Formation of creative abilities of junior schoolchildren. Thesis: Development of creative abilities of junior schoolchildren in literary reading lessons Thematic planning of the course “Creativity Lessons”

Relevance of the problem. The problem of developing abilities is not new for psychological and pedagogical research, but is still relevant. It is no secret that schools and parents are concerned about the development of students’ abilities.

Society is interested in people starting to work exactly where they can bring maximum benefit. And for this, the school must help students find their place in life.

Labor is a necessary condition for life and all-round development of a person.

The Constitution of the Russian Federation gives a person the right to choose an occupation and profession in accordance with his abilities, vocation, and the state’s needs for personnel.

Whatever the individual capabilities of the student, if he does not have the desire to learn, then there will be no success. True, a positive attitude towards learning is also closely related to abilities. It has been noted many times in psychological pedagogical literature that the desire to learn increases when learning is successful and fades due to failure.

Failures can be explained not only by a lack of knowledge that should have been acquired at previous stages of education, but also by the child’s undeveloped abilities.

The main task of primary school is to ensure the development of the child’s personality. The sources of a child’s full development are two types of activities:

Firstly, any child develops as he masters the past experience of humanity through familiarization with modern culture.

This process is based on educational activities, which are aimed at equipping the child with the knowledge and skills necessary for life in society.

Secondly, in the process of development, the child independently realizes his capabilities, thanks to creative activity. Unlike educational activities, creative activity is not aimed at mastering already known knowledge.

It contributes to the child’s manifestation of initiative, self-realization, and the embodiment of his own ideas, which are aimed at creating something new.

Carrying out these types of activities, children solve different problems and for different purposes.

So, in educational activities educational and training tasks are solved in order to master some skill, master this or that rule. In creative activities, search and creative tasks are solved in order to develop the child’s abilities. Therefore, if in the process of educational activity a general ability to learn is formed, then within the framework of creative activity a general ability to seek and find new solutions, unusual ways to achieve the required result, and new approaches to considering the proposed situation is formed. If we talk about the current state of modern primary school in our country, it should be noted that the main place in its activities still continues to be occupied by the cognitive activity of schoolchildren, and not creative, therefore we designated the topic of our research as “Pedagogical guidance of development creativity junior schoolchildren."

Target research:

to identify and test in practice pedagogical conditions that promote the development of creative abilities of primary schoolchildren.

Object of study:

development of abilities of school-age children.

Subject of study:

the process of developing the creative abilities of a junior schoolchild.

Research hypothesis:

The process of developing the creative abilities of a junior schoolchild will be more effective if:

Conditions have been created that promote the development of creative abilities, both in academic and extracurricular activities of the student;

Developmental work with children is based on a diagnostic basis;

Based on the purpose, hypothesis and taking into account the specifics of the subject of research, the following are determined: tasks:

1. Study and analyze scientific and methodological literature and practical experience on the problem.

2. Provide diagnostics for the development of creative abilities.

3. Determine the forms and content of work to develop the creative abilities of younger schoolchildren both in class and in extracurricular activities.

To achieve the goal of the study and solve the problems, the following were used: research methods: theoretical analysis of scientific and methodological literature, scientific research, study teaching experience, diagnostic methods.

Chapter 1. Development of creative abilities of younger schoolchildren as a pedagogical problem.

1.1. The essence of the concept is ability.

In the first paragraph we will look at the essential characteristics of abilities.

This problem was dealt with by such luminaries of Russian psychology as B.G. Ananyev, A.N. Leontyev, S. L. Rubinshtein, B. M. Teplov, N. S. Leites et al. The conceptual apparatus, content and basic provisions of the theory of abilities were developed mainly in the works of these scientists.

So, abilities are understood as individual psychological and motor characteristics of an individual, which are related to the success of performing any activity, but are not limited to the knowledge, skills and abilities that have already been developed in the child. At the same time, success in any activity can be ensured not by a separate ability, but only by that peculiar combination of abilities that characterizes a person.

Domestic psychologists A. N. Leontyev and B. M. Teplov studied abilities from different points of view. The focus is on B.M. Teplov were individual - psychological prerequisites for the unequal successful development of certain functions and skills; A.N. Leontyev was mainly interested in how qualitatively mental functions and processes arise from natural prerequisites based on the structures of human activity (in the spirit of the concept of higher mental functions, according to L.S. Vygotsky).

Neither one nor the other denied the innate inequality of inclinations, on the one hand, and the ambiguous connection of these inclinations with the final success of complex forms of activity, on the other, however, the emphasis differed, as did the use of concepts. B.M. Teplov, in the context of differential psychophysiology, associated the concept of abilities primarily with biologically determined differences, A.N. Leontyev, in the context of a systematic understanding of psychological functions and their development, attributed this word to complex, cultivated, “become” human functions.

Definition: “Abilities” = mental characteristics on which the possibility, implementation and degree of success of an activity depends.

If you turn to the “Explanatory Dictionary of the Russian Language” by S.I. Ozhegov, he views the concept of “ability” as follows: ability is natural giftedness, talent.

A man of great ability. Mental abilities for artistic activity. Capable - having the ability to do something, gifted. Can do anything; possessing some property. Able to work. This person is capable of anything/will stop at nothing.

In the “Pedagogical Encyclopedic Dictionary” ability is interpreted as individual psychological characteristics of a person, which are

conditions for the successful implementation of certain activities. They include both individual knowledge and skills, as well as readiness to learn new ways and techniques of activity.

Different criteria are used to classify abilities. So sensorimotor, perceptual, mnemonic, imaginative, mental, and communicative abilities can be distinguished. Another criterion may be one or another subject area, according to which abilities can be qualified as scientific / linguistic, humanitarian /, creative / musical, literary, artistic, engineering /.

There are also general and special: general are the properties of the mind that underlie various special ones, identified in accordance with the types of activities in which they manifest themselves (technical, artistic, musical).

The components that make up the structure of special abilities have been identified, which makes it possible to formulate pedagogical recommendations aimed at increasing the effectiveness of the formation of abilities in students.

IN " Pedagogical Encyclopedia“ability is considered as a personality property that is essential when performing a particular activity. Typically, ability is assessed in accordance with the requirements for different types of work to the psycho-physiological characteristics of a person; we can also talk about learning or playing abilities.

The ability to act includes a complex structure of simpler abilities. They can be expressed in the speed of assimilation and correct application of relevant knowledge, skills, and abilities, as well as in the originality of their use.

During the learning process, the first of these manifestations of abilities are more easily discovered in creative activity crucial have the second. According to the social significance of the abilities demonstrated by a person, expressed in the results of his work, capable, talented and brilliant people are distinguished.

In the Philosophical Dictionary, abilities are defined as individual characteristics personalities, which are subjective conditions for the successful implementation of a certain type of activity. Abilities are not limited to the knowledge, skills and abilities an individual has. They are revealed primarily in the speed, depth and strength of mastery of the methods and techniques of some activity; they are internal mental regulators that determine the possibility of their acquisition.

In the history of philosophy, ability for a long period was interpreted as properties of the soul, special powers, inherited and initially inherent in the individual. The qualitative level of development of abilities is expressed by the concept of talent and genius. Their distinction is usually made by the nature of the resulting products of activity. Talent is a set of abilities that allows us to obtain a product of activity that is distinguished by novelty, high perfection and social significance. Genius is the highest level of talent development, allowing for fundamental shifts in one or another area of creativity.

The problem of developing abilities and specific types of activity occupies a large place in psychological and pedagogical research. They show the possibility of developing abilities through the creation of a personal attitude towards mastering the subject of activity.

The textbook “Psychology” (edited by Doctor of Psychology A.A. Krylov) gives several definitions of abilities

1. Abilities – properties of the human soul, understood as a set of all kinds of mental processes and states. This is the broadest and oldest definition in psychology.

2. Abilities represent a high level of development of general and special knowledge, skills and abilities that ensure the successful performance of various types of activities by a person. This definition appeared in the psychology of the 18th-19th centuries and is still used today.

3. Abilities are something that does not boil down to knowledge, skills and abilities, but ensures their rapid acquisition, consolidation and effective use in practice.

This definition is the most common. A significant contribution to the theory of abilities was made by the domestic scientist B.M. Teplov.. He proposed the third of the listed definitions of the concept of ability.. The concept of “ability”, in his opinion, contains three ideas:

Individual psychological characteristics that distinguish one person from another;
not all individual characteristics in general, but only those that are related to the success of performing any activity or many activities;
the concept cannot be reduced to the knowledge, skills or abilities that have already been developed by a given person.

An ability that does not develop, which a person stops using in practice, does not manifest itself over time.

Only thanks to certain conditions associated with systematic training in such complex types of human activity as music, technical and artistic creativity, creative abilities develop. We support them and develop them further. Our successful activity does not depend on any one, but on a combination different abilities, and this is a combination that gives the same result. In the absence of the necessary inclinations to develop some abilities, their deficit can be compensated for by the stronger development of others.

In Krutetsky V.A. The concept of ability is based on two indicators: the speed of mastering an activity and the quality of achievements. A person is considered capable - he quickly and successfully masters any activity, easily, in comparison with other people, acquires the appropriate skills and abilities, - achieves achievements that significantly exceed the average level.

Abilities are individual - psychological characteristics of a person that meet the requirements of a given activity and are a condition for its successful implementation; abilities are individual characteristics that distinguish one person from another (the long, flexible fingers of a pianist or the tall stature of a basketball player are not abilities).

Abilities include (an ear for music, a sense of rhythm, constructive imagination, speed of motor reactions - for an athlete, subtlety of color discrimination for an artist - painter).

Along with the individual characteristics of mental processes (sensations and perceptions, memory, thinking, imagination), abilities are also more complex individual psychological characteristics. They include emotional and volitional moments, elements of attitude to activity and some features of mental processes, but are not reduced to any particular mental manifestations (mathematical orientation of the mind or aesthetic position in the field of literary creativity).

Any activity requires from a person not one particular ability, but a number of interrelated abilities.

Flaw, poor development any one particular ability can be compensated (reimbursed) due to the enhanced development of others.

Krutetsky V.A. believes that ability is formed, and therefore revealed, only in the process of relevant activity. Without observing a person in activity, one cannot judge whether he has or does not have abilities. You cannot talk about musical abilities if the child has not yet engaged in at least elementary forms of musical activity, if he has not yet been taught music. Only in the process of this training (and proper training) will it become clear what his abilities are, whether his sense of rhythm and musical memory will be formed quickly and easily or slowly and with difficulty.

A person is not born capable of this or that activity; his abilities are formed, formed, developed in properly organized appropriate activities, during his life, under the influence of training and upbringing.

Abilities are lifelong, not innate, education. People's abilities have historically been created and developed in activities aimed at satisfying needs. During historical development In human society, new needs arose, people created new areas of activity, thereby stimulating the development of new abilities.

It should be emphasized the close and inextricable connection of abilities with knowledge, abilities, and skills. On the one hand, abilities depend on knowledge, abilities, and skills; on the other hand, abilities develop in the process of acquiring knowledge, abilities, and skills. Knowledge, abilities and skills also depend on abilities - abilities allow you to master the relevant knowledge, abilities and skills faster, easier, stronger and deeper.

People's abilities have historically been created and developed in activities aimed at satisfying needs. In the course of the historical development of human society, new needs arose, people created new areas of activity, thereby stimulating the development of new abilities.

In the psychological and pedagogical literature, special and general abilities are distinguished.

General - include (a person’s success in a wide variety of activities) mental, subtlety and accuracy of manual movements, developed memory, perfect speech.

Special abilities are abilities that are necessary for the successful performance of any one specific activity - musical, artistic, visual, mathematical, literary, constructive and technical, etc. These abilities also represent the unity of individual private abilities.

Special – determine a person’s success in specific types of activities that require inclinations and their development / musical, mathematical, linguistic, technical, literary, artistic and creative, sports /.

The presence of general abilities in a person does not exclude the development of special ones and vice versa.

And often they complement and enrich each other.

Theoretical and practical abilities differ in that the former predetermine a person’s inclination to abstract - theoretical thinking, and the latter to concrete, practical actions. These abilities often do not combine with each other, occurring together only in gifted, multi-talented people.

Academic and creative are different from each other. The former determine the success of training and education, a person’s acquisition of knowledge, skills, abilities, and the formation of personality traits. The second is the creation of objects of material and spiritual culture, the production of new ideas, discoveries and inventions, individual creativity in various fields of human activity.

Abilities for communication, interaction with people, objective-activity, or objective-cognitive.

These include speech as a means of communication (its communicative functions) Interpersonal perception and assessment of people, social and pedagogical adaptation to various situations: to come into contact with different people, to win them over, to influence them.

The absence of such abilities in a person would be an insurmountable obstacle to his transformation from a biological being into a social one.

In the development of communication abilities, one can distinguish stages of formation, their own specific inclinations. These include the innate ability of children to respond to the face and voice of the mother (revitalization complex), the ability to understand states, guess intentions and adapt their behavior to the mood of other people and follow certain rules in communication. social norms/the ability to communicate with people, behave in order to be accepted, convince others, achieve mutual understanding, influence people/.

General mental abilities include, for example, such qualities of the mind as mental activity, criticality, systematicity, speed of mental orientation, a high level of analytical and synthetic activity, focused attention

A high level of development of abilities is called talent.

Talent is the most favorable combination of abilities that make it possible to especially successfully and creatively perform a certain activity, on the one hand, a propensity for this activity, a unique need for it, on the other, great hard work and perseverance, on the third. Talent can manifest itself in any human activity, not just in the field of science or art. Therefore, a talented person can be an attending physician, a teacher, a pilot, an innovator in agricultural production, or a skilled worker.

The development of talents depends decisively on socio-historical conditions. Class society inhibits the development of talent among representatives of the exploited classes. And even if in such conditions the people gave a lot of outstanding talents (M.V. Lomonosov - the son of a fisherman - a Pomor, T.G. Shevchenko - the son of a serf peasant, the inventor of the steam locomotive Stephenson - the son of a worker), then this only speaks of how talented people, how great are the opportunities of working people.

Consequently, it can be argued that the cognitive abilities that modern school requires can rightfully be considered generic and universal. These abilities are the same signs of belonging to the human race, as are the human senses, the activity of his muscles, etc. If there is little or no progress among schoolchildren, this must be explained by the fact that some teaching methods do not activate generic abilities, do not form them, just as there are children who cannot demonstrate the strength of their muscles, their physical dexterity due to lack of preparation to their use. As a rule, no one should fall behind in learning. If there are any at school, it is only because they turned out to be unprepared for learning: some due to the insufficiency of their previous knowledge, others due to the inability to use their generic abilities in educational activities.

There is a great formula by K.E. Tsiolkovsky, lifting the veil over the mystery of the birth of the creative mind: “First I discovered truths known to many, then I began to discover truths known to some, and finally I began to discover truths unknown to anyone.” Apparently, this is what it is. the path to the development of the creative side of the intellect, the path to the development of inventive and research talent. Our responsibility is to help the child take this path.

Thus, abilities can be neither innate nor genetic formations - they are a product of development. The innate factors underlying abilities are inclinations.

Makings are defined as anatomical and physiological characteristics of the brain, nervous and muscular systems, analyzers or sensory organs (B.M. Teplov,

S.L. Rubinshtein, B.G. Ananyev, K.M. Gurevich, A.V. Rodionov, N.S. Leites and others).

1.2. Conditions for the transition of natural inclinations into abilities.

Having examined the essential characteristics of abilities in the previous paragraph, it is necessary to develop the following, in our opinion, important aspect of this problem: the conditions for the transition of hereditary potency into abilities.

At birth, each child has certain inclinations for the development of abilities and personal qualities, which are finally formed in the process individual development and training. But for abilities to develop, it is not enough to give the child knowledge, skills and abilities. It is very important to form such personal qualities that would become the driving force of all his educational activities, and would also determine the future fate of the acquired knowledge: will they remain dead weight or will they be creatively implemented?

Psychologists recognize the well-known role of natural, biological factors as natural prerequisites for the development of abilities. Such natural prerequisites for the development of abilities are called inclinations.

Inclinations are some innate anatomical and physiological characteristics of the brain, nervous system, analyzers, which determine natural individual differences between people.

Inclinations influence the process of formation and development of abilities. All other things being equal, the presence of inclinations favorable for a given activity contributes to the successful formation of abilities and facilitates their development. Of course, extremely high levels of achievement are explained only by the presence of particularly favorable inclinations and particularly favorable conditions of life and activity.

The makings include some innate features of the visual and auditory analyzers. Typological properties of the nervous system also act as inclinations, on which the speed of formation of temporary nervous connections, their strength, the strength of concentrated attention, the endurance of the nervous system, and mental performance depend. It has now been established that, along with the fact that typological properties (strength, balance and mobility of nervous processes) characterize nervous system in general, they can completely differently characterize the work of individual areas of the cortex (visual, auditory, motor, etc.).

In this case, the typological properties are partial (“partial” translated from Latin means “partial”, “separate”), since they characterize the work of only individual parts of the cerebral cortex. Partial properties can more definitely be considered the makings of abilities associated with the work of the visual or auditory analyzer, with the speed and accuracy of movements.

The level of development and correlation of the first and second signaling systems should also be considered as inclinations. Depending on the characteristics of the relationship between signal systems, I.P. Pavlov distinguished three specifically human types of higher nervous activity: art type with a relative predominance of the first signaling system; thinking type with a relative predominance of the second signaling system; average type with relative balance of signaling systems. People of the artistic type are characterized by the brightness of immediate impressions, imagery of perception and memory, richness and vividness of imagination, and emotionality.

People of the thinking type are prone to analysis and systematization, to generalized, abstract thinking.

Individual characteristics of the structure of individual areas of the cerebral cortex may also be the inclinations.

It should be remembered that inclinations do not contain abilities and do not guarantee their development. Inclinations are only one of the conditions for the formation of abilities. No person, no matter how favorable his inclinations he may possess, can become an outstanding musician, artist, mathematician, or poet without engaging in a lot of and persistently relevant activities. There are many examples in life when people with very favorable inclinations were never able to realize their potential in life and remained mediocre performers in precisely those activities in which they could have achieved great success if their lives had turned out differently. And vice versa, even in the absence of good inclinations, a hardworking and persistent person with strong and stable interests and inclinations for any activity can achieve certain success in it.

For example, on the basis of such inclinations as speed, accuracy, subtlety and dexterity of movement, depending on the conditions of life and activity, the ability for smooth and coordinated movements of the gymnast’s body, and the ability for subtle and precise movements of the surgeon’s hand, and the ability for quick and the plastic fingers of a violinist.

On the basis of the artistic type, the abilities of an actor, and a writer, an artist, and a musician can develop; on the basis of a thinking type, the abilities of a mathematician, and a linguist, and a philosopher.

If there are favorable inclinations and under optimal living and activity conditions, a child’s abilities, for example, musical, literary, artistic, and mathematical, can be formed very early and develop very quickly (which sometimes creates the illusion of innate abilities). (17, p.6-12.)

According to R.S. Nemova conditions and prerequisites The development of a person’s social abilities are the following circumstances of his life:

1. The presence of a society, a socio-cultural environment created by the work of many generations of people. This environment is artificial and includes many material and spiritual culture, ensuring the existence of man and the satisfaction of his strictly human needs.

2. Lack of natural abilities to use relevant objects and the need to learn this from childhood.

3. The need to participate in various complex and highly organized types of human activity.

4. The presence of educated and civilized people around a person from birth, who already possess the abilities he needs and are able to convey to him necessary knowledge, abilities and skills, while having the appropriate means of training and education.

5. The absence from birth of a person of rigid, programmed behavioral structures such as innate instincts, the immaturity of the corresponding brain structures that ensure the functioning of the psyche and the possibility of their formation under the influence of training and upbringing.

Each of these circumstances is necessary for the transformation of a person as a biological being, who from birth has elementary abilities characteristic of many higher animals, into a social being, acquiring and developing in himself actually human abilities, socio-cultural the environment develops abilities (use of objects, material and spiritual culture).

For a teacher who thoughtfully studies students, for the correct organization of the educational process and an individual approach to teaching and upbringing, it is important to know what his student’s abilities are, and to what extent these abilities are expressed. A student’s abilities can be judged by observing his manifestations in relevant activities. In practice, abilities can be judged by the totality of the following indicators:

1) by the rapid progress (rate of progress) of the student in mastering the relevant activity;

2) by the qualitative level of his achievements;

3) according to a person’s strong, effective and stable inclination to engage in this activity

The successful implementation of a particular activity, even with the presence of abilities, depends on a certain combination of personality qualities. Abilities alone, which are not combined with the appropriate orientation of the personality, its emotional and volitional properties, cannot lead to high achievements. First of all, abilities are closely related to an active positive attitude towards the relevant activity, interest in it, a tendency to engage in it, which at a high level of development turns into passion, into a vital need for this type of activity.

Interests are manifested in the desire to understand an object, to thoroughly study it in all details. Inclination is the desire to perform an appropriate activity. The interests and inclinations of an individual do not always coincide. You can be interested in music and not have the inclination to study it. You can be interested in sports and remain only a “fan” and a sports connoisseur, without even doing morning exercises. But among children and adults capable of certain activities, interests and inclinations, as a rule, are combined.

Interests and inclinations for a certain activity usually develop in unity with the development of abilities for it. For example, a student’s interest and inclination towards mathematics makes him intensively study this subject, which in turn develops mathematical abilities. Developing mathematical abilities provide certain achievements, successes in the field of mathematics, which give the student a joyful feeling of satisfaction. This feeling causes an even deeper interest in the subject, a tendency to study it even more.

For success in activity, in addition to the presence of abilities, interests and inclinations, a number of character traits are required, first of all, hard work, organization, concentration, determination, and perseverance. Without these qualities, even outstanding abilities will not lead to reliable, significant achievements.

Many people believe that everything comes easily and simply to capable people, without much difficulty.

This is wrong. Developing abilities requires long, persistent study and a lot of hard work. As a rule, abilities are always combined with exceptional ability to work and hard work. It is not for nothing that all talented people emphasize that talent is work multiplied by patience, it is a tendency to endless work.

I.E. Repin said that a high level of achievement is a reward for hard labor. And one of the greatest scientists in the history of mankind, A. Einstein, once said in a joking manner that he achieved success only because he was distinguished by “the stubbornness of a mule and terrible curiosity.”

At school, sometimes there are students who, thanks to their abilities, grasp everything on the fly and do well, despite laziness and disorganization. But in life they usually do not live up to expectations, precisely because they are not used to working seriously and in an organized manner, and persistently overcoming obstacles.

Personal qualities such as self-criticism and self-demandingness are very important. These qualities give rise to dissatisfaction with the first results of work and the desire to do even better, more perfect. This is what forced the great inventor T. Edison to carry out thousands of experiments to find, for example, the most successful battery design. This is what forced A.M. Gorky to redo the manuscript of the book “Mother” seven times. Leo Tolstoy’s work “The Kreutzer Sonata” is small in volume. But the manuscripts of all the versions of this work, all the notes, notes and sketches are 160 times larger in volume than the work itself.

Such a character trait as modesty is also very important. Confidence in one’s exclusivity, fueled by hesitant praise and admiration, is often detrimental to abilities, since in this case arrogance, self-admiration and narcissism, and disdain for others are formed. A person stops working to improve the product of his labor, obstacles cause him irritation and disappointment, and all this hinders the development of abilities.

The initial prerequisite for the development of abilities are those innate inclinations with which a child is born. At the same time, a person’s biologically inherited properties do not determine his abilities. The brain does not contain these or those abilities, but only the ability to form them. Being a prerequisite for successful human activity, his abilities, to one degree or another, are the product of his activity. In other words, whatever a person’s attitude to reality will be, such will be the result.

Abilities include in their structure skills, and therefore knowledge and skills. The ease, speed and quality of formation of each skill depend on existing abilities.

This earlier development of abilities will allow them to be more fully formed by adulthood. Skills, knowledge, abilities, having become personality traits, are transformed into elements of new, changed human abilities, leading to new, more complex types of activity. There is a kind of “chain reaction” of developing abilities based on existing ones.

If you have the inclinations, abilities can develop very quickly even under unfavorable circumstances. However, excellent inclinations by themselves do not automatically ensure high achievements. On the other hand, even in the absence of inclinations (but not completely), a person can, under certain conditions, achieve significant success in relevant activities.

So, in this paragraph we examined the conditions for the transition of natural inclinations into abilities.

1.3. Development of a child's abilities at primary school age.

Having examined in the previous paragraph the conditions for the transition of natural inclinations into abilities, it is necessary to develop the following aspect of this problem, in our opinion, as a characteristic of the mechanism for the development of creative abilities of younger schoolchildren.

As a result of experimental studies, a special kind of ability was identified among the individual’s abilities - to generate unusual ideas, deviate in thinking from traditional patterns, and quickly resolve problem situations. This ability was called creativity.

By creative (creative) abilities of students we understand “... the complex capabilities of the student in carrying out activities and actions aimed at creation.”

Creativity covers a certain set of mental and personal qualities that determine the ability to be creative. One of the components of creativity is the ability of the individual.

It is necessary to distinguish a creative product from a creative process. The product of creative thinking can be assessed by its originality and its meaning, the creative process - by sensitivity to a problem, the ability to synthesize, the ability to recreate missing details, (not to follow the beaten path), fluency of thought, etc. These attributes of creativity are common to both science and art.

Problems of creativity have been widely developed in Russian psychology. Currently, researchers are searching for an integral indicator that characterizes a creative personality. This indicator can be defined as a certain combination of factors or considered as a continuous unity of procedural and personal components creative thinking(A.V. Brushlinsky).

Psychologists such as B.M. made a great contribution to the development of problems of abilities and creative thinking. Teplov, S.L. Rubinshtein, B.G. Ananyev, N.S. Leites, V.A. Krutetsky, A.G. Kovalev, K.K. Platonov, A.M. Matyushkin, V.D. Shadrikov, Yu.D. Babaeva, V.N. Druzhinin, I.I. Ilyasov, V.I. Panov, I.V. Kalish, M.A. Kholodnaya, N.B. Shumakova, V.S. Yurkevich and others.

Adhering to the position of scientists who define creative abilities as an independent factor, the development of which is the result of teaching creative activity to younger schoolchildren, we will highlight the components of the creative abilities of younger schoolchildren:

* creative thinking,

* creative imagination,

* application of methods for organizing creative activity.

To develop creative thinking and creative imagination of primary school students, it is necessary to offer the following tasks:

classify objects, situations, phenomena on various grounds;
establish cause-and-effect relationships;
see relationships and identify new connections between systems;
consider the system in development;
make forward-looking assumptions;
highlight opposite features of an object;
identify and formulate contradictions;
separate contradictory properties of objects in space and time;
represent spatial objects.

Creative tasks are differentiated according to such parameters as

the complexity of the problem situations they contain,
the complexity of mental operations necessary to solve them;
forms of representation of contradictions (explicit, hidden).

In this regard, three levels of complexity of the content of the system of creative tasks are distinguished.

Tasks III(initial) level of difficulty are presented to first and second grade students. The object at this level is a specific object, phenomenon or human resource. Creative tasks at this level contain problematic issue or a problematic situation, involve the use of a method of enumerating options or heuristic methods of creativity and are intended to develop creative intuition and spatial productive imagination.

Tasks of level II of difficulty are one step lower and are aimed at developing the fundamentals systems thinking, productive imagination, mainly algorithmic methods of creativity.

The object in tasks of this level is the concept of “system”, as well as system resources. They are presented in the form of a vague problem situation or contain contradictions in an explicit form.

The purpose of tasks of this type is to develop the foundations of students’ systematic thinking.

Tasks I (highest, high, advanced) level of complexity. These are open problems from various fields of knowledge containing hidden contradictions. Biosystems, polysystems, and resources of any systems are considered as objects. This type of assignment is offered to third and fourth year students. They are aimed at developing the foundations of dialectical thinking, controlled imagination, and the conscious use of algorithmic and heuristic methods of creativity.

Level III – involves completing tasks based on enumeration of options and accumulated creative experience in preschool age and heuristic methods. The following creative methods are used:

focal object method,
morphological analysis,
method test questions,
certain typical techniques of fantasy.

Level II - involves performing creative tasks based on heuristic methods and TRIZ elements, such as:

little people method
methods of overcoming psychological inertia,
system operator,
resource approach,
laws of systems development.

Level I – involves performing creative tasks based on TRIZ thinking tools:

* adapted algorithm for solving inventive problems,

* techniques for resolving contradictions in space and time,

* typical methods for resolving contradictions.

Domestic psychologists and teachers (L.I. Aidarova, L.S. Vygotsky, L.V. Zankov, V.V. Davydov, Z.I. Kolmykova, V.A. Krutetsky, D.B. Elkonin and others.) emphasize the importance of educational activities for the formation of creative thinking, cognitive activity, accumulation of subjective experience of students’ creative search activities.

The experience of creative activity, according to researchers, is an independent structural element of the content of education:

transferring previously acquired knowledge to a new situation,
independent vision of the problem, alternative solutions,
combining previously learned methods into new and different ones.

Analysis of the main psychological new formations and the nature of the leading activities of this age period, modern requirements to the organization of learning as a creative process, which the student and the teacher, in a certain sense, build themselves; Orientation at this age to the subject of activity and methods of its transformation presuppose the possibility of accumulating creative experience not only in the process of cognition, but also in such types of activities as the creation and transformation of specific objects, situations, phenomena, and the creative application of knowledge acquired in the learning process.

The psychological and pedagogical literature on this issue provides definitions of creative activities.

Cognition is “...the educational activity of a student, understood as a process of creative activity that shapes their knowledge.”

At primary school age, the first division of play and labor occurs, that is, activities carried out for the sake of pleasure that the child will receive in the process of the activity itself and activities aimed at achieving an objectively significant and socially assessed result. This distinction between play and work, including educational work, is an important feature of school age.

The importance of imagination in primary school age is the highest and necessary human ability. At the same time, it is this ability that needs special care in terms of development. And it develops especially intensively between the ages of 5 and 15 years. And if this period of imagination is not specifically developed, then a rapid decrease in the activity of this function occurs.

Along with a decrease in a person’s ability to fantasize, the personality becomes impoverished, the possibilities of creative thinking decrease, interest in art, science, and so on fades away.

Younger schoolchildren carry out most of their active activities with the help of imagination. Their games are the fruit of wild imagination; they are enthusiastically engaged in creative activities. The psychological basis of the latter is also creative imagination. When, in the process of studying, children are faced with the need to comprehend abstract material and they need analogies and support in the face of a general lack of life experience, the child’s imagination also comes to the aid. Thus, the importance of the imagination function in mental development is great.

However, fantasy, like any form of mental reflection, must have a positive direction of development. It should contribute to better knowledge of the surrounding world, self-discovery and self-improvement of the individual, and not develop into passive daydreaming, replacement real life dreams. To accomplish this task, it is necessary to help the child use his imagination in the direction of progressive self-development, to enhance the cognitive activity of schoolchildren, in particular the development of theoretical, abstract thinking, attention, speech and creativity in general. Children of primary school age love to engage in artistic creativity. It allows the child to reveal his personality in the most complete and free form. All artistic activity is based on active imagination and creative thinking. These functions provide the child with a new, unusual view of the world.

They contribute to the development of thinking, memory, and enrich his individual life experience! According to L.S. Vygotsky, imagination ensures the following activity of the child:

Construction of an image, the final result of his activities,

Creating a program of behavior in situations of uncertainty, creating images that replace activities,

Creation of images of the described objects.

The formation of many interests is very important for the development of a child.

It should be noted that a student is generally characterized by a cognitive attitude towards the world. Such a curious orientation has an objective purpose. Interest in everything expands the child’s life experience, introduces him to different types of activities, and activates his various abilities.

Children, unlike adults, are able to express themselves in artistic activities. They enjoy performing on stage, participating in concerts, competitions, exhibitions and quizzes. The developed ability of imagination, typical for children of primary school age, gradually loses its activity as age increases.

Summarizing the paragraph, we come to the following conclusion.

A child of primary school age, under conditions of upbringing and education, begins to occupy a new place in the system of social relations available to him. This is due primarily to his entry into school, which imposes on the child certain social responsibilities that require a conscious and responsible attitude towards it, and to his new position in the family, where he also receives new responsibilities. At primary school age, a child for the first time becomes, both at school and in the family, a member of a real work team, which is the main condition for the formation of his personality. The consequence of this new position of the child in the family and at school is a change in the nature of the child’s activities. Life in a team organized by the school and teacher leads to the development of complex, social feelings in the child and to the practical mastery of the most important forms and rules of social behavior. The transition to the systematic acquisition of knowledge at school is a fundamental fact that shapes the personality of a primary school student and gradually rebuilds his cognitive processes.

The range of creative problems solved at the initial stage of education is unusually wide in complexity - from finding a fault in a motor or solving a puzzle, to inventing a new machine or scientific discovery, but their essence is the same: when solving them, an experience of creativity occurs, a new path is found, or something new is created. This is where special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns, etc. all that together constitutes creative abilities.

Creative activity, which is more complex in its essence, is accessible only to humans.

There is a great “formula” that lifts the veil on the secret of the birth of a creative mind: “First, discover the truth known to many, then discover truths known to some, and finally discover truths unknown to anyone.” Apparently, this is the path to the development of the creative side of the intellect, the path to the development of inventive talent. Our duty is to help the child take this path..

The school always has a goal: to create conditions for the formation of a personality capable of creativity and ready to serve modern production. Therefore, an elementary school working for the future should be focused on the development of the creative abilities of the individual.

Chapter 2. Pedagogical conditions for the development of creative abilities of primary school students.

In the first chapter, we examined the essence of the concept of ability, the conditions for the transition of natural inclinations into abilities, and the characteristics of the creative abilities of a junior schoolchild.

In the second chapter, we reveal the pedagogical conditions for the development of a child’s creative personality both in extracurricular and extracurricular activities, as well as in class activities.

2.1. Studying the development of creative abilities.

The topic of our research was to determine the conditions for the development of the creative abilities of a child of primary school age, the characteristics of which were given in the first chapter of the thesis

The focus of our work is children of primary school age. As we noted above, this age is the most favorable for the development of the imagination and creativity of the individual. Primary school age is characterized by the activation of the functions of the imagination, first recreating and then creative.

Scientific analysis of the problem and the practice of educational institutions show that developmental work does not have an effective result if it is not based on a preliminary and ongoing study of the level of development of a particular ability of the child. D.B. Elkonin pointed out the controllability of the development of abilities, the need to take into account the initial level and control the development process, which contributes to the choice of directions in subsequent work. Therefore, the first stage in our research work was to study the development of students’ creative abilities primary classes No. 9 of the city of Mariinsk, which became the starting point for constructing a formative experiment.

Research by scientists convincingly proves that many gaps in the development of a child’s creative abilities are based on a low level of personal cultural development.

Based on the understanding of culture as:

a) systems of specific human activities;

b) a set of spiritual values;

c) the process of self-realization of a person’s creative essence.

We have identified the following components of the object of study (creativity), which can be the basis for identifying diagnostic parameters, as well as guidelines that determine the goals and objectives of the content and the effectiveness of educational activities:

Literacy
Competence
Value-semantic component
Reflection
Cultural creativity

Literacy represents the basics of culture, in particular knowledge about creative abilities, from which its development begins, taking into account age and individual characteristics.

Literacy means mastery of knowledge, which can manifest itself in horizons, erudition, awareness, both from the point of view of scientific knowledge and from the point of view of everyday experience drawn from traditions, customs, and direct communication between a person and other people. Literacy presupposes mastery of a system of signs and their meanings. (18, p. 75.)

In defining competence, we adhere to the definition given in the work of M.A. Kholodny: “Competence is a special type of organization of subject-specific knowledge that allows you to make effective decisions in the relevant field of activity.”

The main difference between literacy and competence is that a literate person knows and understands (for example, how to behave in a given situation), while a competent person can actually and effectively use knowledge in solving certain problems. The tasks of developing competence are not just to know more and better about the costume, but to incorporate this knowledge into life practice.

Creative abilities are a set of personally significant and personally valuable aspirations, ideals, beliefs, views, positions, relationships, beliefs, human activities, relationships with others.

Value, in contrast to the norm, presupposes choice, which is why, precisely in situations of choice, the characteristics related to the value-semantic component of human culture are most clearly defined.

Reflection is a tracking of the goals, process and results of one’s activity in appropriating culture, awareness of the internal changes that are occurring, as well as oneself as a changing personality, subject of activity and relationships.

Cultural creativity means that a person, already in childhood, is not only a creation of culture, but also its creator. Creativity is inherent in development already at preschool age. These components do not exist in isolation from each other.

They are not opposed, but are only conditionally divided into processes of mastering creativity.

Interconnections can occur between almost all components; the organization of reflection makes it possible to achieve transformations in the value-semantic sphere, which can affect the increase in literacy and competence.

Since our experiment is practice-oriented, we used empirical research methods. Based on the parameters identified by some scientists (literacy, competence, creativity) based on sections of the psychological and pedagogical characteristics of a child of primary school age, we developed a set of diagnostic tasks that were aimed at determining the degree of expression fantasies of every child, which gave us initial ideas about the development of his creative imagination

To more accurately determine the level of development of students’ creative abilities, it is necessary to analyze and evaluate each creative task completed independently. We carried out a pedagogical assessment of the results of students’ creative activity using the “Fantasy” scale developed by G.S. Altshuller to assess the presence of fantastic ideas and thus allowing one to assess the level of imagination (the scale was adapted to the primary school question by M.S. Gafitulin, T.A. Sidorchuk).

The “Fantasy” scale includes five indicators:

novelty (assessed on a 4-level scale: copying an object (situation, phenomenon), minor changes to the prototype, obtaining a fundamentally new object (situation, phenomenon));
persuasiveness (a well-founded idea described by a child with sufficient reliability is considered convincing).

Data scientific works they say that research conducted in real life is legitimate if it is aimed at improving the educational environment in which the child is formed, promoting social practice, and creating pedagogical conditions conducive to the development of creativity in the child.

Our initial research showed that painstaking and targeted work with more than half of students to develop their creative abilities is necessary, which stimulated us to identify and create conditions conducive to the development of creative abilities.

We hypothesized that the greatest effect in the development of creative abilities of a primary school student can have

daily inclusion in educational process creative tasks and exercises,
implementation of club or extracurricular activities according to a specially developed program,
involving students in creative interaction of an applied nature with peers and adults by involving the students’ families,

Didactic and story-based role-playing games in lessons and extracurricular activities

Excursions, observations;

Creative workshops;

Trainings conducted by a psychologist of an educational institution.

Analysis of the results of diagnostics of the development of creative abilities of junior schoolchildren was carried out through a system of creative tasks, which made it possible:

*formulate requirements for a system of tasks that will allow for the purposeful development of these abilities;

* consider the content of various educational courses as a resource for assignments for younger students;

* suggest ways to organize creative activity of students and tools for pedagogical diagnostics;

* formulate organizational requirements for the learning process at the primary school level.

All this made it possible to concretize and solve the problem of developing the creative abilities of younger schoolchildren through a system of creative tasks.

2.2. Development of the child’s creative abilities in educational activities.

Adhering to the position of scientists who believe that the most adequate form of development of creative abilities is teaching creative activity to younger schoolchildren. For such training, at the first stage of our experimental work, we chose a lesson.

The lesson remains the main form of teaching and upbringing of primary school students. It is within the framework of the educational activities of a junior schoolchild that the tasks of developing his imagination and thinking, fantasy, ability to analyze and synthesize (isolating the structure of an object, identifying relationships, understanding the principles of organization, creating something new) are first solved.

It should be noted that modern educational programs for primary schoolchildren involve solving problems of developing the child’s creative abilities in educational activities.

Thus, as part of the implementation of a literary reading program, the work of a primary school teacher should be aimed not only at developing reading skills, but also at:

development of the creative and reconstructive imagination of students,
enriching the child’s moral, aesthetic and cognitive experience.
At the same time, the choice of forms, methods, and means for solving the identified problems has traditionally caused difficulties for primary school teachers.

Any activity, including creative ones, can be imagined

in the form of performing certain tasks. I.E. Unt defines creative tasks as “...tasks that require creative activity from students, in which the student must find a solution himself, apply knowledge in new conditions, create something subjectively (sometimes objectively) new”

The effectiveness of the development of creative abilities largely depends on the material on which the task is based. Based on the analysis of psychological, pedagogical and scientific-methodological literature (G.S. Altshuller, V.A. Bukhvalov, A.A. Gin, M.A. Danilov, A.M. Matyushkin, etc.) we have identified the following requirements for creative tasks:

compliance of the conditions with the chosen creative methods;
possibility of different solutions;
taking into account the current level of the solution;
taking into account the age interests of students.

Taking these requirements into account, we have built a system of creative tasks, which is understood as an ordered set of interrelated tasks, focused on objects, situations, phenomena and aimed at developing the creative abilities of primary schoolchildren in the educational process.

The creative task system includes target, content, activity and performance components.

We have replaced the traditional essay writing assignments in Russian language lessons with collaboration in the class handwritten journal “Fireflies”. In order to get their creative work onto the pages of the magazine, students must not only write their work spelling correctly, but also be creative in its design. All this stimulates younger schoolchildren to independently, without pressure from adults, desire to write poetry and fairy tales.

Lessons in natural history and environmental culture have no less opportunities for developing students’ creative abilities. One of the most important tasks is the education of a humane, creative personality, the formation of a caring attitude towards the riches of nature and society. We sought to consider the available cognitive material in inextricable, organic unity with the development of the child’s creative abilities, to form a holistic understanding of the world and man’s place in it.

During labor training lessons, a lot of work is done to develop creative thinking and imagination in children of primary school age.

An analysis of textbooks for primary school (a set of textbooks “School of Russia”) showed that the creative tasks contained in them are mainly classified as “conventionally creative”, the product of which is essays, presentations, drawings, crafts, etc. Some of the tasks are aimed at developing students’ intuition; finding several possible answers; creative assignments that require permission are not offered by any of the programs used in schools.

The proposed tasks involve the use in the creative activity of junior schoolchildren mainly of methods based on intuitive procedures (such as the method of enumerating options, morphological analysis, analogy, etc.) Modeling, a resource approach, and some fantasy techniques are actively used. However, the programs do not provide for the targeted development of students’ creative abilities

Meanwhile, for the effective development of schoolchildren’s creative abilities, the use of heuristic methods must be combined with the use of algorithmic methods of creativity.

Particular attention is paid to the creative activity of the student himself. The content of creative activity refers to its two forms - external and internal. The external content of education is characterized by the educational environment, the internal content is the property of the individual himself, created on the basis personal experience student as a result of his activities.

When selecting content for the system of creative tasks, we took into account two factors:

The fact that the creative activity of younger schoolchildren is carried out mainly on already solved society problems,
Creative possibilities for the content of primary school subjects.

Each of the identified groups is one of the components of students’ creative activity, has its own purpose, content, suggests the use of certain methods, and performs certain functions. Thus, each task group is a necessary condition for the student to accumulate subjective creative experience.

Group 1 – “Cognition”.

The goal is to accumulate creative experience in understanding reality.

Acquired skills:

study objects, situations, phenomena based on selected features - color, shape, size, material, purpose, time, location, part-whole;
consider in the contradictions that determine their development;
model phenomena, taking into account their features, system connections, quantitative and qualitative characteristics, patterns of development.

Group 2 – “Creation”.

The goal is for students to accumulate creative experience in creating objects, situations, and phenomena.

The ability to create original creative products is acquired, which involves:

*obtaining qualitatively new ideas for the subject of creative activity;

* focus on the ideal final result of system development;

* rediscovery of already existing objects and phenomena using dialectical logic.

Group 3 – “Transformation”.

The goal is to acquire creative experience in transforming objects, situations, and phenomena.

Acquired skills:

simulate fantastic (real) changes appearance systems (shape, color, material, arrangement of parts, etc.);
simulate changes internal structure systems;
When making changes, take into account the properties of the system, resources, and the dialectical nature of objects, situations, and phenomena.

Group 4 – “Use in a new capacity.”

The goal is for students to accumulate experience in a creative approach to using already existing objects, situations, and phenomena.

Acquired skills:

consider objects of the situation, phenomena from different points of view;
find fantastic uses for real-life systems;
transfer functions to various areas of application;
obtain a positive effect by using the negative qualities of systems, universalization, and obtaining systemic effects.

In order to accumulate creative experience, the student must be aware of (reflect) the process of performing creative tasks.

Organizing students' awareness of their own creative activity presupposes ongoing and final reflection.

Current reflection is implemented in the process of students completing tasks in workbook and involves independent recording of students’ level of achievement (emotional mood, acquisition of new information and practical experience, degree of personal advancement taking into account previous experience).

Final reflection involves periodic completion of thematic tests.

Both at the current and final stages of reflection, the teacher records what methods students use to solve creative tasks, and draws a conclusion about the students’ progress, about the level of development of creative thinking and imagination.

By reflexive actions in our work we understood

students’ readiness and ability to think creatively and overcome problematic situations;
skills to acquire new meaning and values;
the ability to pose and solve non-standard problems in conditions of collective and individual activity;
ability to adapt to unusual interpersonal systems of relationships;
humanity (defined by positive transformation aimed at creation);
artistic value (assessed by the degree of use expressive means when presenting an idea);
subjective assessment (given without justification or evidence, at the level of like or dislike).

Thus, organizing the creative activity of junior schoolchildren, taking into account the chosen strategy, involves making the following changes to the educational process:

involving students in systematic joint creative activities based on personal-activity interaction, focused on knowledge, creation, transformation, use in a new quality of objects of material and spiritual culture, the obligatory result of which should be the receipt of a creative product;
systematic use of creative methods that ensure students’ advancement in the development of creative abilities by accumulating experience in creative activity when performing gradually more complex creative tasks within the framework of an additional curriculum;
intermediate and final diagnostics of creative abilities of junior schoolchildren.

2.3. Implementation of the “Creativity Lessons” program.

The implementation of a program of creative tasks within the framework of primary school academic disciplines is possible only in the first grade. Starting from the second grade, the absence of tasks containing contradictions in academic subjects and the lack of time for mastering methods of organizing students’ creative activity compensates for elective course “Creativity Lessons”.

Main objectives of the course:

development of productive, spatial, controlled imagination;
training in the targeted use of heuristic methods to complete creative tasks.

The explanatory note to the program states that the course is designed for 102 teaching hours from the second grade of a four-year primary school (34,34,34 hours respectively) and contains about 500 creative tasks, however, based on the results of the initial diagnosis of the development of creative abilities of our experimental class, We completed our thematic planning as part of extracurricular activities with 2nd and 3rd grade students.

Thematic planning of the course “Creativity Lessons”.

Class 2 sections	Number of hours	Class 3 sections	Number of hours	4th grade sections	Number of hours
Object and its characteristics				Bi- and polysystems
Human resources		Laws of system development		Contradiction
Fantasy techniques				Techniques for resolving contradictions
Methods for activating thinking		Modeling		Qualities of a creative personality

To organize the course content, an approach was used that allows parallel inclusion of creative tasks, knowledge-oriented creation, transformation and use of objects, situations, phenomena of various levels of complexity, which ensures progress in the development of students in an individual mode, maintaining the integrity of the learning system.

So, for example, in the section “Object and its characteristics” when studying the topic

“Form”, tasks focused on knowledge “Creation and transformation of objects” were used (make up a riddle; come up with a new shape; divide into groups; connect objects of the natural and technical world that are similar in shape; find objects similar to a circle, square, triangle). And on topic

“Material” - tasks on cognition, creation and use of objects in a new quality (“What is what?”, “Make up a riddle”, “Find a new use for an old rubber toy”, “invent new material and explain how to use it”).

According to the principles of the personal-activity approach, all completed creative tasks ended in practical activities that were meaningful and accessible to younger schoolchildren - visual activity, schematization, construction, composing fairy tales (stories), composing riddles, descriptions, comparisons, metaphors, proverbs, fantastic plots. The development of students’ creative abilities is considered from the perspective of personal acquisitions, the continuous “increase” of each student’s experience of creative activity.

We presented the activities for the implementation of the system of creative tasks in four directions, focused on;

1) knowledge of objects, situations, phenomena;

2) creation of new objects, situations, phenomena;

3) transformation of objects, situations, phenomena;

4) use of objects, situations, phenomena in a new quality.

Let us dwell on the main points of implementation of the highlighted areas at various levels of complexity.

“Creativity Lessons” were implemented in the following areas.

“Knowledge.”

The implementation of the first direction of work involves students completing creative tasks focused on understanding objects, situations, and phenomena in order to accumulate experience in creative activity. They are represented by the following thematic series: “Yes-No”, “Signs”, “Natural World”, “Technical World”, “Human Organism”, “Theatrical”, “Fantastic Stories”, “What is Good?” These tasks involve the use of dichotomy methods, control questions, and individual fantasy techniques.

“Creating something new”

When implementing the second direction, students complete creative tasks focused on creating something new:

“My business card”;
“Make a riddle”;
“Come up with your own color (shape, material, feature)”;
“Picture your memory”;
“Come up with a fairy tale (story) about……..”;
“ Come up with a new one balloon(shoes, clothes)”;
“Invent a telephone for the deaf”, etc.

To complete these tasks, we used individual fantasy techniques (fragmentation, unification, time shift, increase, decrease, vice versa) and methods of activating thinking - synectics, the method of focal objects, morphological analysis, control questions. Mastering the methods took place mainly in group activities followed by collective discussion.

“Transforming Objects”

To create an experience of creative activity, students were asked to complete the following tasks to transform objects, situations, and phenomena:

“Rover on Mars”;
“Fruit stacking problem”;
“The problem of drying gunpowder”;
“The task of separating a microbe”;
“Create a label for a bottle of poison”, etc.;

As a result of this implementation, students have expanded their ability to transform objects, situations, and phenomena by changing intrasystem connections, replacing system properties, and identifying additional system resources.

“Use in a new quality”

A feature of the organization of work on creative tasks is the use of a resource approach in combination with previously used methods. Students complete the following creative tasks:

“Find application for the discovery of the ancients in our days”;
“Baboons and tangerines”;
“Advertising Stunt Problem”;
“The problem of the first people on the Moon”;
Series of tasks “Problems of the Third Millennium”;
“Winnie the Pooh decides out loud”;
“Narnia”, etc.

As a result of their implementation under the guidance of a teacher, students were able to master the ability to quickly find an original application for the properties manifested in an object.

Repeated diagnostics using previously identified indicators led us to the following conclusions:

The systematic conduct of extracurricular activities and the use of algorithmic methods made it possible to expand the capabilities of children in transforming objects, achieving the transformation of ideas and various operations.

Conclusion

During the research process, we analyzed in detail the essential

characteristics of abilities, their theoretical aspects, pedagogical guidance of the process of development of creative abilities in a school setting. Creativity as a formative concept seems to us to be especially important and relevant today.

We considered the problem of pedagogical guidance in the development of creative abilities from different angles: we used the program of the author G.V. Terekhova “Creativity Lessons”, which can be used as a course in elective classes.

This problem is reflected in the educational and leisure activities of the school.

We made an attempt to build a certain system

performing creative tasks at each lesson in the process of teaching primary schoolchildren. By a system of creative tasks we mean an ordered set of interrelated tasks focused on cognition, creation, transformation in a new quality objects, situations and phenomena of educational reality.

One of the pedagogical conditions for the effectiveness of the system of creative tasks is the personal-activity interaction between students and the teacher in the process of completing them. Its essence is the inseparability of direct and reverse influence, the organic combination of changes in subjects influencing each other, the awareness of interaction as co-creation.

During the experimental work, we came to the conclusion that one of the pedagogical conditions for the effectiveness of the system of creative tasks is the personal-activity interaction between students and teacher in the process of their implementation. Its essence is the inseparability of direct and reverse influence, the organic combination of changes, subjects influencing each other, the awareness of interaction as co-creation.

Personal-activity interaction between teacher and students in the process of organizing creative activity is understood as a combination of organizational forms of teaching, a binary approach to the choice of methods and a creative style of activity

With this approach, the organizational function of the teacher is enhanced and involves the selection of optimal methods, forms, techniques, and the student’s function is to acquire skills in organizing independent creative activity, choosing the method of performing a creative task, and the nature of interpersonal relationships in the creative process.

All these measures will allow children to actively participate as subjects in all types of creative activities.

The accumulation of experience of independent creative activity by each student involves the active use of collective, individual and group forms of work at various stages of performing creative tasks.

The individual form allows you to activate the student’s personal experience and develops the ability to independently identify a specific problem to solve.

The group form develops the ability to coordinate one’s point of view with the opinions of comrades, the ability to listen and analyze the search directions proposed by group members.

The collective form expands the ability of students to analyze the current situation in broader interaction with peers, parents, teachers, and provides the child with the opportunity to find out different points of view on solving a creative problem.

Thus, the effectiveness of the work carried out is largely determined by the nature of the relationship between students. and between students and teachers.

In this regard, some conclusions and recommendations can be made:

The results of our observations, surveys of students and their parents indicate that a child’s creative abilities develop in all activities that are significant to him when the following conditions are met:

the presence of a developed interest in children in performing creative tasks;
implementation of creative tasks as the most important component of not only classroom, but also extracurricular activities of the student;
uniting educational and extracurricular forms of work with a common thematic and problematic core, in which children learn to reflect on the problems of creativity and translate these reflections into practical activities;

Creative work should unfold in the interaction of children with each other and adults, lived by them depending on specific conditions in interesting play and event situations;

Encourage parents of students to create home conditions for the development of the child’s creative abilities, and include parents in the creative affairs of the school.

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Explanatory note
.

Primary school age is a particularly important period psychological development child, intensive development of all mental functions, formation complex types activities, laying the foundations of creative abilities, forming the structure of motives and needs, moral standards, self-esteem, elements of volitional regulation of behavior.

“Creativity and personality”, “creative personality and society”, “creative abilities” - this is an incomplete list of issues that are the focus of attention of psychologists, teachers, and parents.

Creativity is a complex mental process associated with the character, interests, and abilities of the individual.

Imagination is his focus.

A new product obtained by a person in creativity can be objectively new (socially significant discovery) and subjectively new (discovery for oneself). The development of the creative process, in turn, enriches the imagination, expands the child’s knowledge, experience and interests.

Creative activity develops children’s feelings, promotes more optimal and intensive development of higher mental functions,

such as memory, thinking. perception, attention...

The latter, in turn, determine the success of the child’s studies.

Creative activity develops a child’s personality and helps him acquire moral and ethical standards. By creating a work of creativity, a child reflects in it his understanding of life values, his personal qualities. Primary school children love to engage in art. They sing and dance with enthusiasm. they sculpt and draw, compose fairy tales, and engage in folk crafts. Creativity makes a child's life richer, fuller, more joyful. Children are able to engage in creativity regardless of personal complexes. An adult, often critically assessing his creative abilities, is embarrassed to show them.

Each child has his own. only its inherent features that can be recognized early enough.

Purpose of the program:

development of systematic, dialectical thinking;
development of productive, spatial, controlled imagination;
training in the targeted use of heuristic and algorithmic methods to complete creative tasks.

Program objectives:

1. create conditions for the development of students’ creative abilities.

2. contribute to the education of aesthetic sense and sensitivity

child to peace and appreciation of beauty.

Basic working methods:

individual, group, collective.

The classes are structured in such a way that there is a frequent change of activities, while the principle from complex to simpler is observed during each task, and dynamic pauses are carried out. Many primary schoolchildren need to develop sensory and motor skills, so the classes include exercises to develop graphic skills and fine motor skills.

Reflection at the end of the lesson includes a discussion with the children about what new they learned during the lesson and what they liked most.

This program is designed for 68 teaching hours from the second grade of a four-year primary school (34.34 hours, respectively) and contains about 500 creative tasks.

We presented the activities for the implementation of the system of creative tasks in four directions, focused on:

cognition of objects, situations, phenomena;
creation of new objects, situations, phenomena;
transformation of objects, situations, phenomena;
use of objects, situations, phenomena in a new quality.

Structure and content of the program:

The entire course of study is a system of interrelated topics that reveal the diverse connections of objective practical activities in nature with the world of creativity and art.

In order to develop creative abilities, children are included in various shapes and types of activities.

The name of the program “Creativity Lessons” is not accidental.

The idea of the program is an individual, group, collective approach, after each lesson there is reflection, each student analyzes his attitude to the lessons, whether he succeeded in creative work.

In this regard, the purpose of this work is to draw up a program for the development of creative abilities of children of primary school age.

The development program for junior schoolchildren makes it possible to have a positive impact on the formation of the personality of a growing person through a system of classes, to trace the dynamics of changes in personality development, and to obtain grounds for predicting the further course of the child’s mental development.

Techniques and methods of working with children correspond to the age and individual psychological characteristics of younger schoolchildren.

Thematic planning for grade 2

	Topic name	Number of hours
	Acquaintance
	Object and its characteristics
	Natural and technical world
	Object and its characteristics



	Material
	Purpose


	Human resources

	Sense organs
	Thinking
	Attention
	Imagination



	Independent creative work
	Fantasy techniques
	On the contrary, fragmentation-merger
	Revitalization, mobile - motionless
	Time shift, increase-decrease.
	Problem solving
	Methods for activating thinking
	Method of enumeration of options, morphological analysis
	Focal object method



	Independent creative work

Thematic planning for grade 3

date	Topic name	Number of hours
September	Repetition	1
	System	8
	Function of systems	1
	System resources	1
	Perfect end result	1
October	Problem solving	2
	System - man	1
		1
November		1
	Laws of systems development	10
	Law of Systems Development	1
	Law of completeness of parts	1
		1
December	Law S-shaped development systems	1
January	Law of agreement - mismatch	1
		1
		1
	Problem solving	2
	Independent creative work	1
	Modeling	10
	Order in the “brain attic”
	Algorithm	1
	Formulation of the problem	1
February	Models	1
March	Problem Models	1
April	Modeling by little people	3
	Problem solving	1
April	Independent creative work	1
	Analogs	6
	Analogs	1
	Nature and technology	2
	Analogues in creative tasks	2
May	Independent creative work	1
Results:		34

Topics for parent meetings in 2nd grade

Topics for parent meetings in 3rd grade.

The use of creative tasks in the educational activities of junior schoolchildren

Thematic series		Types of tasks	Possibilities of educational subjects
“Theatrical”	Creation of theatrical effects, development of scenery costumes, production findings	Cognition, creation, transformation, use in a new quality.	Artistic work, literary reading.
“Natural World”	Finding correspondences between natural and technical objects, studying the possibilities of natural analogues for the development of technology	Creation, transformation	The world
"Narnia"	Relationship Analysis characters from the works of Clive Staples Lewis	Cognition, creation	extracurricular reading
“Winnie the Pooh decides out loud”	Solving problems in fairy-tale situations from the works of J. Rodari, L. Carroll, A.A.Milna, J.Tolkina, A.Lindgren, N.A.Nekrasova, Russians folk tales, myths ancient Greece; writing fairy tales and stories	Creation, transformation, use in a new quality	Literacy training Literary reading
“Natural World”	The study of animals, the formation of a humane attitude of man towards nature, the cultivation of cultivated plants, the study of the senses. memory. thinking, attention, natural and social characteristics of a person; studying the problems of people with disabilities	Cognition, creation, transformation, use in a new quality	Literacy training, The world Literary reading Russian language
“Puzzles”	Solving and composing attention problems, encryption puzzles, match problems, charades, crosswords	Creation, transformation	Mathematics The world Literacy training Literary reading Russian language
“Signs”	Studying the characteristics of objects (colors, shapes, sizes, materials, location in space, natural phenomena; composing riddles, metaphors, comparisons	Cognition, creation, transformation, use in a new capacity	Mathematics The world Literacy training Literary reading Russian language
"Space"	Studying the problems associated with human space flights: troubleshooting, providing water, operating equipment in conditions of other planets;	performance in a state of weightlessness	Literacy training Creation, transformation, use in a new quality The world
Artistic work	“Land of Undone Things”	Consideration of problems identified by students from various fields of knowledge	The world

Transformation, use in a new quality

DEVELOPMENT OF CREATIVITY

JUNIOR SCHOOL CHILDRENAn important period in the development and formation of personality is the initial period of education. It is this age that is most amenable to education and development of a child’s creative abilities.Children of primary school age are the most open, receptive and curious. To develop children's creative abilities, it is necessary to create a situation of interest. Developmental education is aimed at ensuring that children not only remember facts, assimilate rules and definitions, but also learn rational methods of applying knowledge in practice, transferring their knowledge and skills to both similar and changed conditions.

Creative abilities are manifested in solving creative problems, but the optimal condition for ensuring the intensive development of schoolchildren’s creative abilities is their systematic, purposeful presentation in a system that meets the following requirements:

Cognitive tasks should be built primarily on an interdisciplinary, integrative basis and contribute to the development of the mental properties of the individual;

Tasks should be selected taking into account a rational sequence: from reproductive ones, aimed at updating existing knowledge, to partially search ones;

The system of cognitive tasks should lead to the formation of the following the most important characteristics creative abilities: fluency of thinking, flexibility of mind, originality, curiosity, ability to put forward and develop hypotheses.

A creative approach to children will help solve a number of problems, namely: develop independent thinking, imagination, speech, help establish trusting relationships between the child and adults, allow children to freely communicate with each other, be critical and self-critical, and freely express their opinions.

Abilities can be educational and creative. They are different from each other. The former determine the success of training and education, a person’s assimilation of knowledge, skills and abilities, and the formation of personality traits. The second is the creation of objects of material and spiritual culture, the production of new ideas, discoveries and inventions, individual creativity in various fields of human activity. A high level of development of abilities is called talent.

Primary school age remains favorable for the development of creative abilities. Children, unlike adults, are able to express themselves in various types of activities - educational, artistic. They enjoy performing on stage, participating in concerts, competitions, exhibitions and quizzes, and subject Olympiads. Teachers and adults should remember that the developed creative imagination typical of children of primary school age gradually decreases as a person grows older. Along with a decrease in the ability to fantasize, the personality becomes “impoverished” and interest in art and science fades.

The range of creative problems solved at the initial stage of education is unusually wide in complexity - from solving a puzzle to inventing a new machine or scientific discovery. Their essence is the same: when solving such problems, an experience of creativity occurs, a new path is found, or something new is created. This is where special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns - all that together constitutes creative abilities.

Creative abilities develop in creative activity, when performing various creative tasks. There is a great “formula” that lifts the veil on the secret of the birth of a creative mind: “First discover the truth known to many, then discover the truths known to some, and finally discover the truths unknown to anyone.” This rule can also be used for the educational process. According to them, the creative abilities of a primary school student can be developed in three stages.

At the first stage, children should gain basic knowledge in a particular area, become familiar with concepts and their properties. For the first stage of development of creative abilities, we offer the following tasks: Classification of objects, Establishment of situations, phenomena on various grounds. See relationships and identify new connections between cause and effect relationships. Identify and highlight opposing features of an object using systems. Consider various systems in development, formulate contradictions. Separate the contradictory properties of predictive sentence objects. Represent spatial objects in space and time.

At the second stage, children are offered tasks based on the previous stage. When children have an idea of certain concepts, they can be asked to make drawings for poems; excursions; such tasks as: colorful design of essays on the Russian language, etc.; making crosswords; participation in didactic and role-playing games in lessons and after school hours; in competitions, olympiads, etc.

At the third stage, children are offered tasks in which they themselves are the creators of a “new product.” Here children can be offered the following tasks: draw a car of the future, come up with a new type of chocolate, write a riddle, a fairy tale, etc.

To develop the creative abilities of children of primary school age, only the first two stages can be used, but for best result In order to develop creative abilities, the work of a teacher should be built taking into account all of the above three stages. Most importantly, when choosing creative tasks, the following requirements should be taken into account:

Daily and systematic inclusion of creative tasks and exercises in the educational process; - try to use the child’s creative potential in accordance with his level of development (ability to complete a creative task); - creative tasks should gradually become more complex; - when assessing students’ creative work, note positive sides(the shortcomings of the work done by the child should be discussed correctly, since a harsh remark may discourage the student from performing creative tasks in the future); - involve the family in performing creative tasks. Conduct outreach work among parents.

Every teacher who strives to develop a student’s creative abilities can use the following types of lessons in his practice:

creative workshops;

integrated lessons;

extracurricular activities (cool watch, organization of class and family holidays).

Integrated lessons play a very important role in the development of creative abilities. Integration is a means that ensures holistic knowledge of the world and a person’s ability to think systematically when solving practical problems. During an integrated lesson, children try more fully to reveal their creative potential and feel more relaxed. When using integrated lessons, the following positive aspects of integration can be highlighted:

1. Thanks to integration, a more active and comprehensive picture of the world is formed in the minds of students.

2. The children begin to actively apply their knowledge in practice, because knowledge more easily reveals its applied nature.

3. The teacher sees and reveals his subject in a new way, more clearly realizing its relationship with other sciences.

4. Integrated lessons allow the teacher to reduce the time required to study individual topics, eliminate duplication of material in different subjects, and pay more attention (in various forms) to the goals that the teacher highlights at the given moment of teaching (thinking, creative potential, etc.).

5. Integrated lessons relieve fatigue.

6. An integrated lesson provides a completely new psychological climate in the learning process and creates new conditions for the activities of the teacher and students.

A special role in the development of creative abilities is played by the preparation and holding of class holidays. IN modern world There are many different proposals for holidays, but the most memorable are those events where children themselves are actors. During preparation for the holidays, students become liberated, make their own costumes and make decorations for skits, and create competitions for their classmates and parents. The main task in this work is to involve more students in the work so that no one is left behind. Very often, creative tasks require the child to use special abilities, for example, the student is asked to make a drawing for one of the literary works. Not every child can do a job very well, but everyone wants their work to be the best. In such situations, parents can come to the aid of a younger student. Therefore, the importance of the attitude of the older generation to the problems of developing creative abilities is great. Some parents can promote the development of creative abilities, while other parents, with their indifferent attitude, can discourage the child from performing creative tasks and creative abilities will gradually fade away. In this case, the teacher needs to conduct explanatory work. In this regard, I offer you recommendations that can be discussed at a parent meeting:

Answer your child's questions honestly and patiently.

Take your child's questions and statements seriously.

Provide a room, a corner exclusively for him.

Make a stand where the child can show his work.

Don't scold for clutter if it's related to creativity.

Show your child that he is certainly accepted for who he is, and not for his successes or achievements.

Entrust feasible tasks and concerns.

Take it on trips to interesting places.

Help your child communicate with children from different cultural backgrounds.

Do not compare your child with others, while pointing out his negative qualities.

Don't humiliate him or let him feel like he's inferior to you.

Teach yourself to think for yourself.

Provide games, books...for favorite activities.

Encourage your child’s imagination, fantasies, and dreams.

Get into the habit of reading.

Pay attention to your child's needs.

Find time every day to be alone with your child.

Include your child in discussions of family matters.

Learn to communicate with people of any age.

Design experiments with children.

Don't stop playing with trash.

Don't limit the topics you discuss with your children.

Give children the opportunity to make their own decisions.

Summarizingof his article, the following conclusions suggest themselves:

Every teacher needs to develop creative abilities in students, since it is easier for a creative person to adapt to society and resist negative circumstances, find positive ways out of difficult situations, he is capable of self-realization of his capabilities and self-development.

You can develop the creative abilities of younger schoolchildren both in class and outside of class time. By offering them a variety of creative tasks, important personal qualities such as responsibility, independence are formed, and interest in school subjects appears. By taking part in competitions, children begin to understand the importance of the educational process. The development of creative abilities in primary school age is influenced by the creative approach of the teacher to teaching activities and the attitude of the family. Thus, by working to develop the creative potential of younger schoolchildren, we ultimately obtain a comprehensively harmoniously developed personality, capable of quickly adapting to the rapidly changing conditions of the modern world.

List of used literature:

Azarova L.N. How to develop the creative individuality of younger schoolchildren // Elementary school, 1998, No. 4 p. 80-81.

Afonina R. N.//Magazine “Primary School”, No. 6, 2007. (p.56-60).

Galperin P.Ya. Stage-by-stage formation as a method of psychological research // Current problems of developmental psychology - M., 1987.

Ilyichev L.F. , Fedoseev N.N. Philosophical Encyclopedic Dictionary, M. 1983. . P.649. 5. Merlin Z.S. Psychology of individuality - M. - 1996. P.36.

Mironov N.P. Ability and giftedness in primary school age. // Primary school. - 2004 - No. 6. P33-42.

Nemov R.S. Psychology-M.-2000, p.679.

Tyunikov Yu. Scenario approach in pedagogical influence // Pedagogical technology, 2004, No. 2, p. 87-88.

Khutorsky A.V. Development of creative abilities. - M. Vlados, -2000 – p.22.

Department of Labor and Social Protection of the Population of Moscow

State budget educational institution Moscow cities

"Boarding school No. 1 for the education and rehabilitation of the blind"

Department of Labor and Social Protection of the Population of Moscow

Report on the topic:

« Development of creative abilities

in elementary school lessons"

Compiled by:

Primary school teacher: Pereskokova A.V.

Moscow 2017

Introduction

Conclusion

Applications

Introduction

Primary school age is a particularly important period of the child’s psychological development, intensive development of all mental functions, formation of complex types of activities, laying the foundations of creative abilities, formation of the structure of motives and needs, moral norms, self-esteem, elements of volitional regulation of behavior. Creativity is a complex mental process associated with the character, interests, and abilities of the individual. Imagination is his focus. A new product obtained by a person in creativity can be objectively new (socially significant discovery) and subjectively new (discovery for oneself). The development of the creative process, in turn, enriches the imagination, expands the child’s knowledge, experience and interests. Creative activity develops children's feelings, promotes more optimal and intensive development of higher mental functions, such as memory and thinking. perception, attention. The latter, in turn, determine the success of the child’s studies. Creative activity develops a child’s personality and helps him acquire moral and ethical standards. By creating a work of creativity, a child reflects in it his understanding of life values, his personal qualities. Primary school children love to engage in art. They enthusiastically sing and dance, sculpt and draw, compose fairy tales, and engage in folk crafts. Creativity makes a child's life richer, fuller, more joyful. Children are able to engage in creativity regardless of personal complexes. An adult, often critically assessing his creative abilities, is embarrassed to show them. Each child has his own, unique traits that can be recognized quite early.

The main provisions of the theory of creativity are set out in the works of M.M. Bakhtin, modified by V.S. Bibler and S.Yu. Kurganov. Numerous domestic and foreign studies have made a great contribution to the study of creativity (L.S. Vygotsky, S.L. Rubinshtein, K.A. Abulkhanova-Slavskaya, A.V. Brushlinsky, A.N. Leontiev, D.N. Uznadze and others; Lindsay G., Hall K.C., Thompson R.F.). In PJ research. Galperina, V.V. Davydova, L.V. Zankova, Ya.A. Ponomareva, D.B. Elkonin and others have shown that various characteristics of the thinking of younger schoolchildren directly depend on the organization of the educational process and the content of training. Of interest are studies of creativity by foreign scientists (R. Torrance, K. Taylor, E. Rowe, K. Cox, R. May, etc.), who consider it as the highest form of thinking. The essence of creativity as an integral phenomenon is widely represented in numerous studies by a number of domestic scientists (D.B. Bogoyavlenskaya, E.A. Golubeva, I.V. Druzhinin, N.S. Leites, A.M. Matyushkin. E.L. Yakovleva and etc.). Cognitive interest, activity, independence and creativity of students are considered in the works (D.B. Bogoyavlenskaya, B.S. Danyushenkov, P.I. Pidkasisty, Ya.A. Ponomarev, T.I. Shamova, E.A. Yakovleva).

The study of the development of creative abilities requires identifying the conditions in which this process takes place, that is, the developmental environment. Certain aspects of this problem have been studied within the framework of studies devoted to “pedagogy of the environment” (S.T. Shatsky), “social environment of the child” (P.P. Blonsky), “educational environment” (Ya.A. Komensky, J.J. Rousseau , I.G. Pestalozzi, D. Locke), " environment"(P.P. Blonsky, Z.N. Ginzburg, A.S. Makarenko, S.M. Rives, V.N. Soroka-Rossinsky, S.T. Shatsky and others).

However, the opportunities for creative development of students inherent in the content of modern programs are not fully used by primary school teachers.

The goal is to theoretically substantiate and determine the pedagogical conditions for the development of creative abilities in the process of labor training.

Tasks:

1. Carry out a theoretical analysis of the problem of developing creative abilities in students.

2. Highlight the features of the development of creative abilities in younger schoolchildren.

To select the content and methods for developing the creative abilities of younger schoolchildren in labor training lessons

To develop a system of creative tasks as a means of developing creative abilities in younger schoolchildren during labor training lessons.

The object of the study is the development of creative abilities in primary schoolchildren.

Subject - pedagogical conditions for the development of creative abilities in younger schoolchildren in the process of labor training.

Research methods:

·observation,

·conversation,

free conversations

· games to develop creativity

Chapter 1. Theoretical foundations for the development of creative abilities in primary schoolchildren

.1 The essence of the concept of “creativity”

Analysis of the problem of developing creative abilities is determined by the content that is included in this concept. Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, write poetry, and write music. However, revealing the essencecreative abilities, their structure and characteristic features, determines the consideration of the concepts of “creativity” and “abilities”.

Today, in the philosophical, psychological, and pedagogical literature, there are different approaches to the definition of creativity. The main difficulty is associated primarily with the lack of directly operational, psychological content of this concept; This can explain the use so far of defining creativity only by its product - the creation of something new. Philosophers define creativity as a necessary condition for the development of matter, the formation of its new forms, along with the emergence of which the forms of creativity themselves change. The Philosophical Encyclopedia defines creativity in this way: “Creativity is an activity that generates something new, something that has never existed before.”

Psychological Dictionary interprets creativity as “an activity, the result of which is the creation of new material and spiritual values... It presupposes that an individual has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness.”

Pedagogy defines that creativity is “the highest form of human activity and independent activity. Creativity is assessed by its social significance and originality (novelty).”

In fact, creativity, according to G.S. Batishchev is “the ability to create any fundamentally new opportunity.”

Creativity can be considered in various aspects: the product of creativity is what is created; creative process - how it is created; the process of preparing for creativity - how to develop creativity.

Creative products are not only material products, but also new thoughts, ideas, and solutions. Creativity is the creation of new things on different plans and scales. Creativity characterizes not only socially significant discoveries, but also those that a person makes for himself. Elements of creativity are also manifested in children in play, work, and educational activities, where activity, independence of thought, initiative, originality of judgment, and creative imagination take place.

From the point of view of psychology and pedagogy, the process of creative work itself, the study of the process of preparation for creativity, the identification of forms, methods and means of developing creativity, are especially valuable. Creativity is purposeful, persistent, hard work. It requires mental activity intellectual abilities, strong-willed, emotional traits and high performance.

According to foreign authors, creativity is:"… a fusion of perceptions carried out in a new way" (McCullar)," ability to find new connections" (Kyubi),"… appearance of new works" (Murray)," activity of the mind leading to new insights" (Gerard)," transformation of experience into a new organization" (Taylor)

American scientist P. Hill defines creativity as “a successful flight of thought beyond the limits of the unknown.” Of all the foreign concepts and theories, the closest in its positions to the views of the majority of domestic psychologists who study creativity is humanistic psychology. Its representatives (A. Maslow, K. Rogers) believe that creativity is the ability to deeply understand one’s own experience, it is self-actualization, self-expression, strengthening oneself through the realization of one’s inner potential.

Not possible within this study consider the views on the definition of the concept of creativity of even our most famous psychologists - they are all so different from each other, the subject of study is so complex and multifaceted. Let us note the most fundamental positions.

ON THE. Berdyaev in his work “The Meaning of Creativity” defines creativity as personal freedom, and the meaning of creativity as the emotional experience of the presence of a contradiction and the search for ways to resolve it. IN AND. Strakhov characterizes creativity through the unity of labor and talent, highlighting, respectively, two aspects: activity-based and related to a person’s creative abilities. Soviet psychologist A. Mateiko believes that the essence of the creative process lies in the reorganization of existing experience and the formation of new combinations based on it. According to E.V. Ilyenkov, creativity is a dialogue, even because, without having a decided result, it is a subjective search. And further, many researchers associated creativity with dialogue, with the presence of a situation of uncertainty, problematic issues, and with the resolution of real contradictions. In the interpretation of Ya.A. Ponomarev’s creativity is considered as “interaction leading to development.” Creativity manifests itself, develops and improves in activity under the influence of motivational and need-based attitudes, which constitute the basic properties of a person, the basis of his life position (G.S. Altshuller, Sh.A. Amonashvili, L.S. Vygotsky).

L.S. Vygotsky said that the highest expression of creativity is still available only to a select few geniuses of humanity, but in the everyday life around us, creativity is a necessary condition of existence. Everything that goes beyond the limits of routine and that contains at least a share of the new owes its origin to the creative process of man.

The phenomenology of creativity can be divided into three main types, which correspond to types of creativity:

Stimulus-productive - activity can be productive in nature, but this activity is each time determined by the action of some external stimulus.

Heuristic - the activity takes on a creative character. Having a fairly reliable method of solution, a person continues to analyze the composition and structure of his activity, compares individual tasks with each other, which leads him to the discovery of new original, outwardly more ingenious methods of solution. Each pattern found is experienced as a discovery, a creative find, a new, “own” way that will allow solving the assigned problems;

Creative - an independently found empirical pattern is not used as a decision method, but acts as new problem. The patterns found are subject to proof by analyzing their original genetic basis. Here the individual’s action acquires a generative character and increasingly loses the form of a response: its result is broader than the original goal. Thus, creativity in the narrow sense of the word begins where it ceases to be only an answer, only a solution to a pre-set problem. At the same time, it remains both a solution and an answer, but at the same time there is something “beyond that” in it, and this determines its creative status.

Currently, scientists distinguish two levels of abilities:

reproductive (quick assimilation of knowledge and mastery of certain activities according to the model),

creative (the ability to create something new and original with the help of independent activity).

The same person may have different abilities, but one of them may be more significant than the others. On the other hand, different people have the same abilities, but they differ in their level of development.

Creative abilities are not directly related to the level of general and special abilities, which are a real means of successfully carrying out activities, but do not uniquely determine the creative potential of an individual. Their contribution is realized only by being refracted through the motivational structure of the individual, its value orientations, i.e. there are no creative abilities that exist in parallel with general and special ones (the division of intelligence quotient and creativity by Guilford).

The concept of creativity (from the Latin Creatio - creation, creation) is often used as a synonym for creative abilities.

P. Torrance describes creativity in terms of thinking as “the process of sensing difficulties, problems, gaps in information, missing elements, a bias in something; making guesses and formulating hypotheses regarding these shortcomings, evaluating and testing these guesses and hypotheses, and the possibility of revising them and verification and, finally, generalization of the results."

K. Taylor, like J. Guilford, considers creativity not as a single factor, but as a set of different abilities, each of which can be represented to varying degrees.

In J. Renzulle, creativity is also understood as behavioral characteristics of an individual, expressed in original ways of obtaining a product, achieving a solution to a problem, new approaches to a problem from different points of view.

S. Mednik considers creativity as a process of redesigning elements in new combinations that meet the requirements of utility and some special requirements. In his opinion, the more distant the elements of a problem are taken from, the more creative the process of solving it is.

F. Barron understands creativity as the ability to bring something new to experience, and M. Wallach - the ability to generate original ideas in the context of solving or posing new problems.

Based on the above, we can distinguish at least three main approaches to the essence of creative abilities:

. There are no creative abilities as such. Intellectual talent is a necessary but insufficient condition for the creative activity of an individual. Main role Motivations, values, and personality traits play a role in activating creative behavior (A. Tannenbaum, A. Oloh, A. Maslow, etc.). These researchers include cognitive talent, sensitivity to problems, and independence in uncertain and difficult situations as the main traits of a creative personality.

The procedural-activity approach of D.B. stands somewhat apart. Epiphany. She views creativity as an activity of the individual, which consists in the possibility of going beyond the given limits. It presupposes a coincidence of motive and goal, that is, passion for the subject itself, absorption in the activity. In this case, the activity is not suspended even when the initial task is completed, the initial goal is realized. We can say that there was a development of activity on the initiative of the individual himself, and this is creativity.

. Creative ability is an independent factor, independent of intelligence (J. Guilford, K. Taylor, G. Gruber, Y.A. Ponomarev). In a “softer” version, this theory states that there is little connection between the level of intelligence and the level of creativity.

. A high level of intelligence development implies a high level of creative abilities and vice versa. The process of solving creative problems is the interaction of other processes (memory, thinking, etc.). This solution to the problem corresponds to one of the approaches highlighted by V.N. Druzhinin: there is no creative process as a specific form of mental activity; creative abilities are equated to general abilities. This point of view is shared by almost all experts in the field of intelligence (F. Galton, D. Wexler, R. Weisberg, G. Eysenck, L. Theremin, R. Sternberg, etc.).

The concept of “creativity” can be defined based on the provisions of such researchers as V.N. Myasishchev, A.G. Kovalev, N.S. Leites, K.K. Shatonov, S.L. Rubinshtein, V.A. Krutetsky, A.N. Look, T.I. Artemyev, V.I. Andreev et al.

Creative skills - This is a set of individual personality characteristics that determine the possibility of successfully implementing a specific type of creative activity and determine the level of its effectiveness. They are not limited to the knowledge, skills and abilities that an individual has. Creative abilities are manifested in interest, desire and emotional attitude towards creativity, in the quality of knowledge, the level of development of logical and creative thinking, imagination, independence and persistence in creative search and ensure the creation of subjectively new things in a particular area.

Thus, in the most general form, the definition of creative abilities is as follows. Creative abilities are individual characteristics of a person’s qualities that determine the success of his performance of creative activities of various kinds.

Since the element of creativity can be present in any type of human activity, it is fair to talk not only about artistic creativity, but also about technical creativity, mathematical creativity, etc.

.2 Features of the development of creative abilities in students of primary school age

student creative creativity heuristic

From a psychological point of view, primary school age is a sensitive period for the development of creative abilities. Children of primary school age are extremely inquisitive, they have a great desire to learn. the world. Adults, by encouraging curiosity, imparting knowledge to children, and involving them in various activities, contribute to expanding children's experience. And the accumulation of experience and knowledge is a necessary prerequisite for future creative activity.

In ordinary life, abilities act primarily as characteristics of a particular person. When addressing a specific individual, especially in educational process, we see that abilities develop and have an individually unique expression.

According to content and degree of complexity, it is customary to distinguish:

Elementary (Basic) abilities are a set of individual personality properties as a generalization of mental processes that are characteristic of all people approximately equally;

Complex general abilities, such as the ability to work, learn, educate, communicate, speak and others. They are also characteristic of all people, only to varying degrees;

Complex private (special) abilities are already a set of individual personality properties that ensure a person’s achievement of success in any field of activity.

By type of activity there are:

· Reproductive (reproducing) providing a high ability to assimilate knowledge, master various types of activities. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and action.

·Creative - ensures the creation of new, original. The result of creative activity is not the reproduction of impressions or actions that were in a person’s previous experience, but the creation of new images or actions. This type of activity is based on creativity.

Creative abilities are the individual characteristics of a person’s qualities that determine the success of a person’s performance of various types of creative activities.

Creativity is a fusion of many qualities. The question of the components of human creative potential remains open; at the moment, there are several hypotheses regarding this problem.

Well-known domestic researcher of the problem of creativity A.N. Onion, based on the biographies of outstanding scientists, inventors, artists and musicians, identifies the following creative abilities:

·The ability to see a problem where others do not see it.

·The ability to collapse mental operations, replacing several concepts with one and using increasingly information-capacious symbols.

·The ability to apply skills acquired in solving one problem to solving another.

·The ability to perceive reality as a whole, without splitting it into parts.

·The ability to easily associate distant concepts.

·The ability of memory to produce the right information at the right moment.

· Flexibility of thinking.

·The ability to choose one of the alternatives to solve a problem before testing it.

·The ability to incorporate newly perceived information into existing knowledge systems.

·The ability to see things as they are, to isolate what is observed from what is introduced by interpretation.

·Easy to generate ideas.

·Creative imagination.

·The ability to refine details to improve the original concept.

Scientists and teachers involved in the development of programs and methods of creative education based on TRIZ (theory of solving inventive problems) and ARIZ (algorithm for solving inventive problems) believe that one of the components of human creative potential is the following abilities:

·Ability to take risks.

·Divergent thinking.

·Flexibility in thinking and action.

·Speed of thinking.

·Ability to express original ideas and invent new ones.

·Rich imagination.

·Perception of the ambiguity of things and phenomena.

·High aesthetic values.

·Developed intuition.

All of the above qualities characterize a creative person.

The opposite qualities are stereotypedness, stereotypedness, inertia, and superficiality of thinking. They are important in Everyday life, as they allow you to quickly solve standard problems. However, psychological inertia is very harmful in creativity and in the development of creative abilities. Having analyzed these and other points of view presented by many scientists and teachers on the issue of the components of creative abilities, we can conclude that, despite the differences in approaches to their definition, researchers unanimously identify creative imagination and creative thinking as essential components of creative abilities. Based on this, it is possible to determinemain directions in the development of children's creative abilities:

·Development of productive creativeimagination , which is characterized by such qualities as the richness of the produced images and focus.

·Development of qualitiesthinking that form creative thinking (creativity); such qualities are associativity, dialecticity and systematic thinking.

The thinking of younger schoolchildren is more free than the thinking of older children. It is not yet crushed by dogmas and stereotypes, it is more independent and this quality must be maintained and developed.

One of the essential components of creative thinking is originality; it expresses the degree of dissimilarity, non-standardity, and surprise of the proposed solution among other solutions.

Since one of the signs of creativity is the creation of new useful combinations, the imagination that creates these combinations is the basis of the creative process. It follows from this that imagination is a necessary element of creative activity, which, according to L.S. Vygotsky, provides the following activities for the child:

·building an image, the final result of his activities,

·creating a program of behavior in situations of uncertainty, creating images that replace activities,

·creation of images of the described objects.

Imagination is a necessary human ability, and at primary school age, the ability to imagine needs special care in terms of development, because at this age it develops especially intensively. Subsequently, there is a rapid decrease in the activity of this function. Along with a decrease in a person’s ability to fantasize, the personality becomes impoverished, the possibilities of creative thinking decrease, and interest in art and science fades.

Younger schoolchildren carry out most of their active activities with the help of imagination. Their games are still the fruit of wild imagination; thanks to them, children are enthusiastically engaged in creative activities. The psychological basis of educational activity is also creative imagination. When, in the process of studying, children are faced with the need to comprehend abstract material and they need analogies and support in the face of a general lack of life experience, the child’s imagination also comes to the aid. Also L.S. Vygotsky noted that the creative activity of the imagination is directly dependent on the richness and diversity of a person’s previous experience: the richer the experience, the more material his imagination has at his disposal.

The child’s stock of ideas must be replenished all the time. This is the task of both teachers and parents. As a result of the constant efforts of adults in this direction, the imagination of a younger schoolchild is improved: at first the images are vague and unclear, and then they become more accurate and definite. If at the beginning of education there must be, for example, a picture for an image to arise, then by the 3rd grade the student is able to rely on words in his imagination. The student is able to write an essay based on a teacher’s story or something he read in a book.

In elementary school, the child’s creative imagination also develops as the ability to independently create new images based on existing ideas. When a child masters educational activities in elementary school, the child’s imagination becomes a more controlled, voluntary process. In the elementary grades, the realism of children's imagination increases. This leads to an increase in the stock of knowledge and development critical thinking. The main directions in the development of the imagination of a junior schoolchild is the transition to an increasingly correct and complete reflection of reality on the basis of acquired knowledge.

Children of primary school age love to study artistic creativity. It allows the child to reveal his personality in the most complete and free form. All artistic activity is based on active imagination and creative thinking. These functions provide the child with a new, unusual view of the world. They contribute to the development of thinking, memory, enrich his individual life experience, which in turn contributes to the development of imagination and creative thinking. Junior school age is a period of significant changes in a child’s life, it is determined by the moment of entry into school, this is the period from approximately 6-7 to 9-10 years. During this period, both physical and psychophysiological development of the child occurs, providing the opportunity for systematic learning.

According to research by psychologists, today's first-graders are significantly different from first-graders of past years. For first graders:

· large differences between passport and physiological ages. Different levels of development of emotional and mental readiness to start studying.

·Children have extensive, but unsystematic information on almost any issue. It is often contradictory in nature, resulting in anxiety and uncertainty.

· Today's children have a freer sense of their “I”, more independent behavior than children of past years;

· distrust of the words and actions of adults. They do not take everything that adults say on faith;

· the health of modern children is weaker;

· modern children for the most part have stopped playing collective yard games. They were replaced by television and computer games.

Children come to classes without communication skills, being practically unsocialized, and poorly understanding how to behave in a group of peers, what norms of behavior exist. Collective games and activities help children “find themselves” in the company of their peers.

From all of the above, we can conclude that this period in a child’s life provides excellent opportunities for developing creativity. And the creative potential of an adult will largely depend on the extent to which these opportunities were used. The small number of people in society with high creative potential is explained by the fact that in childhood only very few were exposed to conditions conducive to the development of their creative abilities.

It is desirable to create such conditions in any socio-cultural organization or social institution, since it is these institutions that are called upon to solve the problems of education and creative development of its participants.

Analysis of the main psychological new formations and the nature of the leading activity of this age period, modern requirements for the organization of learning as a creative process, which the student and the teacher, in a certain sense, build themselves; Orientation at this age to the subject of activity and methods of its transformation presuppose the possibility of accumulating creative experience not only in the process of cognition, but also in such types of activities as the creation and transformation of specific objects, situations, phenomena, and the creative application of knowledge acquired in the learning process.

The psychological and pedagogical literature on this issue provides definitions of creative activities.

Cognition is “...the educational activity of a student, understood as a process of creative activity that shapes their knowledge.”

Transformation is a creative activity of students, which is a generalization of basic knowledge that serves as a developmental basis for obtaining new educational and special knowledge.

Creation is a creative activity that involves students designing educational products in the areas they are studying.

Creative application of knowledge is a student activity that involves the student introducing his own thoughts when applying knowledge in practice.

All this allows us to define the concept of “creative activity of junior schoolchildren”: a productive form of activity of primary school students, aimed at mastering the creative experience of cognition, creation, transformation, and use in a new capacity of objects of material and spiritual culture in the process of educational activities, organized in collaboration with the teacher.

Chapter 2. The potential of labor training lessons in the development of creative abilities of junior schoolchildren

.1 Contents and methods of developing the creative abilities of junior schoolchildren in labor training lessons

Any activity, including creative activity, can be represented in the form of performing certain tasks. I.E. Unt, defines creative tasks as “...tasks that require creative activity from students, in which the student must find a solution himself, apply knowledge in new conditions, create something subjectively (sometimes objectively) new”

The effectiveness of developing creative abilities largely depends on the material on which the task is based. Analysis teaching aids primary school showed that the creative tasks contained in them are mainly classified as “conditionally creative”, the product of which is essays, presentations, drawings, crafts, etc. Some of the tasks are aimed at developing students’ intuition; finding multiple answers,creative tasks that require resolving contradictions are not offered by any of the programs used in schools .

The proposed tasks involve the use in the creative activities of junior schoolchildren mainly of methods based on intuitive procedures (such as the method of enumerating options, morphological analysis, analogy, etc.). Modeling, a resource approach, and some fantasy techniques are actively used. However, the programs do not provide for the targeted development of students’ creative abilities using these methods.

Meanwhile, for the effective development of schoolchildren’s creative abilitiesthe use of heuristic methods should be combined with the use of algorithmic methods of creativity .

Based on an analysis of the literature (G.S. Altshuller, V.A. Bukhvalov, A.A. Gin, M.A. Danilov, A.M. Matyushkin, etc.), the following requirements for creative tasks can be identified:

openness (content of a problem situation or contradiction);

· compliance of the conditions with the chosen creative methods;

Possibility of different solutions;

·taking into account the current level of development;

·accounting age characteristics students.

Taking these requirements into account, we are buildingsystem of creative tasks , which is understood as an ordered set of interrelated creative tasks, designed on the basis of hierarchically structured methods of creativity, focused oncognition , Creation , transformation and use in a new quality objects, situations, phenomena and aimed at developing the creative abilities of younger schoolchildren in the educational process.

The creative task system includestarget, content, activity and result components .

System-forming factor -student identity: his abilities, needs, motives, goals and other individual psychological characteristics, subjective and creative experience.

Particular attention is paidcreative activity the student himself. The content of creative activity refers to its two forms - external and internal. The external content of education is characterized by the educational environment, the internal content is the property of the individual himself, created on the basis of the student’s personal experience as a result of his activities.

When selecting content for the system of creative tasks, 2 factors were taken into account:

1. the fact that the creative activity of younger schoolchildren is carried out mainly on problems already solved by society,

2. creative possibilities for the content of primary school subjects.

The content is presented by thematic groups of tasks aimed at cognition, creation, transformation, and use of objects, situations, and phenomena in a new quality (see Table 1).

Each of the identified groups is one of the components of students’ creative activity and has its ownpurpose, content , involves the use of certainmethods , performs certainfunctions . Thus, each group of tasks is a necessary condition for the student to accumulate subjective creative experience.

Group 1 - "Cognition"

The goal is to accumulate creative experience in understanding reality.

Acquired skills:

· study objects, situations, phenomena based on selected features - color, shape, size, material, purpose, time, location, part-whole;

·consider the contradictions that determine their development;

·model phenomena, taking into account their features, systemic connections, quantitative and quality characteristics, patterns of development.

Group 2 - "Creation"

The goal is for students to accumulate creative experience in creating objects, situations, and phenomena.

The ability to create original creative products is acquired, which involves:

· obtaining a qualitatively new idea of the subject of creative activity;

·focus on the ideal final result of system development;

· rediscovery of already existing objects and phenomena using elements of dialectical logic.

Group 3 - "Transformation"

The goal is to acquire creative experience in transforming objects, situations, and phenomena.

Acquired skills:

·simulate fantastic (real) changes in the appearance of systems (shape, color, material, arrangement of parts, etc.);

·model changes in the internal structure of systems;

·take into account when changing the properties of the system, resources, the dialectical nature of objects, situations, phenomena.

4th group - "Use in a new capacity"

The goal is for students to accumulate experience in a creative approach to using already existing objects, situations, and phenomena.

Acquired skills:

·consider the objects of the situation, phenomena from different points of view;

· find fantastic applications for real-life systems;

· carry out transfer of functions to various areas of application;

·obtain a positive effect by using the negative qualities of systems, universalization, and obtaining systemic effects.

The content of groups of creative tasks is presented in Table 1 by thematic series.

Table 1. Approximate thematic series of groups of creative tasks in labor training lessons

Series Contents of creative tasks Types of tasks "Theater" Creation of theatrical effects, development of costumes, scenery, puppets Cognition Creation Transformation Use in a new quality "Natural world" Study of animals, the formation of a humane attitude of man to nature, growing cultivated plants, making crafts from various materials, including naturalCognition Transformation"Paper Country"Creating stories, playing them out with crafts made from paperTransformationUse in a new quality"Fantastic stories"Solving the problems of heroes of science fiction works, composing fantasy stories and crafts for themCognition Creation Transformation

Creative tasks are differentiated according to such parameters as:

the complexity of the problem situations they contain,

· the complexity of mental operations necessary to solve them;

·forms of presenting contradictions (explicit, hidden).

In this regard, three levels of complexity of the content of the system of creative tasks are distinguished.

Tasks of III (initial) difficulty level presented to first and second grade students. The object at this level is a specific object, phenomenon or human resource. Creative tasks at this level contain a problematic question or problematic situation, involve the use of a method of enumerating options or heuristic methods of creativity and are intended to develop creative intuition and spatial productive imagination.

Tasks of level II difficulty are one step lower and are aimed at developing the foundations of systems thinking, productive imagination, and predominantly algorithmic methods of creativity. The object in tasks of this level is the concept of “system”, as well as system resources. They are presented in the form of a vague problem situation or contain contradictions in an explicit form. The purpose of tasks of this type is to develop the foundations of students’ systematic thinking.

Tasks I (highest, high, advanced) level of difficulty . These are open problems from various fields of knowledge containing hidden contradictions. Bisystems, polysystems, and resources of any systems are considered as objects. This type of assignment is offered to third and fourth year students. They are aimed at developing the foundations of dialectical thinking, controlled imagination, and the conscious use of algorithmic and heuristic methods of creativity.

The creative methods chosen by students when completing tasks characterize the corresponding levels of development of creative thinking and creative imagination. Thus, the transition to a new level of development of the creative abilities of younger schoolchildren occurs in the process of each student accumulating experience in creative activity. Level - involves completing tasks based on enumeration of options and accumulated creative experience in preschool age and heuristic methods. The following creative methods are used:

method of focal objects,

·morphological analysis,

· control question method,

·dichotomy,

synectics,

· individual typical techniques of fantasy.

Level II - involves performing creative tasks based on heuristic methods and TRIZ elements, such as:

The little people method

methods of overcoming psychological inertia,

system operator

resource approach

· laws of systems development.

Level I - involves performing creative tasks based on TRIZ thinking tools, such as:

·adapted algorithm for solving inventive problems,

techniques for resolving contradictions in space and time,

· standard techniques for resolving contradictions.

Determining the conditions for the effective organization of artistic and creative activities of children is one of the problems that constantly arouses the interest of researchers and therefore is quite often considered in the specialized literature.

The very concept of “condition” is defined as “a circumstance on which something depends.”

Most researchers (V.I. Zagvyazinsky, M.V. Koposova, A.V. Moskvina, A.P. Tryapitsina and others) note that creativity in learning is possible only under certain conditions, namely:

search needs; positive motivation, variability of ways of organizing the assimilation of program material in accordance with the individual abilities of students;

co-creation as the leading type of educational interactions and relationships;

priority of integrity of perception, attitude, assessment of another person and oneself;

awareness and leveling of cliches and stereotypes of thinking and self-expression.

The most significant pedagogical conditions for the development of children's creative activity, according to modern researchers, are:

Change in the nature of activity;

An atmosphere of goodwill in children's educational activities;

Formation of the team.

When organizing artistic and creative activities, it is necessary to remember the importance of choosing a strategy for interaction between the teacher and the students. In practice, as researchers note, when choosing an interaction strategy, two ways are usually used:

development from the outside, as interference in the inner world of the individual, imposing on him developed methods, norms of activity and behavior;

development from within, such as stimulating activity, independence, responsibility, showing respect for the individual, revealing the inherent possibilities, and developing creative abilities.

The main condition for the creative development of a person lies in herself, in her openness to constructive creativity, in psychological safety and her freedom.

In this case, it is necessary to take into account the conditions that negatively affect the course of creative activity, namely: situational and personal.

Situational conditions include: time limit, stress, a state of increased anxiety, the desire to quickly find a solution, weak or strong motivation, installation on a specific solution method, self-doubt caused by failures, fear, increased censorship, etc.

To personal conditions: conformism (agreement), self-doubt, emotional depression, dominance negative emotions, low self-esteem, increased anxiety, personal defense mechanisms, etc.

Therefore, it is important to develop qualities that are conducive to creative thinking: self-confidence, dominance of emotions of joy, risk-taking, sense of humor, lack of conformity, fear of seeming strange, unusual, love of fantasizing and making plans for the future, etc.

These traits, characteristic of a creative personality, develop only thanks to democratic style communication. In this case, the teacher takes into account the individual characteristics of the individual, his experience, the specific needs and capabilities, and he must also be objective in his assessments, versatile and proactive in contacts with children.

The most fruitful is communication based on joint passion for creative activity. The basis of this style is the high professionalism of the teacher. After all, passion for creative search is the result not only of communicative activity, but also, to a greater extent, of an attitude towards pedagogical activity in general.

The most important condition for organizing artistic and creative activities of schoolchildren, according to many teachers, is the creation of a creative atmosphere, which is created not only by nurturing curiosity, a taste for non-standard solutions, the ability to think non-trivially, but also the need to cultivate a readiness to perceive the new and unusual, the desire to use and implement the creative achievements of other people.

.2 Creative tasks as a means of developing creative abilities in primary schoolchildren

Labor training is a mandatory condition and an integral part of the education, upbringing and development of a child at the primary stage secondary school is implemented through a variety of classroom and extracurricular activities of students.

The purpose of labor training is to develop the personality of students based on the formation labor activity.

M. Levina points out that in labor training classes at school or at home with their parents, and later on their own, children can learn many exciting and useful things: working with paper and embroidery, sewing and making crafts from natural materials, woodworking and modeling from plasticine, they can learn to burn and sew soft toys, try themselves as a cook or cook, or maybe the child will more like being an actor in a puppet theater and at the same time the owner of this theater.

Labor is a child’s creative work with various materials, during which he creates useful and aesthetically significant objects and products to decorate everyday life (games, work, leisure). Such work is a decorative, artistic and applied activity of a child, since when creating beautiful objects, he takes into account the aesthetic qualities of materials based on existing ideas, knowledge, and practical experience acquired in the process of work and artistic classes.

The content of labor training lessons for first-graders is:

Working with paper, cardboard (application from paper of different textures, in combination with fabrics, natural materials, production of decorative panels, three-dimensional and flat objects and structures for decorating holidays and entertainment, decorations, souvenirs);

working with natural materials (making small and large sculptures, making decorative bouquets from dry and living plants);

working with clay (creating decorative jewelry, making small sculptures, souvenir toys, doll dishes);

working with fabric, threads (decorative appliqué from fabric, weaving from synthetic yarn, making decorative jewelry and household items, clothing, theatrical and decorative toys and souvenirs from synthetic fabrics).

For younger schoolchildren, the most accessible and easily processed material is paper. Working with paper is working with a material that has its own personality and has structural and plastic properties. Making paper products promotes the development of hand muscles, improves a child’s eye, prepares him to develop writing skills, and promotes aesthetic development children, their acquisition of the skills to correctly select combinations of paper colors, shapes and sizes of component parts.

First graders used paper to create various 2D and 3D shapes. The guys explored the possibilities of using paper, bending, squeezing, tearing it into pieces, but then combining them and getting a new shape.

The children really enjoyed making crafts from strips of paper. This type of work creates great opportunities for children's creativity.

Usually, when children received paper strips of different lengths and widths, they immediately began to involuntarily twist, twist, intertwine, cross, and connect them with one another, resulting in various compositions. Delightful snow-white paper plastic, the magical play of light and shadow, endless creative possibilities and prospects for its use make you wonder and look for new ways to solve artistic images and subjects.

If you take two strips of paper of the same color but different sizes, make a ring out of each, connect them, and then add a little imagination, you can make animals for a theatrical performance (chicken, pig, cat, hare, etc.) . A cone or cylinder can be used as a basis for making figures of animals and people.

In natural materials, the children noticed the beauty and consistency of forms, harmony, in addition, they recognized the characteristic features of materials: smell, color, shape, structure. Later, having some experience, they independently answered various questions: what is hard, juicy, soft? What grows on pines and fir trees? What trees are deciduous and coniferous? What grows in a meadow, in a field? What is big and small, rounded and sharp? The children were not only enriched lexicon, but analytical thinking also developed: they sought to correlate their crafts with what they saw and give them figurative names. There is practically no natural material (with the exception of poisonous plants) that cannot be used for crafts, and there are no established rules on how to use it.

Particularly highlighted were the lessons in working with clay - modeling. Modeling lessons contributed to the formation of such personality qualities that are not specific to a person (necessary only for this and similar work), but universally significant. These classes develop the mental abilities of students, expand their artistic and polytechnic horizons, form moral ideas and contribute to the formation of a creative attitude towards the world around them. Particular attention was paid to decorative and applied arts. Children enjoyed making decorative toys based on folk designs, dishes, wall reliefs, and decorative masks. First-graders got acquainted with folk crafts. In addition, all these products very clearly gravitate towards real decorative and applied art and are connected with life.

Compared to processing other materials, working with textiles has its own characteristics. Working with fabric allows for practical interdisciplinary connections. Thus, students significantly expanded their horizons, vocabulary, became familiar with the names of tools, materials, labor processes. Making patterns contributed to exercises in calculations, comparison and development of the concepts of “more-less”, “narrower”, “shorter”, “longer”. In the manufacture of products by cutting and processing parts representing various geometric figures(squares, rectangles, circles) the geometric material studied in mathematics lessons was reinforced. When taking measurements, students dealt with numbers. They compared the data obtained with the dimensions of the fabric and performed various calculations. Handicraft lessons are also interconnected with drawing lessons. Children learned to select the colors of threads for embroidery, to learn that depending on the features of the product, its design and purpose, fabrics of the appropriate quality and color are selected. In addition, the selection of a pattern for embroidery and the ability to beautifully finish the product are of great importance. Practical exercises in processing textile materials develop the eye. The quality of work in this case largely depends on the accuracy and precision observed when drawing up the pattern, when marking, cutting, stitching and other operations. Processing textile materials requires more painstaking and hard work compared to others.

The work of sewing, embroidery, and weaving attracted children with its results. How much joy the younger schoolchildren got from making their own bookmarks and napkins! Making gifts for parents, friends, and children brought no less pleasure. The list of practical work includes products that, according to their purpose, can be grouped as follows: household, educational, gaming souvenirs and gifts.

Thus, properly organized work gives children in-depth knowledge about the quality and capabilities of various materials, helps to consolidate positive emotions, stimulates the desire to work and master the characteristics of craftsmanship, and introduces them to folk decorative art. Therefore, there is every reason to consider labor training as important element harmonious development of children.

During labor training lessons, it is necessary to create a relaxed atmosphere that ensures the manifestation of the creative potential of each student. Businesslike, friendly relations with all the children created a joyful, creative mood in the class.

Informative conversations occupied an important place in the lesson. During conversations, she offered to remember, imagine something related to the creation of our future craft, and tried to get us interested in the upcoming work.

The emergence of artistic images and its further expression using various materials is a complex, interesting and multifaceted process. An important role is played by students' deep knowledge of the depicted object, phenomenon or event.

The conversation allowed students to more accurately select the material, composition, and coloring of a given topic, to express it through their independent understanding, showing creativity and imagination.

Of course, it was impossible to do without individual comments and encouragement. I tried to make them in such a way that they would help me acquire the skills to analyze my actions, correct mistakes, and perform the task accurately and accurately.

The creation of new aesthetically significant objects requires special knowledge and skills from the teacher, without which his pedagogical activity cannot develop successfully. These include basic knowledge about technical aesthetics, an artistic vision of an object or group of objects, their means of expression, the formation in students of the ability to grasp the features of the structural structure of an object, the correspondence of color, shape, material, the ability to imagine what they saw in a new composition and translate it into a product.

It is important to continually analyze children's work to determine where individual students are falling behind and to evaluate their work. Teachers often approach this stage of the lesson formally, which is a mistake. From the very first lessons, children should get used to discussing their work from different points of view. This will tell them what to pay attention to next time. The whole class should be involved in the discussion. However, you should be very careful with critical assessments. It is better to focus on real achievements, on positive changes. Tactless criticism (even objective) can quickly discourage improvement in such a fragile area as creativity.

Our class completed this task with ease, showing a good level of imagination development.

We analyzed children's work according to the following parameters:

By content . How was the work done? Based on the example, what creative approach was used to create the image. How characteristic is the image?

By material . How was the material selected? To what extent does it correspond to the design and technology? How were its properties, color, shape used?

By execution. How accurately was the work done? What is the level of independence? What techniques and technologies were used? What tools were used and how competently?

Speed and individual pace of student work.

In terms of emotional and aesthetic attitude towards work . How emotional is the child about the task, the process, the product? What types of tasks does he prefer (subject-based, plot-based, decorative)?

Which materials and technologies evoke a greater emotional response?

How do children themselves evaluate their work and the work of others?

According to the level of creative activity.

What new did the children bring to the image, to the technological process?

To what extent was he able to express his personal vision?

Practical tasks were performed individually or in groups, sometimes with preliminary discussion and always with evaluation (checking) of the result. A number of tasks were offered to students for homework.

"Observation"

This block of tasks forms the activity of observation, develops the ability to analyze, teaches one to independently perceive a task, and plan one’s actions:

read the diagram, explain its implementation, find similarities and differences between the proposed products;

highlight and name the techniques used to create this product;

select parts of the whole, determine their number

explain the drawings, the purpose of the lines, dimensions,

compare the patterns with the finished image; think about how to relate the parts of the whole;

consider what the new technique is and explain its name;

master a new technological technique using drawings;

Find a given object at home, examine it and describe it in class.

"Opening"

These tasks outline that area of new knowledge that is not presented to the student in a ready-made form. It can only be realized through mental effort or practical experimentation. The answers to these questions often do not have a clear solution, and the results of experiments can be very diverse. Such tasks contribute to the development of intuition, self-confidence and are as close in essence as possible to life situations- when there is a question and the answer is not known:

figure out how to complete these details;

think at what stage and how you need to modify the scheme to achieve a different result;

experiment in a given direction to determine the properties and qualities of the material (or to change them);

find another way to get a similar result;

think about how to change the size or proportions of the product;

draw a diagram for manufacturing the product according to the presented end result;

improve this design;

experimentally determine the amount of material required for this work;

invent new way actions by combining two or more techniques into one.

"Replacement"

These tasks allow you to better understand the properties of materials, stimulate the search for new ones, and expand your understanding of the possibility of using technology:

think about what types of materials from your collection you can use in this work;

perform this technique using another material;

find or make the necessary tools or devices yourself to achieve the desired effects in processing the material;

look for non-standard materials for your work (for example, from a different group of materials)

think about what properties of the material are used in this work.

"Options"

These questions suggest how you can modify the proposed task, simplifying or complicating it in accordance with your capabilities - level of preparedness, emotional preferences, etc.:

make changes to the pattern, design, method of manufacturing this product;

create another image (object) from given details;

try another version of the same technique;

add details to the proposed composition;

offer options for designing the work;

choose a different finishing method.

"Creation"

The ability to perform creative tasks, on the one hand, is determined by the student’s level of creativity; on the other hand, the constant and systematic implementation of such tasks of varying degrees of complexity helps to increase this level:

come up with your own pattern, new design, model, composition that can be made using this technique;

give a general name for a series of products or techniques;

figure out how to use leftover material;

come up with an object based on its frame;

create a series of products united by a single idea and style;

determine the areas of application of the technology;

create new image, proposed in verbal form;

make a product according to your own sketch;

perform the same image, but in a different technique;

find objects that are most suitable for depiction in this way.

The emergence of an artistic image and its further expression in the language of any type of art is a complex and multifaceted process. An important role here is played by students’ deep knowledge of the depicted object, phenomenon or event. Therefore, I tried in every possible way to stimulate children’s comprehensive familiarization with the object of the image as follows:

encouraged children to collect additional information about the object;

invited children to connect the object with a topic being studied at the same time in another subject; analyze the intended purpose of the craft: what is its meaning, benefit, who it is intended for, how, in this regard, it should be designed.

This combination of proposed techniques helped make lessons varied, positive motivation sustainable, and actions more meaningful.

An important point of the lesson is the analysis and evaluation of children's work. Often teachers approach this stage of the lesson formally, which in my opinion is a big mistake. I believe that from the very first lessons, children should get used to discussing their work from different points of view. This will tell them what to pay attention to next time. Students should also be involved in the discussion process. However, one should be very careful with critical assessments. It is better to focus on real achievements, on positive changes. And tactless criticism (even objective) can quickly discourage the desire to improve in such a fragile area as creativity.

During the formative experiment, a complex of aesthetic and pedagogical conditions was created (educational-design, social-emotional, didactic-heuristic, individual-creative), which effectively contributed to expanding the range of activities of various processes and types of creative thinking, i.e., its development.

Almost all activities are playful in nature. But the game is used only as a mechanism for a deeper understanding of the essence of the task. It allows the child to perceive complex and difficult work as interesting and understandable.

There was an atmosphere of friendship and cooperation in the class.

Children gradually learn to work in pairs, groups, and perform collective work. Since independent distribution of activities in a group is one of the biggest difficulties, the teacher gradually introduces children to joint creativity.

Conclusion

State of the art The development of society, the improvement of production, the speed of change in its technological and material-technological base pose the task of forming a creative personality for the education system, including its initial level. The ability to independently make original decisions, determine the direction of one’s activities, and ensure one’s economic independence on the basis of constant improvement of education and qualifications - these skills will help one adapt to rapidly changing conditions of life and production.

It is difficult to imagine an area of life in which a creative personality would not be in demand. And the artistic and cognitive activity of primary schoolchildren is the basis for the development of children’s creative abilities.

Imagination significantly expands and deepens the process of cognition. It also plays a huge role in transforming the objective world. Before changing something practically, a person changes it mentally.

It should be noted that creativity is one of the most important mechanisms of children's education and self-education. You should pay attention not to the products of creative activity, but to the formation of abilities.

The system of creative tasks is open system, which presupposes the presence of tasks that require going beyond the curriculum; solving tasks of increased complexity by students; use of extracurricular experiences and interests of schoolchildren; interdisciplinary transfer and synthesis of knowledge and methods of activity and, most importantly, independent identification of problems, setting goals for creative cognitive activity.

Apparently, this is the path of collision of the creative side of the intellect, the path of development of inventive and research talent. Our task is to help the child take this path. This is what the organization of artistic and educational activities for junior schoolchildren serves.

List of used literature

1. Philosophical Encyclopedic Dictionary / Ed. Gubsky E.F., M.: Infa-M., 1997.

2. Alieva E.G. Creative talent and conditions for its development // Psychological analysis educational activities M.: IPRAN. 1991. P.7.

.Psychology. Dictionary\ Ed. A.V. Petrovsky - M.: Politizdat, 1990. - 494 p.

4. Teplov B.M. Abilities and giftedness/Problems of individual differences.-M., 1961.-pp.9-38.

.Yakovleva E.A. Psychological conditions development of creative potential in school-age children. - M., 1998. - 268 p.

6.Bibler V.S. Thinking as creativity. - M.: Nauka, 1983.

7. Shumilin A.T. Problems of the theory of creativity. - M., 1989.

.Chrestomathy on general psychology. Psychology of thinking./ under. ed. B. Gippenreiter, V.V. Petukhova. - M., 1981.

9. Brushlinsky A.V. Psychology of thinking and problem-based learning. M., 1983. 96 p.

10. Ponomarev Y.A. Psychology of creative thinking. - M., 1960.

11.Amonashvili Sh.A. Education. Grade. Mark.-M., 1980., pp. 7-20.

12. Vygotsky L.S. Pedagogical psychology. - M.: Pedagogy, 1999. - 534 p.

13. Maslow A. Far limits of the human psyche. - St. Petersburg: Publishing house. Group "Eurasia", 1997.-430 p.

14.Bogoyavlenskaya D.B. Intellectual activity as a problem of creativity.-Rostov/ D., 1983.-173p.

.J. Holt. The key to children's success. St. Petersburg: "Delta", 1996.-480 p.

.Doman G.D. How to develop a child’s intelligence./ Transl. from English-M.: Aquarium, 1998.- 320 p.

17.Luk A.N. Thinking and creativity. M., Politizdat, 1976.

18.Efremov V.I. Creative upbringing and education of children based on TRIZ. - Penza: Unikon-TRIZ, 2001.

Vygotsky L.S. Pedagogical psychology // Psychology: classical works. No. 3. - M., 1996.

Vygotsky L.S. Collected works: In 6 volumes - T. 3. - M., 1983.

21.Gomyrina T.A. Development of creative abilities of first-graders in art classes. - M.: VChGK "Russian Center". - 2003

22. Levina M. 365 fun labor lessons / Belyakov E.A.-M.: Rolf, Iris Press, 1999.-256p.

Collection output:

DEVELOPMENT OF CREATIVE ABILITIES OF JUNIOR SCHOOL CHILDREN

Kondratyeva Nika Valerievna

postgraduate student of the Federal State Budgetary Educational Institution of Higher Professional Education "Chuvash State Pedagogical University them. AND I. Yakovlev", Russian Federation, Cheboksary

E- mail: nikpnd@ gmail. com

THE DEVELOPMENT OF CREATIVE ABILITIES OF YOUNGER SCHOOLCHILDREN

Kondratyeva Nika

postgraduate study"Chuvash State Pedagogical University I.J. Yakovlev», Russia, Cheboksary

ANNOTATION

The article is devoted current problem development of creative abilities and creative thinking of junior schoolchildren. During its writing, an analysis of the points of view of scientists, teachers and psychologists was carried out, and ways to solve this problem were developed. The article will be useful to students pedagogical universities, psychologists, primary school teachers, heads of creative clubs, methodologists. The development of the creative abilities of younger schoolchildren is an important aspect of pedagogical activity and an important component of the harmonious development of children of this age.

ABSTRACT

The article is devoted to the actual problem of development of creative abilities and creative thinking of younger schoolchildren. In the course of writing was hold a detailed analysis of the points of view of scientists, educators, psychologists regards to development of creative abilities, were developed the solutions to the problem. Article will be relevant and useful for future teachers, psychologists, teachers of junior classes, art classes’ leaders and methodologists that make up the program of training of younger schoolchildren.

Keywords: Creative skills; personality; development; primary school pedagogy; psychology of junior schoolchildren; development problem.

Keywords: creativity; personality; development; pedagogy of primary school; psychology of younger students; the problem of development.

The development of a child’s personality begins in infancy, but conscious socialization and personal adaptation begins at the age of 2-3, when the baby begins to actively explore the world. During this period, the main authorities are parents. It is parents who lay the first foundations for the socialization of children and develop their creative abilities, as well as prepare them for communication in preschool institutions - kindergartens and clubs. The next period of development of a child’s personality is the period from 3 to 7 years. At this time, the preschooler attends kindergarten, communicates with his peers, the teacher becomes another authority influencing the child’s worldview besides his parents, so experts preschool institutions must take this into account and use such a methodology for raising children and developing creative abilities in order to productively and correctly prepare the child for school. The third period of children's development is from 7 to 12 years. At this time, the main personal characteristics are laid down, which will later affect adolescent development and overcoming the so-called “difficult age”. In our opinion, this is the most important period in the development of creative abilities.

Creativity can be described as a child’s activity, as a result of which something new is created, which characterizes its creator in an unexpected way, and also allows one to acquire new knowledge and apply previously acquired knowledge.

Many researchers, for example V. Zenkovsky, D.N. Nikandrov, Z.I. Ravkin, V.A. Slastenin and some others come to the conclusion that creativity and creative abilities are organically inherent in children’s nature, since the child “invariably strives for creativity, using all the means available to him.”

There are a large number of points of view of researchers on the problem of developing the creative abilities of younger schoolchildren.

For example, V.I. Andreev, G.S. Altshuller, M.I. Makhmutov, T.V. Kudryavtsev, A.M. Matyushkin, E.I. Mashbits, A.I. Uman, A.V. Khutorskoy and some others argue that the creative abilities of primary school children can be developed through the creation of problem situations, in the process of performing creative tasks, as well as the development of personal orientation.

Children from early school age must demonstrate independence, develop thinking, and self-actualize. Teachers and parents should encourage the child’s initiative in every possible way, as well as guide him, but not with orders, but with friendly advice, remembering that they are already the indisputable authorities for children at this age. In the future, the development of such qualities will greatly help in the further socialization of the schoolchild and teenager.

Strategy modern education is to give “the opportunity to all students, without exception, to demonstrate their talents and all their creative potential, which implies the opportunity to realize their personal plans and interests.”

Vygotsky L.S. in his works he states that the basis of any creative activity is experience. To do this, parents and primary school teachers should encourage the child in every possible way in his independent cognition the surrounding world, of course, under sensitive, unobtrusive guidance. As L.S. himself notes. Vygodsky, teachers are responsible for the development of the creative abilities of younger schoolchildren; they must stimulate the development of creative abilities, direct development in the right direction, and also create an environment that requires creative abilities, but at the same time provides opportunities for their manifestation.

Creative abilities must be developed by providing complete freedom of action, without insisting on the obligatory nature of their manifestation. A creative approach to solving a particular problem should be encouraged and supported in every possible way. As L.S. himself notes. Vygotsky, it is important to direct pedagogical work to the development of the imagination of younger schoolchildren, since this quality will be necessary in the further development of the child’s personality and his active socialization in society.

Academician L.V. Zankov also gave not the least place to creativity in educational program for younger schoolchildren. In his works, he argued that it is necessary to teach music to younger schoolchildren, fine arts, literary reading and in every possible way to develop and encourage their creative abilities. At the same time, it is necessary to encourage children to independently search for information, create a positive emotional and creative mood in the classroom, and also use art to teach subjects that seem to have nothing to do with creativity, for example, mathematics. This is possible with the help of special textbooks and didactic materials, in which you can draw, come up with problems yourself with your favorite characters of younger schoolchildren, provide an answer to the question of the problem by coloring objects or their images. A child of primary school age gains knowledge, but at the same time acquires the skills of independent thinking, creative perception of surrounding objects, and also develops his creative abilities. Psychologists and teachers should teach primary schoolchildren critical, creative thinking, and independence.

The problem of developing the creative abilities of younger schoolchildren was considered not only by domestic, but also by foreign scientists, in particular D. Reznulli and H. Passov.

D. Reznulli in his works develops the idea that the curriculum for primary schoolchildren should contain all aspects in order to develop the creative abilities of students. In particular, take into account the needs and desires of each child individually, focus on the individual abilities of younger schoolchildren, and also not limit their need for a more detailed study of a particular issue that interests them.

American scientist H. Passov, who developed none curriculum, paid special attention to children’s abilities for creativity and creative thinking, and also provided for the development of the creative abilities of younger schoolchildren thanks to school curriculum. It is necessary to encourage every manifestation of creativity in any subject, as well as the desire to learn new things, initiative and independent thinking.

The creative abilities of younger schoolchildren differ from the creative abilities of older schoolchildren and adults. For younger schoolchildren, creativity is part of the creation of personality, the development of aesthetic concepts and perceptions, and also a means of self-expression.

Creativity determines the character of children, develops in them independence and passion for what they love. As a result of creative activity, speed of reaction, resourcefulness, and originality of thinking develop.

At the same time, however, younger schoolchildren in their creative activities are often guided by what they have already read in books, seen in films or in life - as their parents and peers do, therefore teachers and parents need to be an example of creative behavior for their students and children of primary school age.

The choice of certain life phenomena, characters, and lines of behavior by children of primary school age is reflected in their creative activity, therefore, by analyzing the reflection in drawings, verbal or dance creativity, one can judge the psychological and creative development of a junior schoolchild.

Scientists A.G. Gogoberidze and V.A. Derkunskaya note that creative abilities allow a child to discover himself, new things in himself. They considered the results of the use of creative abilities to be the results of the expression of the inner world of a junior schoolchild and his values. Thus, the child opens his inner world to others.

According to E.I. Nikolaev, the manifestation of creative abilities depends on the individual qualities of students, as well as the originality of the activity in which creative abilities can be demonstrated.

ON THE. Vetlugin and T.G. Kozakov argued that creativity and creative abilities should develop freely, but under the reasonable, sensitive guidance of teachers and parents. The creative abilities of younger schoolchildren should and can only develop in a free atmosphere, without coercion, on the principles of the child’s interest and independence. At the same time, for primary school age, in addition to the subjective side of creative activity, manifested in the form of knowledge of properties and relationships in the objective world, procedural or role-playing games, productive activities such as drawing, design, the child is characterized by the child’s independent formulation of cognitive and research tasks, formulation hypotheses, independent search for their solutions.

Scientists A.N. Luka, V.T. Kudryavtsev, V. Sinelnikov and others highlight the most significant creative abilities inherent, among other things, in younger schoolchildren:

· creative imagination;

· the ability to see the whole before the particular;

· ability to apply previously acquired skills in new conditions;

· flexibility of thinking;

· the ability to visualize a general trend or pattern of development of an integral object, before a person has a clear concept about it and can fit it into a system of strict logical categories;

· the ability to incorporate newly perceived information into existing knowledge systems;

· ability to independently select alternatives;

· ability to generate ideas.

However, creative abilities develop only within the framework of children’s activities, therefore it is necessary to encourage the participation of younger schoolchildren in various creative groups or any other activity related to creativity.

However, in modern educational institutions, in particular in schools, the individual abilities of each student are not always taken into account, and the training program is designed for the “average student”, so the creative abilities of some younger schoolchildren simply do not develop.

There are many programs designed for the development of children with learning difficulties or disabilities. mental development, however, there are practically no implemented programs designed and developed for creatively developed, gifted children who have high level development of creative abilities.

All training should be based on individual abilities, personal characteristics each child, as well as develop the creative thinking of younger schoolchildren, thereby preparing them for further acceptance independent decisions in adolescence and adulthood.

Research by psychologists and teachers shows that in the absence of programs for the individual development of primary schoolchildren, creative abilities may not develop or be completely lost due to the wrong approach to the development of the child’s personality. As a result, this can lead to problems in the child’s socialization, as well as a lack of own opinion. A talented, creative personality must be developed and supported in everything.

The experience of foreign research and the practice of early identification of giftedness in children and students indicate the need to create a special state program that ensures intensive development of research and the use of accumulated practical experience in identifying gifted and talented junior schoolchildren and developing their creative abilities.

As a result, we can conclude that the development of the creative abilities of younger schoolchildren is an important aspect of pedagogical activity and education of children of this age. They must become active, independent, be able to make decisions, and have a creative approach to solving problems, which is necessary for further successful socialization in society.

Bibliography:

Altshuller G.S. Find an idea: Introduction to the theory of solving inventive problems / G.S. Altshuller. 2nd ed., add. Novosibirsk: Science. Sib. department, 1991. - 225 p.
Andreev V.I. Pedagogy: textbook. course for creative self-development / V.I. Andreev. 2nd ed. Kazan: Center for Innovative Technologies, 2000. - 608 p.
Aikina L.P. The essence and specificity of creative abilities of junior schoolchildren // World of science, culture, education. - 2011. - No. 5 (30). - P. 6-8
Vygotsky L.S. Imagination and creativity in childhood: a psychological essay / L.S. Vygotsky. M.: Education, 1991. - 93 p.
Gogoberidze A.G. Theory and methodology musical education children preschool age/ A.G. Gogoberidze, V.A. Derkunskaya. M.: Academy, 2005. - 320 p.
Zankov L.V. Selected pedagogical works / L.V. Zankov. 3rd ed., supplementary M.: House of Pedagogy, 1999. - 608 p.
Zenkovsky V.V. Psychology of childhood / V.V. Zenkovsky. M.: Academy, 1996. - 346 p.
Kudryavtsev V.T. Diagnosis of children's creative potential and intellectual readiness for developmental schooling/ V.T. Kudryavtsev. M.: RINO, 1999.
Matyushkin A.M. Problem situations in thinking and learning / A.M. Matyushkin. M., 1972. - 168 p.
Nikolaeva E.I. Psychology children's creativity/ E.I. Nikolaev. St. Petersburg: Peter, 2010. - 232 p.
Leites N.S. Psychology of giftedness in children and adolescents / N.S. Leites. M.: Academy, 1996. - 416 p.

Creativity is not a new subject of research. The problem of human abilities has aroused great interest among people at all times. Analysis of the problem of developing creative abilities will largely be determined by the content that we will put into this concept. Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, write poetry, write music, etc. What is creativity really?

It is obvious that the concept we are considering is closely related to the concept of “creativity”, “creative activity”. Scientists have conflicting opinions about what is considered creativity. In everyday life, creativity is usually called, firstly, activity in the field of art, secondly, design, creation, implementation of new projects, thirdly, scientific knowledge, the creation of the mind, fourthly, thinking in its highest form, going beyond the limits of what is required to solve a problem using already known methods, manifested as imagination, which is a condition for mastery and initiative.

The Philosophical Encyclopedia defines creativity as an activity that generates “something new, something that has never happened before.” Novelty arising as a result of creative activity can be both objective and subjective in nature. Objective value is recognized for such creative products in which still unknown patterns of the surrounding reality are revealed, connections between phenomena that were considered unrelated are established and explained. The subjective value of creative products occurs when the creative product is not new in itself, objectively, but new for the person who first created it. These are, for the most part, the products of children's creativity in the field of drawing, modeling, composing poems and songs. In modern studies of European scientists, “creativity” is defined descriptively and acts as a combination of intellectual and personal factors.

So, creativity is an activity that results in new material and spiritual values; the highest form of mental activity, independence, the ability to create something new and original. As a result of creative activity, creative abilities are formed and developed.

What is “creativity” or “creativity”? Thus, E. P. Torrence understood creativity as the ability to heightened perception of shortcomings, gaps in knowledge, and disharmony. In the structure of creative activity, he identified:

1. perception of the problem;
2. search for a solution;
3. emergence and formulation of hypotheses;
4. hypothesis testing;
5. their modification;
6. finding results.

It is noted that in creative activity an important role is played by factors such as temperamental characteristics, the ability to quickly assimilate and generate ideas (not to be critical of them); that creative solutions come at a moment of relaxation, dispersion of attention.

The essence of creativity, according to S. Mednik, is the ability to overcome stereotypes at the final stage of mental synthesis and the use of a wide field of associations.

D.B. Bogoyavlenskaya identifies intellectual activity as the main indicator of creative abilities, combining two components: cognitive (general mental abilities) and motivational. The criterion for the manifestation of creativity is the nature of a person’s fulfillment of the mental tasks offered to him.

I.V. Lvov believes that creativity is not a surge of emotions, it is inseparable from knowledge and skills, emotions accompany creativity, spiritualize human activity, increase the tone of its course, the work of a human creator, and give him strength. But only strict, proven knowledge and skills awaken the creative act.

Thus, in the most general form, the definition of creative abilities is as follows. Creative abilities are the individual psychological characteristics of an individual that are related to the success of performing any activity, but are not limited to the knowledge, abilities, and skills that have already been developed by the student.

Since the element of creativity can be present in any type of human activity, it is fair to talk not only about artistic creativity, but also about technical creativity, mathematical creativity, etc. Creativity is a fusion of many qualities. And the question about the components of human creative potential remains open, although at the moment there are several hypotheses regarding this problem.

Many psychologists associate the ability for creative activity, first of all, with the characteristics of thinking. In particular, the famous American psychologist J. Guilford, who dealt with the problems of human intelligence, found that creative individuals are characterized by so-called divergent thinking. People with this type of thinking, when solving any problem, do not concentrate all their efforts on finding the only solution. the right decision, but begin to look for solutions in all possible directions in order to consider as many options as possible. Such people tend to form new combinations of elements that most people know and use only in a certain way, or to form connections between two elements that at first glance have nothing in common. The divergent way of thinking underlies creative thinking, which is characterized by the following main features:

1. Quickness - the ability to express maximum amount ideas (in this case, it is not their quality that is important, but their quantity).
2. Flexibility - the ability to express a wide variety of ideas.
3. Originality - the ability to generate new non-standard ideas (this can manifest itself in answers, decisions that do not coincide with generally accepted ones).
4. Completeness - the ability to improve your “product” or give it a finished look.

1. The ability to see a problem where others do not see it.
2. The ability to collapse mental operations, replacing several concepts with one and using increasingly information-capacious symbols.
3. The ability to apply the skills acquired in solving one problem to solving another.
4. The ability to perceive reality as a whole, without splitting it into parts.
5. The ability to easily associate distant concepts.
6. The ability of memory to provide the necessary information at the right moment.
7. Flexibility of thinking.
8. The ability to choose one of the alternatives to solve a problem before testing it.
9. The ability to incorporate newly perceived information into existing knowledge systems.
10. The ability to see things as they are, to isolate what is observed from what is introduced by interpretation. Ease of generating ideas.
11. Creative imagination.
12. The ability to refine details to improve the original plan.

Candidates of psychological sciences V.T. Kudryavtsev and V. Sinelnikov, based on a wide historical and cultural material (history of philosophy, social sciences, art, individual areas of practice), identified the following universal creative abilities that have developed in the process of human history

1. Realism of the imagination - figurative grasp of some essential, general tendency or pattern of development of an integral object, before a person has a clear concept about it and can fit it into a system of strict logical categories. The ability to see the whole before the parts.
2. Trans-situational - transformative nature creative solutions, the ability, when solving a problem, not just to choose from externally imposed alternatives, but to independently create an alternative.
3. Experimentation - the ability to consciously and purposefully create conditions in which objects most clearly reveal their hidden essence in ordinary situations, as well as the ability to trace and analyze the features of the “behavior” of objects in these conditions.

1. Ability to take risks.
2. Divergent thinking.
3. Flexibility in thinking and action.
4. Speed of thinking.
5. The ability to express original ideas and invent new ones.
6. Rich imagination.
7. Perception of the ambiguity of things and phenomena.
8. High aesthetic values.
9. Developed intuition.

Analyzing the points of view presented above on the issue of the components of creative abilities, we can conclude that, despite the difference in approaches to their definition, researchers unanimously identify creative imagination and the quality of creative thinking as mandatory components of creative abilities.

Activation of creative activity is achieved, according to A. Osborne, by observing four principles:

1) the principle of excluding criticism (you can express any thought without fear that it will be recognized as bad);
2) encouragement of the most unbridled association (the wilder the idea seems, the better);
3) requirements that the number of proposed ideas be as large as possible;
4) recognition that the ideas expressed are not anyone’s property, no one has the right to monopolize them; Each participant has the right to combine ideas expressed by others, modify them, “improve” and improve them.

D.N. Druzhinin believes that to intensify creative activity it is necessary:

1) lack of regulation of subject activity, or more precisely, lack of a model of regulated behavior;
2) the presence of a positive example of creative behavior;
3) Flexibility in thinking and action. creating conditions for imitation of creative behavior and blocking manifestations of aggressive and deductive behavior;
4) social reinforcement of creative behavior.

The creative activity of a student increases his involvement in the educational process, promotes the successful acquisition of knowledge, stimulates intellectual effort, self-confidence, and fosters independence of views. M.N. Skatkin considers certain ways to enhance creative activity:

1) problematic presentation of knowledge;
2) discussion;
3) research method;
4) creative works of students;
5) creating an atmosphere of collective creative activity in the classroom.

In order to successfully activate the creative activity of schoolchildren, the teacher needs to see the effectiveness and productivity of his work. To do this, it is necessary to monitor the dynamics of each child’s creative activity. The elements of creativity and the interaction of reproduction elements in the activities of a schoolchild, as in the activities of a mature person, should be distinguished according to two characteristic features:

1) based on the result (product) of activity;
2) by the way it occurs (process).

It is obvious that in educational activities, elements of student creativity are manifested, first of all, in the peculiarities of its course, namely in the ability to see a problem, to find new ways to solve specific practical and educational problems in non-standard situations.

Thus, we can conclude that creative activity is activated in a favorable atmosphere, with friendly assessments from teachers, and encouragement of original statements. An important role is played in this open questions, encouraging schoolchildren to think and search for different answers to the same questions curriculum. It is even better if the students themselves are allowed to pose and answer such questions.

Creative activity can also be stimulated through the implementation of interdisciplinary connections, through an introduction to an unusual hypothetical situation. Questions work in the same direction, when answering which it is necessary to extract from memory all the information available in it and creatively apply it in the situation that has arisen.

Creative activity promotes the development of creative abilities and increases the intellectual level.

Thus, by creative abilities we understand the totality of personality properties and qualities necessary for the successful implementation of creative activity, allowing in the process of transforming objects, phenomena, visual, sensory and mental images, discovering new things for oneself, seeking and making original, non-standard solutions .

My secret

Formation of creative abilities of junior schoolchildren. Thesis: Development of creative abilities of junior schoolchildren in literary reading lessons Thematic planning of the course “Creativity Lessons”

Chapter 1. Development of creative abilities of younger schoolchildren as a pedagogical problem.

Chapter 2. Pedagogical conditions for the development of creative abilities of primary school students.

Conclusion

Explanatory note

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