after drawing a lot of rather crooked circles, a three-year-old boy asks himself: “Is this snow?” The hand is ahead of the image. But the first conscious object drawing in every child, no matter where in the world he lives, is the image of a person. Moreover, a person will remain a favorite character in children's drawings for a long time, and his image will change along with the development and change of the author of the drawings.

At first, children do not draw themselves, not dad or mom - they depict a person “in general”, just a person. - The first thing they get is the famous "cephalopod", created literally according to the instructions of the children's song: "Point, dot, comma, minus - the face is crooked, arms, legs, cucumber - that's the little man out." A comma-shaped nose is not required at all (unlike the eyes and mouth); The “cucumber”, on the other hand, encloses the head and torso together in a curved closed contour, from which sticks-handles and sticks-legs stick out to the sides. Please note: of course, there is no question of any ability to count yet, however, in the first subject drawings of small children there are always two eyes, two arms and two legs, and there is always one mouth - none of the three-year-old children has ever been in this was not wrong.

The next stage in the development of the drawing - the stage of plausible images - is characterized by a gradual rejection of the scheme and attempts to reproduce the actual appearance of objects. In the human figure, the legs take on a certain curvature, often even when portrayed calmly. standing man. The image of the hands begins to fill with functional content: the person in the picture is holding some object. Hair appears on the head, sometimes decorated in a carefully traced hairstyle. The neck acquires commensurability, the shoulders - roundness. More attention is paid to the image of clothing. All this is not achieved immediately. The drawing also passes an intermediate stage, at which part of it is still almost completely schematic. Despite all the changes noted, three main features continue to remain unchanged in children's drawings. First, the drawings, as before, represent only the contours of the objects depicted. Even when they have a rather complex content, shades and chiaroscuro are absent. Secondly, the proportionality of the image is still not respected: a person can exceed the height of the house drawn in the neighborhood. Finally, a sketch is kept of those parts of the object that in reality, given its position, cannot be seen. Related to this is the most characteristic feature of children's drawing - its transparency. For example, a drawing of a person may contain a wallet in his pocket, and even coins in this wallet.

At the age of 5-7 years, development figurative world in the figure also occurs - from the person to his environment. Proportions are first established in the human figure. A characteristic pattern of this period: a tall big man next to a small multi-storey building and a small passenger car. The five-year-old author does not understand our bewilderment: “Yes, this man arrived in his car, he lives in this house, yes, on the third floor, you see, here is his window and balcony.” And it seems absurd to us that the size of the depicted person and his world are inconsistent: “How can he enter a house and get into a car?” In fact, this is a normal stage in the development of children's drawing. All children pass through it, and over time, everything will “balance” in the drawing, and the correct proportions will be established in the world around them.

Kolominsky Ya.L., Panko E.A. found that by drawing, the child shows his desire for knowledge of the world around him, and from the drawing, to a certain extent, you can determine the level of this knowledge, i.e. proved that the more children have developed perception, observation, the richer, more expressive their drawings, the wider the stock of their ideas, the more fully and accurately they reflect reality in their work, reflecting such specific features of their thinking as concreteness, figurativeness.

Noting the developing function of productive activity, Uruntaeva Galina Anatolyevna noticed that the idea is embodied in it with the help of various visual means and, mastering it, the child learns to highlight those aspects in a real object that can be reflected in one form or another. (Uruntaeva) According to Daniil Borisovich Elkonin, a preschooler develops the ability to use means of expression and tools, generalized ways of depicting objects of the surrounding world arise. Research L.N. Davidchuk, showed that in the design according to the plan of older preschoolers, their ability to independently plan their activities, their tendency to creativity is clearly manifested.

Kolominsky Ya.L. and Panko E.A. noted that the main attention of teachers in managing artistic activities and other types of productive activities of children should be given to the development of the personality, his abilities, emotional, cognitive, volitional spheres, the active formation of sensory, thinking, memory, artistic taste, moral qualities in its process.

So, productive activities are very significant for a preschooler, they contribute to the comprehensive development of his personality, the development of cognitive processes (imagination, thinking, memory, perception), reveal them creative potential. In the process of productive activity, such important personality traits as activity, independence, initiative are formed, which are the main components of creative activity, cognitive activity and social motivation of a preschool child are improved.

Productive activity is an activity aimed at obtaining any product (building, drawing, appliqué, stucco work, etc.) that has certain specified qualities (N.I. Ganoshenko).

Productive types of children's activities include designing, drawing, modeling, appliqué and the creation of various kinds of crafts, models from natural and waste materials. All these types of children's activities play an important role in the development of a preschool child.

Productive children's activity is formed at preschool age and, along with the game, has during this period highest value for the development of the child's psyche, since the need to create a product is closely related to the development of its cognitive processes, the emotional and volitional sphere, skills, moral, aesthetic and physical education of preschoolers.

These actions develop not only figurative forms of thinking, but also such qualities as purposefulness, the ability to plan one's activities, to achieve some result.

The social and personal development of the child is facilitated by the possibility of displaying creative activity, initiative in creating a drawing, modeling, crafts that can be used by oneself or shown and presented to others.

In the process of visual activity and design, children develop the ability for purposeful activity, volitional regulation behavior.

For the artistic and aesthetic development of the child, an important role is played by the modeling nature of productive activity, which allows him to reflect the reality around him at his own discretion and create certain images. And this has a positive effect on the development of imagination, imaginative thinking, creative activity of the child.

It is important for children to cultivate an aesthetic attitude to the environment, the ability to see and feel the beautiful, to develop artistic taste and creative abilities. A preschooler is attracted by everything bright, sounding, moving. This attraction combines both cognitive interests and an aesthetic attitude to the object, which is manifested both in evaluative phenomena and in the activities of children.

Productive activity plays an important role in the education of the aesthetic feelings of a preschooler. The specificity of drawing classes provides ample opportunities for the knowledge of beauty, for the development in children of an emotional and aesthetic attitude to reality. Productive activity shows a person the world of really existing beauty, forms his beliefs, influences behavior, promotes development. creativity children, which is possible only in the process of assimilation by preschoolers and practical application their knowledge, skills and abilities.

Productive activity is closely related to problem solving moral education. This connection is carried out through the content of children's work, which reinforces a certain attitude to the surrounding reality, and the education of children in observation, activity, independence, the ability to listen and complete the task, to bring the work begun to the end.

In the process of the image, the attitude to the depicted is fixed, since the child experiences the feelings that he experienced when perceiving this phenomenon. Therefore, the content of the work has a great influence on the formation of the personality of the child. Nature provides rich material for aesthetic and ethical experiences: bright combinations of colors, a variety of forms, the beauty of many phenomena (thunderstorm, sea surf, snowstorm, etc.).

Engaging in productive activities with the right organization has a positive effect on physical development child, contribute to raising the general vitality, creating a cheerful, cheerful mood. During classes, the correct training fit is developed, since productive activity is almost always associated with a static position and a certain posture. The performance of applicative images contributes to the development of the muscles of the hand, coordination of movements.

In the process of systematic studies in designing, drawing, sculpting, and appliqué, cognitive processes develop:

• - The visual representations of children about the surrounding objects are refined and deepened. Children's drawing sometimes speaks of a child's misconception about the subject, but it is not always possible to judge the correctness of children's ideas from the drawing. The idea of ​​the child is wider and richer than his visual abilities, since the development of ideas is ahead of the development of visual skills and abilities.
• - In the process of productive activity, it is actively formed visual memory child. As you know, a developed memory is a necessary condition for the successful cognition of reality, since thanks to the processes of memory, memorization, recognition, reproduction of cognizable objects and phenomena, consolidation of past experience occur. Fine art is inconceivable without operating with the images of memory and ideas of the child obtained directly in the process of drawing. The ultimate goal for a preschooler is such knowledge of the subject that would make it possible to master the skill completely freely, to depict it according to the idea.
• - The development of visual-figurative thinking occurs in the learning process. N.P. Sakulina showed that the successful mastery of image techniques and the creation of an expressive image require not only clear ideas about individual objects, but also the establishment of links between the appearance of an object and its purpose in a number of objects or phenomena. Therefore, before the beginning of the image, children solve mental problems based on the concepts they have formed, and then look for ways to solve it.
• - The fundamental moment in the design is the analytical and synthetic activity for examining objects. It makes it possible to establish the structure of the object and its parts, to take into account the logic of their connection. On the basis of analytical and synthetic activity, the child plans the course of construction, creates an idea. The success of the implementation of the plan is largely determined by the ability of the preschooler to plan and control its course. preschool age productive
• - In the classes on drawing, modeling, appliqué and design, children's speech develops: the names of shapes, colors and their shades, spatial designations are assimilated, the vocabulary is enriched. The teacher involves children in explaining the tasks, the sequence of their implementation. In the process of analyzing the work, at the end of the lesson, the children talk about their drawings, modeling, express judgments about the work of other children.

In the process of systematic studies in design and application, sensory and mental abilities are intensively developed in children. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

In the process of designing, preschoolers acquire special knowledge, skills and abilities. Constructing from building material, they get to know:

• 1. with geometric volumetric shapes,
• 2. get ideas about the meaning of symmetry, balance, proportions.
• 3. When constructing from paper, children's knowledge of geometric planar figures is clarified,
• 4. Concepts about the side, corners, center.
• 5. The guys get acquainted with the methods of modifying flat forms by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional form appears.

In the process of productive activity, such important personality traits as mental activity, curiosity, independence, initiative are formed, which are the main components of creative activity. The child learns to be active in observation, performance of work, to show independence and initiative in thinking through the content, selecting materials, using various means of artistic expression.

No less important is education in the process of productive activity.

• 1. purposefulness in work, the ability to bring it to the end,
• 2. neatness,
• 3. ability to work in a team,
• 4. diligence,

According to teachers and psychologists, a child's mastery of types of productive activity is an indicator of a high level of his general development and preparation for schooling. Productive activities greatly contribute to the mastery of mathematics, labor skills, and writing.

The processes of writing and drawing have an external resemblance: in both cases it is a graphic activity with tools that leave traces in the form of lines on paper. This requires a certain position of the body and hands, the skill of holding a pencil and pen correctly. Learning to draw creates the necessary prerequisites for the successful mastery of writing

In the classroom for productive activities, children learn to carefully use the material, keep it clean and tidy, use only necessary materials in a certain sequence. All these factors contribute to the success learning activities in all lessons.

galina morozova
Organization of free productive activities of pupils of the SSR

Organization of free productive activities of pupils of the SSR

The concept of independence in scientific literature - this is:

1) This is the ability to not be influenced various factors to act on the basis of their views and beliefs.

2) general characteristic of regulation (control) his personality activities, relationships and behaviour.

productive activity preschoolers is one of the components free activity.

This is a gradually developing quality, high degree which is characterized by a desire to solve problems activities without the help of other people, the ability to set a goal, carry out elementary planning, implement the plan and get results, as well as contribute to the manifestation of initiative and creativity in solving emerging problems.

N. Mikhailenko, N. Korotkova guidelines note the importance of ensuring independent artistic and creative children's activities, as within its framework, creative activity develops in various forms activities(game, design, visual activities, etc..) Here the child gets the opportunity for self-realization, as he becomes the master of actions, relationships, acquires a sense of self-respect, dignity, and learns himself.

The problems of manifestation in children of initiative, independence and artistic and creative manifestations, as well as the characteristics of the pedagogical conditions that determine their development, were studied by such scientists and teachers as N. A. Vetlugina, I. L. Dzerzhinskaya, V. A. Ezikeeva and others.

Scientific studies show that under conditions of optimal education and learning, children can reach a certain level of development of independence in different types of activities: game, communicative, motor, cognitive-research, productive(drawing, modeling, art work, labor, musical. Independent activity children is one of the main models organizations educational process of preschool children age:

1) free activity of pupils in the conditions of the subject-developing educational environment providing a choice for every child activities interests and allowing him to interact with peers or act individually;

2) activity of pupils organized by the educator aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

Scheme of development of any kind activities in accordance with the concept of L. S. Vygodsky such is: first it is carried out jointly activities with adults, then in a joint activities with peers and finally becomes independent child's activities. At the same time, a special role is given to educator.

caregiver must create a diverse gaming environment (we are talking about a subject-developing environment in a preschool educational institution, which should provide the child cognitive activity should correspond to his interests and have a developing character. The environment should provide opportunities for children to act individually or together with peers, without imposing a mandatory joint activities.

caregiver can connect to activities children in cases conflict situations requiring the intervention of an adult, or, if necessary, to help a particular child enter a peer group.

Basic requirements for organization of free activities of preschoolers:

Maximum consideration of the age and individual characteristics of children.

Respect for the results of children's creativity, the wide inclusion of their works in the life of the group.

Exhibition organization, design of the aesthetic environment, etc.

Subject-developing environment organized in this way that every child has the opportunity to do what they love. Such an environment should be responsive to individual and age characteristics children, their leading mind activity - game.

At the same time, it contributes to the development of creative abilities, awakens imagination, activity of actions, teaches communication, vivid expression your feelings.

The game organized, first, as a joint game teacher with children, where an adult acts as a playing partner and at the same time as a carrier of a specific "language" games. natural emotional behavior educator accepting any children's ideas, guarantees freedom and ease, the child's pleasure from the game, contributes to the emergence in children of the desire to master the game methods themselves. Secondly, at all age stages the game is saved as free independent activity of children, where they use all the game tools available to them, free unite and interact with each other, where a world of childhood independent of adults is provided to a certain extent.

To organize independent activity the child should have formed the experience that the child acquires in the classroom. Systematic learning allows you to gradually accumulate and increase the volume of skills and abilities, and already on their own initiative, children can manifest themselves in various types of artistic activities: musical, artistic and speech, visual, theatrical and game.

First of all, training in the classroom must be built in such a way that children act not only on direct instructions, but also without help. If the child learns to independently perform educational tasks, then he will be able to act in the same way outside classes: organize drama games, sing at will, draw.

AT free It is good for children to have enough books (in children's bookcase). Along with books, folders with pictures, photographs, children's drawings and albums for free viewing by children. Organize a book exhibition. First - at the beginning school year- it is expedient to dedicate to the children's favorite books. Future exhibitions may be thematic: books about nature, about our Motherland, about technology, fairy tales, etc. The group can also function as a center for musical and theatrical activities for theatrical games. This center has all the necessary equipment - a screen and kits various kinds puppet theater, theatrical costumes, board games, musical instruments, tape recorder.

Development Corner productive activity includes visual materials and equipment for drawing, modeling, appliqué. All this is necessary think over from the standpoint of compliance not only with the tasks being solved, but also with the requirements of beauty. Development environment productive free activity provides for the use of works visual arts, including folk. At the same time, it is necessary to observe the measure in everything. Children's work should be exhibited, it has a great educational value When children see their work, among the works of others, they get the opportunity to compare them, in addition, they, they feel more comfortable already from the fact that their work is exhibited among others.

Each type of pictorial activities(sculpting, application, drawing, allows you to develop mental activity in children, artistic taste, fine motor skills, allow you to consolidate the knowledge, skills, skills acquired in the process of educational activities. We support the desire of children to express themselves in an independent diverse activities(sculpting, application, drawing).

Offer modeling in free from classes time is better in middle group. Clay or plasticine is used for modeling. If in kindergarten the main material for modeling is clay, then in free from class time it is better to use it. It is important at the same time that children follow the elementary rules of modeling from clay: they didn’t scatter it on the table, didn’t drop it on the floor. In older groups, you can use any material, as this contributes to the manifestation of independence in the choice of material (large objects are best sculpted from clay, small ones from plasticine).

Sculpting outside of classes is of a different nature. Children can sculpt individually and unite in groups - it all depends on their desire. Those who like to sculpt themselves take the material and work, but educator can attract other guys - those who do not get the weight in the classroom, and those who do not really like this activity. In order to interest children, the teacher himself is involved in the modeling process. This kind of work brings kids together.

The independence of children during such classes is manifested in the fact that they determine the plan without the help of adults, and in connection with it required amount material for work. The atmosphere during such modeling is more relaxed, the children look at each other's work, consult. caregiver should pay attention to children who are independently engaged in modeling. He monitors the posture, the correct positioning of the hands, how each child carries out the plan.

Thus, leading free activities of children, educator trying to guide her creative way teaching children to act thoughtfully and systematically.

Class equipment:

Clay, plasticine.

Boards for work.

Napkins, oilcloths.

Prints for decorating works.

Application

The most common simple and affordable way to create artwork. This makes it possible to widely use the application not only for decoration purposes, but also in creating paintings, panels, ornaments, etc. Equipment required for the application not difficult:

Scissors (with rounded ends in two sizes - large and small, scissors should not be tight and well sharpened. It is necessary to regularly instruct how to work with scissors, knowledge of the basic rules for working with scissors is necessary because in free activity children work independently, but only those who follow the rules of work.

It is good to have 2-3 brushes for glue, they are selected depending on the size of the application, at the end of the work, the brushes must be washed and put in a glass with the pile up.

Simple pencils (for drawing contours)

Wet and dry wipes

Oilcloth

Glue or paste.

Colored and white paper of various textures, colors, thicknesses, sizes.

Paper cut box

Box for finished works.

stencils

Pieces of cloth and other miscellaneous material

Everything should be aesthetically pleasing. The main thing is to strive to form in children a careful attitude to the materials with which they work, to teach them how to plan their work, use material economically and use time rationally.

The simplest and most common type free productive activity is drawing, for organizations It does not require a lot of special preparation, the most important desire.

For organization of drawing in free activity is necessary:

Crayons, colored pencils, simple, watercolor, gouache

Water tanks (transparent)

Brushes of various thicknesses

Paper of various sizes

stencils

Napkins, oilcloth

coloring pages

All children's work received in activities outside of class, are exhibited, or organized a place to watch other kids (folder, box, etc.) all instruments are in order, subjected to regular "revisions", it is necessary to aesthetically arrange a corner free productive activity. Where possible, exhibit works of art, sculptures and other works of art for visibility. Everything should be available, but activity children are constantly under control educator.

Another pedagogical condition is the influence of holidays and entertainment. The child receives a lot of impressions at the holidays from the sound of music, songs, colorful decoration of the room, costumes, expressive intonations of the artistic word. He joins social phenomena reflected in artistic and figurative form, and this becomes an indirect stimulus that makes him want to convey his impressions and experiences in a different artistic form. form: drawing, game, dance.

For organizing children's activities use a variety of educational games, didactic aids, materials that allow "train" children in establishing relationships, dependencies. The ratio of gaming and cognitive motives at preschool age determines that the most successful process of cognition will be in situations that require the ingenuity of children. Good games of mathematical content, desktop - printed, such how: "Domino Shapes", "Make a Picture", "Arithmetic Domino", "Logic Lotto", "Lotto", "Find the Difference", games of checkers and chess, solving labyrinths and others.

In this way, independent work children in a preschool educational institution is such work that is performed without the direct participation educator, on his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

Literature: 1. Atrepyeva L. V. Methodist of the kindergarten No. 50 "Defectologist". Topleeva S. N. in-l d / s No. 50 "Defectologist". educators"Organization of free productive activities of preschoolers". website: Kindergarten №50.

2. Vetlugina N. A. Independent artistic activity preschoolers / ed. Vetlugina N. A. - M.: 1984.

3. MDOU Kumanaevsky d / s No. 1 "Teremok" // Productive activities of preschoolers

4. Petukhova L. V. The development of artistic and creative abilities in preschool children under the conditions of interaction between the family and preschool educational institutions. //People's education. Pedagogy. 2013

5. productive activity//Child Development Center - nursery school "Smile".

6. Rakhmatullaeva O.P. "Theoretical and methodological foundations organization of productive activities children of preschool age". 07.10.2016.// website: Info lesson.