Creative tasks for primary schoolchildren. Development of creative tasks for the development of creative thinking in primary school. "Guess who"

There are two types of creative work: mandatory (they are offered as a task for assessment) and optional. The latter reflect creative potential to the maximum extent, but the path to them lies through the former. Many guys do not feel the talent or determination to carry out creative tasks - compulsory work can push them towards this.

Types of creative tasks

Drawing

The most common type of children's creativity. Depending on the subject and the age of the student, you can offer to draw an illustration for a literary work, for your own essay, make cards with foreign words and pictures for younger schoolchildren, or depict the process of photosynthesis or a neutralization reaction in an associative drawing.

You can do this work as a group.

Applique, modeling, various types of handicrafts: quilling, paper plastic, origami, etc.

The essence of the work is the same, only these types of creativity usually require better technical skills and good spatial thinking.

Creating a book

This is a real creative project (individual or group). Can be performed using different techniques. It can be a handwritten book with hand-written illustrations; you can decorate the book with appliqué; You can make a book on your computer and print it out.

Scientific projects by subject or integrated

They can be research or practice-oriented, but in any case we are talking about scientific creativity. Group work is usually used, but individual projects are also possible.

Examples of research projects:

• "The dirtiest surface in the biology classroom."
• “Features of the behavior of a cat given up for foster care to someone else’s family.”
• "The most popular names in our school."
• “The use of erroneous forms of gender of nouns by students in grades 5-6.”
• "Application of methods based on inertia in engineering and construction."

Examples of practice-oriented projects:

• “Uspevaika’s Memo: Time Management Rules for Children.”
• "Dictionary of youth slang of our village."
• “Project of an automatic machine for sprinkling ice with reagent.”
• “Development of an interactive test for computer diagnostics of knowledge on the topic “Hydrogen”.
• “Developing a winter bird feed mixture based on the species found in our school area.”

Essay-characteristic

This form, typical for literature lessons, can be successfully used in other subjects. After all, we are talking about the form of sequential presentation of information about something:

• What is it (or who)?
• What are its distinctive features (“Only such a rectangle is called a square…”).
• What can you tell about him: properties, relationships, theorems, reactions, formulas, battles won, open laws, friendship or enmity with other heroes...

Comparison essay

And again we have a form that can be used in any school subject: it is not necessary to compare Onegin and Pechorin, you can compare a rhombus and a square, Mercury and Venus, France and Spain, the Russian-Japanese and the First World War.

Essay of a problematic nature

An extremely useful form of verbal and scientific creativity. Examples of essay topics:

• Is the concept of honor outdated?
• Could the revolution in 1917 have been avoided?
• Nuclear energy: pros and cons.
• Is it possible to change the economic situation in Siberia?
• What would happen if all the flowering plants on Earth suddenly disappeared?

Essay in Unified State Exam format

This, of course, is work on the Russian language and, moreover, a very specific one. High school students can do it in full, and younger kids can simplify it. In elementary school, offer a text with an already formulated problem and invite them to express their informed opinion on it. In high school, children should already learn to determine the author's position, as well as select arguments.

Burime and other poetic works

Burime is the composition of a poem according to given rhymes; you can also come up with second lines to the first, etc.

Making crosswords, charades, puzzles, anagrams

"Shifters"

A game in which all the words in the name are changed to the opposite or simply different. For example, “Green Shoe” - “Little Red Riding Hood”, “gimlet rule” - “excluding traffic jams”, etc. You can invite children to both guess and come up with such inversions.

Compiling a problem book or collection of exercises

For any subject, you can offer to compile a test, questionnaire, problem book, or similar collection for classmates or younger children. You can complicate the task by offering to come up with funny problems in the style of G. Oster’s “Problem Book” or ones in which all the words begin with the same letter.

"Guess who"

A creative game that can be played constantly or occasionally and in different variations.

Its essence comes down to the fact that the student guesses a person (a literary character, a scientist, a historical figure) or a phenomenon (an industry, a chemical element, a country), and others guess. Options:

• the student writes everything he can about his “hero”, starting with little-known facts and ending with well-known ones;
• classmates ask questions about the hidden person or object, but only those that can be answered “yes” or “no”;
• two teams compete, and the word for the riddle is determined by lot (by drawing one of the cards prepared by the teacher);
• sometimes students are asked to constantly keep a guessing notebook and write in it one riddle about any character or concept from each paragraph.

"Six Hats"

RAFT

This technique was borrowed from American teachers. The name comes from the first letters of the words:

• R - role (role).
• A - audience.
• F - format (form).
• T - topic (topic).

The essence of the technique is that the student creates a statement on behalf of the chosen character. Moreover, the performer of the role must take into account all the circumstances in which the character finds himself. The role and circumstances are proposed by the teacher, or by lot.

• Role: Reporter.
• Audience: Readers of the magazine “Women’s Share”.
• Format: Problem article.
• Topic: Suicide of Katerina Kabanova.

We have presented only a few of the possible creative tasks that can be used in the classroom, but it is impossible to cover them all, because new ones appear literally every day. What creative tasks do you use? Share in the comments to the article.

Developmental tasks for younger schoolchildren during classes at a creative artistic association

Experience as an additional education teacher. Methodological material

Sokolova Svetlana Sergeevna, teacher of additional education, MBU DO Center for Children's Creativity in the village of Syava, Nizhny Novgorod region.

The cycle of developmental activities for primary schoolchildren is a set of specially designed games and exercises aimed at developing memory, attention, perception, speech, thinking, creative imagination, and activity.
You can work with the proposed tasks in extended-day groups; the teacher can use some exercises as additional material for fine arts lessons.
This material can be recommended to parents who pay attention to the development of children.

Target: creating conditions for the development of children's creative abilities.
Tasks:
- acquaintance with the role, organization and content of developmental tasks in classes in a children's creative association.
- development of the creative potential of each child.
- creating a relaxed, comfortable atmosphere in class.

The place and role of developmental tasks in the classes of the artistic association “Palette”

The world surrounding a child becomes more diverse and complex from year to year and requires from him not stereotyped, habitual actions, but mobility of thinking, quickness of orientation, and a creative approach to solving large and small problems. Therefore, one of the defining tasks of education becomes the task of forming and developing the creative abilities of children.
Abilities are understood as individual psychological characteristics of a person, which are expressed not only in the knowledge, skills and abilities a person has, but also manifest themselves in the speed, depth and strength of mastering methods and techniques of activity. According to research by psychologists, the creative process proceeds in the same way both in a scientist making discoveries in science and in a child busy, for example, building a new figure from a mosaic. Children's creative work occurs at the level of subjective novelty - “discovery for oneself.” The “discoveries for oneself” made by a child are the basis for a person’s future creative activity. The basis of any creative activity is a well-developed intellect. It is important to ensure such an organization of educational work in which cognitive mental processes would develop most productively: perception, attention, thinking, speech, imagination, the creative abilities of children, the individuality of each child would be revealed, which ultimately develops the child’s intelligence.
In the period from 7 to 10 years, the child’s creative abilities actively develop: imagination, creative thinking, curiosity; the ability to observe and analyze phenomena, make comparisons, generalize facts, and draw conclusions is formed. The child becomes more active, independent, and begins to show interest in various phenomena of the surrounding world.
Children of primary school age experience a surge in creative activity, a desire for knowledge and research. The more diverse the content of a child’s activity, the greater the number of social roles he receives for social experience, the more versatile he develops.
Therefore, it is pedagogically very important not to miss this time and make the most of it to identify and develop the abilities of each child.
Abilities develop only through activity. Of course, in an artistic circle it is not possible to cover all aspects of a child’s development to the same extent or to take into account all the interests and potential abilities of each child. However, it is possible to create conditions for the development of children’s creative abilities in circle classes, and one of the effective means of this is developmental tasks that include games, because at primary school age, play still occupies one of the most important places in the consciousness and activity of children and is the most mastered activity by them.

Organization of developmental tasks in the classroom

Developmental tasks are carried out from 5 to 10 minutes during the circle lessons. The duration of tasks is determined by the level of development and preparedness of each child and the group as a whole.
Taking into account the interests of the children, relying on their capabilities and skills, the teacher determines the tasks of a specific task and chooses the most appropriate methods and techniques of work. There are options to make the tasks more difficult or easier. At the same time, the teacher must clearly define the knowledge, skills and abilities that need to be developed, based on what is already available.
The tasks given in this work are simple, short and clear. The teacher only guides and stimulates the development of the child’s abilities in the right direction.
The developmental possibilities of the proposed tasks are not always equivalent, the result is not always visible immediately, however, most of the tasks are aimed at developing qualities such as curiosity and the ability to express one’s thoughts, i.e. those qualities that a child needs in later life.
Very often, when children and adults communicate, it is the adults who do the talking, but it is extremely important to be able to listen to the child and invite him to talk. Games and tasks help expand the vocabulary and enhance the child’s speech activity.
Many tasks and exercises contribute to the development of a child’s logical thinking. The child learns to define, compare, recognize the purpose, and establish a causal relationship between phenomena.
The readiness to understand the world around us, the ability to reason gradually develops: motor skills and coordination of movements develop. Children begin to better navigate their surroundings, concentrate better, and their behavior becomes more independent and independent.
A child’s ability to perceive the world will develop if he is taught to notice the details of his surroundings. This ability is very important for the mental development of a child - after all, an inquisitive child can be easily captivated if he has learned to carefully observe and evaluate the phenomena occurring in life.
Many tasks involve the use of visual media, since visual arts have a strong impact on the development of a child's mind. Children's drawings, like nothing else, reflect the child's worldview.
The children get acquainted with games that captivate them more and more; children begin to come up with their own versions, adding new details to them.
The teacher needs to improve gaming technology, which helps maintain interest in the game and in performing various tasks.
It is also necessary to remember about ways to stimulate children: evaluate the result of a completed task; praise for originality, non-standard solution to the problem, highlighting creative moments.
The game forms the basis of developmental tasks, the priority tasks of which are:
- identifying the personal and creative characteristics of each child.
- development of attention, perception, speech, memory, thinking, imagination.
- development of the emotional-volitional sphere.
- formation and development of such personality qualities as: independence, initiative, creative activity.
- development of communication skills.
- expanding the child’s horizons, shaping his interests and needs.

The essence and features of developmental tasks in creative association classes

It is no coincidence that developmental tasks are called so, since with all their diversity they proceed from the general concept of the classes and have characteristic features.
1. Tasks are given to the child in various forms: written or oral instructions, flat drawings - and thus introduce children to different ways of transmitting information.
2. The tasks are arranged in order of increasing complexity, according to the principle “from simple to complex.”
3. The tasks have a wide range of difficulties: from easy to difficult. Therefore, they can arouse and maintain interest for a long time.
4. Most tasks are oriented towards independent completion, which develops the child’s activity and responsibility.
5. The algorithm for completing tasks has sufficient variability, which provides the child with the opportunity to choose an independent solution and search for a non-standard approach to the task.
6. Developmental tasks also vary taking into account the individual characteristics of each child. It is necessary to focus on the child’s “zone of proximal development”, to offer tasks of such a degree of complexity that would cause the child feasible mental stress and contribute to his further development.
7. The results of the child’s activities are expressed in a specific, visible, tangible form: in the form of a drawing, a pattern, a solved problem.

1 block “Intellectual games”

Block objectives: development of attention, perception, speech, memory, thinking
1. Come up with a riddle for the word (pencil, album, brush, paints)
2. Explain and interpret proverbs, figurative expressions, phrases (“Measure twice, cut once,” “Seeing in pink,” “Black day”)
3. Games with words and words.
A) "Composer"
Compose new words from the letters of the proposed word (drawing, composition, watercolor, palette, mixing, etc.)
B) “Syllabic Lotto”
Make words and phrases from syllables. (Zo. o. lo. Per. snow. that. canopy. I. vy. at. Gra. li. chi. tele. (“Golden Autumn”, “First Snow”, “The Rooks have arrived”)
C) Crossword (encrypted concepts, terms, answer riddle questions, etc.)
D) Puzzles, charades, anagrams, logarithms. Encrypted concepts and terms.
D) “Chain of words”
Each subsequent word must begin with the last letter of the previous one. Spot-volume-stroke-brush-dot-watercolor-line and so on.
E) “The word has crumbled”
Make the word Riskak (paint), kizes (sketch), alaptir (palette), steel (sheet) from letters.
H) “The fourth wheel”
- Blue, green, red, purple
- Palette, needle, brush, pencil.
I) “Repeat and add a word”
Name words on a given topic. The child repeats those already named in the same order and adds his own. Drawing. Drawing, brush. Drawing, brush, sketch, and so on.
K) “Say the opposite”
Selection of antonym words. Bright - pale, warm - cold, symmetry - asymmetry.
4. Game “Good-bad”
Evaluate objects from different angles, highlighting the positive and negative properties and qualities of an object or phenomenon. Eraser, pencil, landscape sheet, gouache, etc.
5. “Game “Compare the object”
Find similarities and differences between objects, concepts and phenomena. Colored pencils and paints; painting and sculpture; symmetry and asymmetry.
6. Mosaics - puzzles.
Open the package, memorize the picture, pour out the elements, be sure to mix them and assemble the picture from memory.
7. Didactic games. Word games - riddles, guesswork tasks.

Block 2 “Minutes of Fantasy”

Block objectives: development of creative imagination and activity.

1. “Imagine and Hear”
Imagine and talk about: dried paint, broken pencil.
2. “Imagine and draw”
The mood of brushes washed after work; favorite color, color of laughter - kindness, anger.
3. “Imagine and try”
Imagine and describe the taste: different colors (watercolors or gouache; blue and pink)
4. “Imagine and smell it”
Imagine and describe the smell: still life.
5. “Imagine yourself”
Imagine yourself as someone or something and describe your life (or draw). Famous artist.
6. “Draw an object”
Come up with a plot picture related to the topic of the lesson, drawing objects from the proposed geometric shapes.
7. "Model"
Come up with a new model: brushes, album and other items.
8. “Write a fairy tale”
This task can be used in any lesson without taking into account the topic. The teacher offers children:
- come up with a title for the passages you read;
- come up with a continuation of the fairy tale;
- compose a fairy tale in reverse (The Tale of the Good Wolf and the Evil Little Pigs);
- come up with a fairy tale in a new way;
- describe the character of the heroes, etc.

Block 3 “Let’s play together”

Block objectives: development of attention, strong-willed personality traits, communication skills, creativity.
The block includes a list of tasks that are specified taking into account the topics of the lessons.
“Colored Centipedes” - a game to reinforce knowledge about color
"Colors" - a game for uniting children's teams
“Three cheerful colors” - a game for developing attention
“Drawing a Cat” - a game to strengthen drawing skills
“What is THIS like” - a game to develop imagination and fantasy
"Merry Men" - a game for coordination of movements
“Draw a picture with chopsticks” - a game on the ability to highlight the shape of an object

Game "Colored centipedes"
A group of children is divided into two teams. Each team selects an Artist, Water, Brush, Paints: Red, Orange, Yellow, Green, Blue, Blue, Purple - “Every Hunter Wants to Know Where the Pheasant Sits”
The task of the participants in the game: to the text of the presenter, line up in order, while standing at the back of each other’s heads, bend over, give one hand to the player standing behind (the hand goes between the legs), the second to the player standing in front, who also extends his hand between the legs. The first and last players each have one hand free. Thus, without opening their hands, the teams must reach the pins (cubes) under the leader’s text, then return to the starting place, walking the path again, bending over. Whose team arrives before the other is the winner.
Presenter's text (reads slowly so that children have time to line up):
“Waking up early in the morning, the Artist decided to draw a picture, poured Water..., prepared a Brush..., laid out paints in front of him: Red..., Orange..., Yellow..., Green..., Blue..., Blue..., Violet. The artist began to work (at this time the children run to the pins, run around them or line up cubes). I drew a picture (children moving to the starting point). Ugh - f. Nice picture!

Game "Paints"
The game is interpreted as a "Zoo" game.
To play the game, the leader puts the guys in a circle. They should take each other's arms and form a tight ring.
Game conditions: the entertainer names in each child's ear some color of paint: red, yellow, pale blue, and so on, or some kind of paint: gouache, watercolor, oil, etc. Then he begins to say it out loud, the player who hears his word must suddenly, with all his weight, hang on the hands of his neighbors and break out of the circle. The rest need to be very attentive and try not to let anyone out of the circle. So lose several times. The whole thing is that for the last time the presenter tells only two participants the names of colors or colors, for example: one - purple, another - black, and the rest - red! But they don't know about it!

Game "What does it look like?"
Didactic task: development of children's imagination and fantasy through the depiction of various objects using geometric shapes.
Game material: cards with schematic images of various objects.
Progress of the game.
The teacher shows the children several cards one at a time and asks them to come up with what toys or objects the images on the cards resemble. When asking children, the teacher pays attention to ensuring that the answers are not repeated; original responses should be especially distinguished. At the end of the survey, the teacher invites the children to independently draw various objects from geometric shapes, consisting of:
- circles;
- triangles;
- squares;
- triangles and squares;
- triangles, squares and circles.
Combinations of geometric shapes can be different.
Children can play, completing tasks individually or as part of a micro group.

Game "Merry Men"
Didactic task: development of imagination, coordination of movements, ability to correlate human poses with their schematic representation.
Game material: cards with a picture of a person in various poses.
Progress of the game.
The teacher explains the rules according to which all children must move around the room, and on the command: “One, two, three - freeze!” - stop. While saying these words, the teacher shows the children one of the cards depicting a diagram of a person in a certain position (for example: legs together, right hand down, left hand to the side), the children should freeze in the same position. The game is repeated several times, but each time with a new card. Instead of a countdown, you can use a musical signal (playing a soundtrack on a tape recorder).

Game "Three cheerful colors"
The players follow the leader and read the poem and perform the appropriate movements. Repeat several times, speeding up the pace each time.
Three cheerful colors (show three fingers with one hand, smiling)
Walked around the yard (step in place)
Three cheerful colors (show three fingers)
Started a game:
Made with heads -
Nick - nick - nick, (Turn your head to the sides three times)
With dexterous fingers
Chick-chick-chick! (Snap your fingers three times)
Made with palms -
Clap - clap - clap, (clap your hands three times)
They stomped their feet -
Top - top - top! (Stamp your feet three times)
After the last time you can end like this:
Suddenly drops started dripping (claps)
Rain is coming (applause turning into applause)

Game "Draw a cat"
A player is selected, blindfolded, and draws with chalk on the blackboard under dictation.
Draw a big circle
It's small at the top.
On the top of the head there are two ears -
This will be the head!
Let's draw for beauty
Give him a fuller mustache.
Here the fluffy tail is ready...
(The headscarf is removed and participants see their photograph or their reflection in the mirror)
You are the most beautiful of all cats!!!

Game “Draw a picture with chopsticks”
Didactic task: development of the ability to abstract from minor details, highlighting the main shape of an object through their schematic representation.
Game material: Pictures depicting various objects, a set of counting sticks (several sets), cards with a verbal description of the objects.
Progress of the game.
The teacher hands out sets of counting sticks to the children and shows several pictures. Then he asks if the children can use sticks to place the objects they see in the pictures on the table. Having received an affirmative answer, the teacher suggests laying out simple shapes with chopsticks, and then more complex ones. Students individually “draw” with sticks different groups of objects corresponding to the thematic cycles of the lessons. For example, different plants: a bush, a tree, a flower, or a house, a pyramid, a ship.
The teacher can invite children to perform objects after listening to their verbal description, or to come up with some kind of composition from various objects themselves.

Effectiveness of developmental tasks

The results, both personal and collective (group), are summarized at the end of each task, because the main part of the tasks has a logical completeness and the ability to be completed in a limited period of time. The main thing is the child’s desire to get involved in the task and achieve a certain result.
The results of the work carried out can be judged by:
- “products” of creative activity (drawings, crafts, solving crossword puzzles, problems, puzzles, etc.);
- speed and quality of their implementation;
- participation of children in creative competitions and gaming, educational events of the creative association and the Center for Children's Creativity;
- level of creative activity and independence.
Game results can be considered:
- expansion of horizons and the child’s acquisition of experience in creative activity, fulfillment of various social roles.
- manifestation of independence, initiative, creative activity.
- at the behavioral level - the manifestation of positive dynamics in communication with adults and peers.

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 himself find a way to solve, 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. An analysis of primary school textbooks showed that the creative tasks contained in them are mainly essays, presentations, drawings, crafts, etc. Some of the tasks are aimed at developing students’ intuition; finding several possible answers. 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 abilities, the use of heuristic methods must 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;
• - the possibility of different solutions;
• - taking into account the current level of development;
• - taking into account the age characteristics of students.

Taking these requirements into account, G.V. Terekhova offers a program in which a system of creative tasks is built, which is understood as an ordered set of interrelated creative tasks, designed on the basis of hierarchically structured methods of creativity, focused on the knowledge, creation, transformation and objects, situations, phenomena and aimed at developing the creative abilities of primary schoolchildren in educational process. The system of creative tasks includes target, content, activity and result components.

The system-forming factor is the student’s personality: his abilities, needs, motives, goals and other individual psychological characteristics, subjective and creative experience. 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 of the student’s personal experience as a result of his activities.

When selecting content for the system of creative tasks, G.V. Terekhova took into account two factors:

• - creative activity of younger schoolchildren is carried out mainly on problems already solved by society,
• - 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. Each of the identified groups is one of the components of students’ creative activity, has its own purpose, content, involves the use of certain methods, and performs certain functions. Thus, each group of tasks is a necessary condition for the student to accumulate subjective creative experience.

Galina Vladimirovna Terekhova, the author of methodological materials “Features of the development of creative abilities of younger schoolchildren through creative tasks in the educational process” for the “Creativity Lessons” program, gives the following classification of thematic series of creative tasks.

Thematic series of groups of creative tasks

Thematic series		Types of tasks	Possibilities of educational subjects
“Theatrical”	Creation of theatrical effects, development of costumes, scenery, production finds	Cognition Creation Conversion Use in a new quality	Artistic work Literary reading
"Bionics"	Finding correspondences between natural and technical objects, studying the possibilities of natural analogues for the development of technology	Creation Conversion	The world
"Narnia"	Analysis of the relationships between the characters in the works of Clive Staples Lewis	Cognition Creation
“Winnie the Pooh decides out loud”	Solving problems in fairy-tale situations from the works of J. Rodari, L. Carroll, A. A. Milne, J. Tolkien, A. Lindgren, N. A. Nekrasov, Russian folk tales, myths of ancient Greece; writing fairy tales and stories	Creation Conversion Use in a new quality	Literacy training Literary reading
“Technical world”	Study and creation of various technical objects	Cognition Creation Conversion Use in a new quality	Literacy training Artistic work life safety
“Natural World”	The study of animals, the formation of a humane attitude of man to nature, the cultivation of cultivated plants	Cognition Conversion	Literacy training The world Literary reading Russian language
"Human organism"	Study of the senses, memory, thinking, attention, natural and social characteristics of a person; studying the problems of people with disabilities	Cognition Creation Conversion Use in a new quality	The surrounding world life safety
“Puzzles”	Solving and composing attention problems, puzzles, encryption, match problems, charades, crosswords	Creation Conversion	Mathematics The world Literacy training Literary reading Russian language
“Signs”	Studying the characteristics of objects (color, shape, size, material, purpose, location in space, etc.), natural phenomena; composing riddles, metaphors, comparisons.	Cognition Creation Conversion Use in a new quality	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	Creation Conversion Use in a new quality	Literacy training Artistic work The world
“Land of Undone Things”	Consideration of problems identified by students from various fields of knowledge	Conversion Use in a new quality	The world
“The unnatural technical world”	Studying the problems associated with replacing natural materials with artificial ones	Conversion Use in a new quality	Artistic work
“Fantastic stories”	Solving the problems of the heroes of science fiction works by G. Altov, R. Bradbury, A. Orlov, composing fantastic plots	Cognition Creation Conversion	Literacy training Literary reading
“Yes-No”	Study and explanation of phenomena and situations; studying the characteristics of objects through asking questions	Cognition	Mathematics The world Literacy training Literary reading Russian language Artistic work
"Safety"	Consideration of human safety issues in various spheres of life, human behavior in extreme conditions (safe training of athletes, human protection in case of an accident; protection against poisoning, preservation of vision)	Creation Conversion Use in a new quality	The world Artistic work
“Problems of the third millennium”	Study of environmental problems (collection of oil from the surface of water, construction of a waste incineration plant, waste processing, longevity)	Creation Conversion Use in a new quality	The surrounding world life safety
		Cognition Creation	Additional curriculum
“Brilliant” tasks”	Rediscovery of effects created by the Beatles, M.I. Glinka, Homer, A. Dumas, Michelangelo, N.A. Rimsky-Korsakov, Sostratos	Creation Conversion Use in a new quality	Additional curriculum
“Decent answer”	Analysis of people's behavior in stressful situations, when norms and rules of communication are violated	Cognition Use in a new quality	Literacy training Literary reading The world
"What is good?"	Analysis of norms of moral behavior (responsibility for one’s actions, kindness, justice, honesty, hard work, conscientiousness, empathy)	Cognition	Mathematics The world Literacy training Literary reading Russian language Artistic work

Creative tasks are differentiated according to such parameters as:

• - the complexity of the problem situations they contain,
• - 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 the III (initial) level of complexity are presented to students of the first and second grades. 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 the II level of complexity are one step lower and are aimed at developing the foundations of systems thinking, productive imagination, and 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 explicit contradictions. The purpose of tasks of this type is to develop the foundations of students’ systematic thinking.

Tasks of I (highest, high, advanced) level of complexity. 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.

Let us give as an example several classes on the development of creative talent in children of primary school age, offered by Doctor of Psychological Sciences Evgenia Yakovleva.

Lesson “IT IS ME”

Each student creates a self-portrait.

Material

Large sheets of paper, approximately the size of a child (you can use the back of wallpaper, old newspapers, but you will have to draw on them with bright felt-tip pens), pencils, paints, felt-tip pens, colored pictures from old magazines and books, colored pieces of paper, glue.

Progress of the lesson

Leading. Today we will draw full-length self-portraits. Who knows what a self-portrait is?

Children's answers: this is when it is not someone else who draws you, but when you draw yourself.

Leading. Yes, when a person draws himself (acceptance).

Leading. Yes, when a person himself is the author of his own portrait (acceptance).

Children may not know the meaning of the word “self-portrait.” Therefore, the presenter may receive, for example, the following answer: “This is when the portrait is in the car.”

In accordance with the general principles of conducting classes, such an answer is also accepted and supported by the presenter: “Yes, the portrait can be in a car, and against the background of a car, and on the sofa - anywhere (acceptance). A portrait is an image of a person; a self-portrait means that a person is the author of his own portrait, he draws himself” (explanation).

It may also be that the presenter will not receive any answers to his question. In this case, he himself reveals the meaning of the word “self-portrait”.

Leading. Maybe someone knows a way to quickly draw a full-length portrait?

Children's answers: become a real artist, call an artist, call an art teacher.

Leading. Yes, they could draw very good portraits (acceptance). But it would be a self-portrait or just a portrait

Children's answers: it would be just a portrait.

Leading. And we will draw a self-portrait. But you and I are not artists. How could we try to draw a self-portrait?

The first method: a sheet of paper is attached to the wall, a person leans against it, and someone traces its outline with a pencil or felt-tip pen.

The second method: a person lies down on a sheet of paper, and someone traces his outline. The third way: illuminate the person and trace his shadow on paper.

If children do not name such methods, they should be offered them. They themselves choose the method that they like best. Children can invent other ways.

When drawing outlines, children work in groups of four (two hold the sheet against the wall, one leans against it, one traces); two (one lies, the other circles) or three (one lies, two circle). After each child's outline is drawn, students are asked to color it however they want. Everyone can draw clothes for themselves - the most beautiful, the most fashionable, perhaps the most ancient. This is one of the central points of the lesson. The child gets the opportunity to immerse himself, to be alone with himself, to make his own choice. He can draw himself either seriously or humorously. He can draw clothes that he has never had before in his life, or ones that he would like to wear, but he is not allowed.

If a child doesn’t like something about a self-portrait, he can explain it by the conventions of the activity (“We’re not artists”). What matters is that the child tries to do what he wants, and he is the only expert of his creation. The presenter should be interested in what the children are doing, show surprise and admiration:

• - It turns out you love jeans!
• - Oh, sweaters suit you!
• -What a beautiful princess costume!

Then the children are asked to look in the mirror and draw their face the way they would like it to be seen. (Or you can first draw your face and then look in the mirror.) At the same time, the presenter always reminds the children: “Of course, we are not artists, and the face may turn out different. It doesn't matter. Maybe the color of the eyes, or the eyelashes, or the smile will be similar, or, conversely, there will be no smile. It doesn't matter. Draw the way you want."

After the portraits are created, they are attached to the wall in the classroom and each child is asked to tell about himself: what is his name, who are his parents, where does he live, what is his house like, what does he love. As this story progresses, the presenter provides unconditional support and acceptance.

Sometimes a child refuses to talk about his family or talk about his home.

This child’s reaction is also accepted by the presenter: “Yes, sometimes you don’t want to tell anything. We’ll just see what kind of portrait you got.”

At the same time, you should definitely note what turned out well: a good color or a well-expressed mood.

Mastering the dichotomy method in the “Yes-No” game

Dichotomy is a method of dividing in half, used for the collective performance of creative tasks that require search work, and is represented in pedagogical activities by various types of “Yes - No” games. The following Yes-No questions may be used as part of the additional curriculum. Find out the object by description.

1. The characteristics of the object are listed (the topic “Object and its characteristics”):

made of sand, similar to the surface of water, can be of any color.

• 2. The differences between the sense organs of the hidden animal located among the row presented on the sheet are listed (theme “Sense Organs”):
  • - 5 eyes, and all on the hands (starfish);
  • - an animal whose olfactory organ is located on the tongue (snake);
  • - an animal that “sees” with its nose (dolphin);
  • - an animal that does not have eyes, legs, ears, but they can “see” with their skin (earthworms);
  • - an animal with organs of touch and smell on its antennae (butterfly);
  • - an animal that does not distinguish colors, whose sense of touch is located on its whiskers (cat);
  • - an animal whose nose can replace eyes (dog);
  • - this animal's vision is replaced by hearing and vocal organs (bat);
  • - animals that hear with their whole body and can find their way by smell (fish);
  • - an animal whose organs of smell and touch are located on the hand (elephant);
  • - these animals have amazing vision - a very wide angle of view, allowing you to see everything around (birds);
  • - the eyes of this animal see better at night than during the day, sensitive ears hear prey from a long distance (owl);
  • - an animal whose sense organs are very similar to human senses (monkey).

Find the hidden object.

• - a number of geometric figures are offered, among which students find a hidden figure (theme “Material”);
• - a number of objects are offered, depicted in an implicit form: telephone, book, cat, star, sound, bouquet, gift, wind (theme “Thinking”);
• - a number of objects are offered, located in the table. You need to guess the object using the location feature (theme “Attention”).
• 4. Determine the age of a person: a description is given of the actions of people that characterize their age (topic “Sign”, “Time”).

One day, a stately gray-bearded old man, Professor Ulm James, appeared on the threshold of the modest abode of a sophomore. He stopped by to congratulate the young author on a successful article in the student magazine, and this unexpected visit marked the beginning of daily conversations in James's house over a cup of tea. How old was the young author?

The French doctor Alain Bombard proved by his own example that you can live for quite a long time, fight the sea elements and defeat them, being left without water and food. Alen crossed the Atlantic Ocean on a rubber boat for 65 days without touching food or water. At what age did Alain accomplish his feat?

Masha was taken to the zoo. Here's a wolf. Masha recognized him immediately:

Why did you eat three piglets?

The wolf is silent.

Why did you offend the three little pigs?

The wolf tucked his tail.

Now sit in a cage, you bad gray wolf!

The wolf turned away. So he is ashamed. So he won't do it anymore. How old is Masha?

One Christmas, his father gave Heinrich a book by Georg Ludwig Erer, “World History for Children,” in which the boy saw a drawing for the myth of Troy. The boy joyfully exclaimed: “Father, you were mistaken, Erer saw Troy, otherwise he would not have been able to draw it!” “Son,” he replied, “this is just an imaginary picture.” But when his son asked whether ancient Troy actually had such walls, he answered in the affirmative. “Father,” said Heinrich, “if there were such walls, then they could not be destroyed.” The father objected to the boy, but Henry stood his ground, and finally they decided that Henry would one day open Troy. How old was the boy?

The eldest was a smart boy. He studied well, read a lot and could speak convincingly. And so he began to convince his father that he would not offend Junior and that everything would be in perfect order at home until his parents returned from the city.

Do you give me your word? - asked the father.

“I give you my word of honor,” replied the Elder.

“Okay,” said the father. - We won't be home for three days. We will be back on the thirty-first in the evening, around eight o'clock. Until that time, you will be the master here. You are responsible for the house, and most importantly, for your brother. You will be his father instead. Look!

Exactly at midnight, little Hercules woke up. He lay in the dark, sucked his fist and listened with all his ears, because he was smart beyond his age. Suddenly he heard a fuss and rustling on the threshold, then a quiet whistle and hissing on the floor. The curious boy raised his head and looked over the edge of the cradle. At that same moment he saw a large snake head next to his head. Hercules got a little scared and leaned back.

Solving attention problems (theme “Attention”).

In the suburbs of Paris - a cafe on the street. A young man sits there. The owner immediately calls the police: “There is a saboteur in my cafe.” How did he know this?

The man got caught in the rain. He had neither a hat nor an umbrella. When he got home, there was not a single dry thread on him, but not a single hair on his head was wet. How could this happen?

One driver did not have a driver's license with him. He went out onto the pedestrian part of the road and moved along it, pressing close to the shop windows. Ignoring the prohibitory sign, he passed the intersection and stopped opposite the policeman. Seeing all this, the traffic controller did not stop the driver and did not fine him. Why?

A passerby addresses a bitterly crying child:

• - Be a good boy and don't cry.
• “I can’t be a good boy,” was the answer, and it was the honest truth.

Interview with twins: “Are you brothers? - Yes! - Born on the same day? - Yes! - Are you twins? - No!” Why? (theme “Creative Thinking”).

The result of repeated inclusion of the tasks “Guess the object”, “Guess the phenomenon” should be a map - classification of real world objects, allowing the shortest path, purposefully narrowing the search field, to find a hidden object, phenomenon, compiled by students under the guidance of a teacher.

The creative methods chosen by the teacher when performing 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.

The level of creative abilities influences the level of development of cognitive processes. Children with a high level of creative abilities also have a higher level of cognitive processes compared to children with a low level of creative abilities.

Universal creative abilities are individual characteristics and qualities of a person that determine the success of a person in performing creative activities of various kinds.

Childhood has the richest opportunities for the development of creative abilities. Unfortunately, these opportunities are irreversibly lost over time, so it is necessary to use them as effectively as possible in primary school childhood.

The successful development of creative abilities is possible only when certain conditions are created that are conducive to their formation. These conditions are:

• 1. Earlier physical and intellectual development of children.
• 2. Creating an environment that determines the development of the child.
• 3. The child’s independent solution of tasks that require maximum stress, when the child reaches the “ceiling” of his capabilities.
• 4. Giving the child freedom in choosing activities, alternating activities, duration of activities in one activity, etc.
• 5. Smart, friendly help (not advice) from adults.
• 6. Comfortable psychological environment, encouragement by adults of the child’s desire for creativity.

To develop creative abilities, the following measures can be proposed aimed at effectively developing the creative abilities of schoolchildren:

• 1. Introduction to the school education program of special classes aimed at developing creative abilities.
• 2. In special classes in drawing, technology, music, give children tasks of a creative nature.
• 3. Use of problem situations in the lesson.
• 4. The use of special games and tasks that develop children's creative abilities.
• 5. Release of wall newspapers.
• 6. Research on various topics.
• 7. Creation of a portfolio by children.
• 8. Working with parents.

Let's talk about what you can offer a little fidgety 3-5 years old. And this:

• Unconventional drawing.
• Application.
• Making delicious toys.
• Fun workshop.

Let's take a closer look at each type of handicraft.
Unconventional ways of this type of creativity:

Method No. 1
"Magic wand"
a pencil or pen is wrapped with foam rubber at the blunt end, which is tied with thread. It turns out to be a large brush without hairs. The stick is held strictly perpendicular to the surface of the sheet, without tilting. The trail it leaves imitates animal fur, tree crowns, and snow. A stick with foam rubber is dipped in paint (the main thing is that there is not a large amount of water), and the baby begins to cover the sheet with traces of it. Let him first simply understand that with the help of a “magic wand” you can quickly and easily draw marks. Then draw tree branches or a bush with a black felt-tip pen, and let the child finish painting the foliage with green, yellow, red or orange paint. Draw a simple outline of a bunny or fox with a pencil, let the baby “trample” it with his “magic tool” - the bunny and fox will turn out fluffy, their fur will seem so disheveled that the baby will certainly want to touch it. It is extremely interesting to work in this technique with a stencil. Cut out an image in the middle of a thick sheet of cardboard, such as the head of a tiger cub or a bear. Attach the cardboard with the cut out stencil to the landscape sheet and invite the child to “trample” the part of the landscape sheet that is visible through the hole in the stencil. After the child does this, let the work dry, then draw eyes, mouth, mustache, and stripes with a brush.

Method No. 2
"Figurine"
A very interesting way to draw with a pencil, felt-tip pen, or ballpoint pen using pre-made stencils. Stencils can be of two types - some are cut inside the sheet, others are made from the sheet and separated from it. It is easier for young children to trace the figures embossed inside the sheet. Many squares and rulers have such patterns. Having attached them to the album sheet, you ask the child to trace the shapes. Then you remove the stencil and, together with it, figure out how you can complete this or that shape. Children 4.5-5 years old will be able to trace single stencils cut out of cardboard. This is more difficult, because the hand does not hold well on the outside of the pattern and the baby draws extra lines. But you can interest children in the content of stencils: for boys - these are silhouettes of cars and airplanes, for girls - animals, nesting dolls, bows and houses. Having traced the patterns, children can paint over their images with felt-tip pens and paints, and hatch them with various lines: straight, wavy, zigzag, with loops, wavy with sharp peaks. Stencils can help you create your own drawings; they will complement what the child himself has created.
You can start a game: the child circles various objects, and you guess what they are. Firstly, not all objects can be circled. By finding them, the baby will understand the difference between three-dimensional and flat objects or things that have at least one flat side and those that do not. Secondly, it is not easy to circle this or that object on your own, without the help of an adult. And thirdly, in this game the roles change: the baby puzzles the parents, and the adults try to find the answer. All this pleases the child, providing him with a surge of creative energy.

Method No. 3
"Mirror Copy"
Another method is based on the fact that a silhouette drawn with paints can be easily imprinted when a sheet of paper is placed on it. The sequence of work is as follows: the sheet is folded in half, unfolded, and the surface is slightly moistened with water. On one half of the sheet, the silhouette of an object or part of a symmetrical image is drawn with paints, for example, half a Christmas tree, half a flower, half a house. The sheet is folded and pressed firmly with your hand. By unfolding the sheet, you will see a whole image or two objects (if you drew a whole object on one half). Many kids like this method; for children, it seems like a miracle that the same image appears on the second half of the sheet. When the work dries, the details can be completed with felt-tip pens, pencils or paints.
method number 4 - “Whose trace”
Another way of drawing, or rather, printing, is based on the ability of many objects to leave colorful imprints on paper. You take a potato, cut it in half and from one half cut out a square, triangle, diamond, flower or something interesting. Moreover, one side of the print must be flat for application to the paper, and you will hold the other with your hand. Then you or your child dip such a signet in paint (preferably gouache) and apply it to the paper. As you might guess, an imprint remains. With the help of these signets you can make beads, ornaments, patterns, and mosaics.

Method No. 5
"Salty Drawings and Tooth Paint"
What if you paint with glue and sprinkle salt on top of these areas? Then you will get amazing snow pictures. They will look more impressive if they are done on blue, blue, pink colored paper. Try it, it's very exciting!
Or let's create winter landscapes in another way - painting with toothpaste. First, the child must be explained that this is a creative search, and this use of toothpaste does not give him the right to squeeze it out on the floor, shelves and tables. Together with your child, outline with a pencil the light contours of trees, houses, and snowdrifts. Slowly squeezing out the toothpaste, go over all the outlined contours. Such work must be dried and it is better not to put it in a folder along with other drawings. For creativity, it is best to use a domestic product - it dries faster.

Method No. 6
"Egg Mosaic"
Another very exciting way to create creative works is to make a mosaic from multi-colored eggshells. Once you have eggshells left on your kitchen counter, don't throw them away. Separate from the films, wash, dry and grind. Dilute the paint in several cups and put the crushed shells there. After 15 minutes, the shells are caught with a fork and laid out to dry. Now the material for the mosaic is ready. Now you need to think over the drawing, mark it with a pencil outline and, having previously smeared the surface with glue, cover it with a certain color of the shell.

Method No. 7
"Like an artist to an artist"
But this is a completely unusual path! You need to get a large sheet of paper. Huge sheets of Whatman paper are sold in bookstores and cost 6 rubles. You ask the baby to lie down on such a sheet and circle it. Of course, it is better for the whole thing to fit in (this can be achieved by gluing two or three sheets of whatman paper) or, as a last resort, for the torso and head to fit. You have traced the baby, and now it’s his time - let him try to decorate the silhouette: draw eyes, mouth, hair, jewelry, clothes. If the child is small, then do this work together - the baby suggests, and you, admiring his imagination, draw with him.

Method No. 8
"Rainy Fantasies"
Another option for unconventional drawing is the following: during rain or snowfall, you boldly open the window and expose a sheet of paper for less than a minute, holding it horizontally. You probably guessed that drops of rain or snow will remain on the sheet. And this is what we sought. Now traces of bad weather can be outlined and turned into fairy-tale creatures. They can also be connected to each other by guessing what kind of image they get.

"Application"
Very often, while drawing, kids ask for scissors. The desire to hold such a dangerous adult object in your hands increases your own importance in the eyes of a child. Children can quite easily cut up their drawing or cut out part of it. And this happens not because they don’t feel sorry for the drawing. Just the interest in the “magical” separation of its parts from the sheet fascinates them much more than the desire to preserve what has already been created.
Where can you start making applique?
The simplest subjects are a house with an opening door, primitive cars, mountains. It's better to do this work. Draw your child's attention to the fact that one side of the paper is colored and the other is white. The cut line is drawn only on the white side. Draw a large square on the white side of the paper. Its two sides will coincide with the edges of the sheet; you will have to draw the other two lines yourself. Give the child scissors, hold the sheet yourself and guide it. After cutting out the square, you can make a triangular roof. Now the house is ready, all that remains is to spread it with glue and press it firmly to the paper. Oddly enough, but kids need to be taught this too. It is better to spread it on a special backing made of linoleum or plastic. Pressing the part against the main background, remove the remaining glue with a cloth. After finishing the work, invite your child to complete the details, for example, mark the windows, door, dormer window, fence. Children love opening parts in houses or caves in rocks. These pieces are very easy to make. At the bottom of the house you cut out a door. One side should hold it as if on hinges. Of course, the door is not glued, but kept open. Now the child can close and open it himself. You can also make shutters on windows, opening doors in cars, mysterious grottoes in the rocks.
Very young children can prepare various patterns in advance. All the baby has to do is take them out of the envelope or bag, examine them, spread them with glue and place them on the sheet as desired. With certain skill, the child can perform this activity independently. Patterns can be the following silhouettes: geometric shapes, flowers, berries, stars.
You can use more than just paper for appliques. Pieces of fabric are also a wonderful material. They make wonderful costumes, various natural objects, for example, tree crowns, water surfaces, animal fur. The fabric is selected depending on its texture and suitability to the image. Invite your child to look at the ironed scraps, figure out what they can be used for, and you will be surprised at his interest and enthusiasm.
An excellent material for appliqués is old magazines. Children who have already mastered the cutting process will enjoy finding drawings and photographs on given topics. For example, today we are creating an application on the theme “Racing”, and the kids are looking for images of various types of transport. Come up with topics and give the little ones magazines!
It is interesting to teach kids to use not only old publications for appliqués, but also waste paper - labels, wrappers, paper for wrapping gifts. You have to be a real dreamer to see in a photograph of a forest a background for appliquéing the seabed, and to cut out a flower dance from a wrapper in the shape of soap bubbles. Transforming what you see into other, unusual images is real creativity! In this regard, playing with letters is very interesting. You cut out various letters from magazines and ask your child to come up with something new from them. So, a bow, a cheerful face and a shoe are added to the letter “I” - and now the little man is ready. What if the “P” is supplemented with a roof and a chimney? "K" - tail, claws and head? Try it, it's fun for adults too.
You can also create an applique from cereals and pasta. But you have to be extremely careful with food products. After all, food is intended to support our life, and not for play. And yet you can try, with the stipulation that we will take just a little bit of rice, rolled oats, beans and pasta to create something interesting and exciting. A path made of rice, tree trunks made of pasta, a sea of ​​rolled oats will look original and unusual.

So, there are ideas, all that is missing is free time and energy. Let's find an hour, be patient and... start creating together with the baby. Strength will appear out of nowhere, the desire to invent and fantasize will come, and the baby will beg you to glue, sculpt, draw, and craft with him a little more. Agree, because from this “a little bit” a thread will stretch to “forever”. And every mother dreams of forever becoming a friend, creative colleague and adviser to her child.
In preparing the article, materials from the books were used:
Feldcher Sh., Lieberman S. “400 ways to keep a child from 2 to 8 years old.” St. Petersburg: “Peter”, 1996.
Doronova T. N. “Nature, art and visual activities of children.” M,: "Enlightenment", 2000.

Several ideas for applique
We create an aquarium: fish, algae, pearls.
We label the city: houses, cars, trees, stylized (simplified) images of people.
We have a kitchen! We paste photographs or silhouettes of various dishes, vegetables and fruits onto paper plates.
Let's come up with a little man from paper cups, cubic kefir boxes, gluing the background, facial features and hair.
A collage of pieces of serpentine, ropes, ribbons, twine. By arranging these materials in a certain sequence, twisting them in a spiral, weaving them together, you can create interesting decorative works.
Applique using the tearing method, when the paper is not cut, but torn, this looks especially good when creating sea waves, thick trees, monsters. If it is difficult for your child to tear off a large image, let him tear it in pieces, gluing them to each other on the main background.

Delicious toys
Let us repeat once again that when making delicious toys, the baby must understand that food is of great value. Treating food with respect should be a must when making food crafts.
Invite your child to decorate the salad. Let him have slices of tomato, olives, strips of pepper, carrots, and curls of parsley on hand. Perhaps the baby will create a little man's face or make an ornamental decoration?
It is very interesting to squeeze cream out of a syringe or bag according to a pre-conceived pattern. Not everyone can do this art, so let the little one try it on cookies first. Very often children see in the piece of bread they eat either a bear cub or a squirrel. Let's try to ask the baby to create different animals by carefully tearing off pieces of bread. They will become fun toasts for breakfast, and we will dry the remaining crumbs and put them in a separate jar. They will be useful for breading. Be sure to tell your child about this, let him know that not a crumb of bread was wasted!
Along with these original hobbies, we advise you to involve fidgets in kitchen chores more often. Bake cookies with mom, cook pasta, cut potatoes
ku - what could be more interesting and important for a growing baby!

Jack of all trades
After finishing reading the article, you must be tired, right? It is impossible to remember so many ideas at once, to understand so many sentences. Therefore, in the last section we placed only barely indicated thoughts about creating something new and interesting with our own hands. If you are curious about something, organize these scattered thoughts to taste!
We make jewelry: using a large needle, we string buttons, beads, and rowan berries onto a thread. A whole necklace can be made by connecting paper clips together.
We tell rope stories: we made a circle out of a rope, we begin a story about... a bun, a sun, a plate, a wheel. Our circle has grown a nose. What is this? Pinocchio, turnip? And so on - show and tell.
We make dolls from pillows tied with rope, paper bags stuffed with newspaper and twisted in the middle. You can decorate paper dolls and glue on them hair, mustaches, and beards.
Think about what else you can come up with from pillows? You find it difficult, but the kids will be happy to tell you that it can be a house, a car, or an airplane. Invite your little one to build such a building - he will be simply happy.
Let's consolidate our creative plans! Place paper clips on a sheet of clean paper. It turns out that you can create various silhouettes from them and outline them. Try it yourself, and then offer it to a little creator.
Have your child make lots of holes in the cardboard using a hole punch. When the work is finished, hand the lace to your baby. Having secured it in one of the holes with a knot, ask them to create patterns. This is similar to educational games called “lacing”, but the canvas is completely made by the child himself! Therefore, the game will be perceived completely differently. You can create patterns in different ways, why not try to “draw” familiar and unfamiliar images with a lace.

The essence of creativity is in predicting the result of a correctly staged experiment, in creating, through the effort of thought, a working hypothesis that is close to reality.

People do a lot of things every day: small and large, simple and complex. And every task is a task, sometimes more or less difficult. But with all their external diversity, and sometimes incomparability, all tasks can be divided into two groups - is it an old task or a new one.

The range of creative tasks is unusually wide in complexity - from solving a puzzle to inventing a new machine or scientific discovery, but their essence is the same: when solving, an act of creativity occurs. 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.

Today, the school is called upon to prepare the younger generation for life and work in modern conditions, which are characterized by competitiveness and competition, increasing demands on the quality of work. Under these conditions, the educational process at school should be aimed at fulfilling a new social order - at the formation of a creative, socially adapted personality, its ability to be creative in a wide variety of fields of activity.

The more urgent the need of society for the creative initiative of the individual, the greater the need for the theoretical development of the problems of creativity, the study of its nature and forms of manifestation, its sources, incentives and conditions.

Creativity - the ability to generate unusual ideas, deviation from traditional thinking patterns, and quickly solve problem situations.

P. Torres understands creativity as “... digging deeper, looking better, correcting mistakes, diving into the depths, talking to a cat, walking through a wall, lighting up the sun, building a castle on the sand, welcoming the future.”

D. Gilfort identified 4 features of creative thinking:

Originality and unusualness of statements, striving for novelty;

Semantic flexibility of thinking (the ability to see an object from different angles of view)

Imaginative adaptive flexibility (the ability to change the perception of an object in such a way as to see its new or hidden sides);

The ability to generate a variety of ideas to activate the creative thinking of younger students (he recommends using Brainstorming).

The development of the student as a person, as a subject of activity, is a significant problem in education at the moment. This is due to the fact that in our time there has been an increased need for people who can quickly adapt to the educational environment and then to the workforce, showing independence and initiative in their work.

The development of creative thinking, firstly, promotes the conscious acquisition of knowledge and the desire to independently “obtain” it, and the ability to apply it in one’s practical activities.

Secondly, creative thinking is necessary both for resolving contradictions and problematic situations in the educational process, and for successfully solving life, non-educational problems.

Thirdly, thanks to creative thinking and the ability to think outside the box, in a new way, a modern specialist is a competitive person, so creative thinking needs to be developed in every student-future specialist.

Unfortunately, in modern schools, especially in the traditional curriculum, very little time is still devoted to the development of children’s creative thinking. One of the forms of its development is creative tasks. I have been working on a traditional program for many years and use them in my work.

Experience shows that mathematics lessons are greatly enlivened by educational tasks of a creative nature associated with their preparation and transformation, contributing to the implementation of not only educational, but also developmental goals. The use of creative tasks is different in that it takes the form of a gaming activity, which is very attractive for primary schoolchildren. Success in completing a task awakens interest in learning and creates an emotional positive background.

In psychological and pedagogical science, it has been repeatedly noted that now, in the conditions of rapidly growing information, the development and activation of creative thinking is of particular importance. Indeed, in any activity it becomes especially important not only to assimilate a certain amount of knowledge, but to select the most significant of them, and be able to apply them in solving a wide variety of issues.

Research into creative thinking began to expand in the second half of the 20th century. The first diagnostic tasks were compiled to reveal the level of development of creative thinking. The creative processes of children and adolescents began to be studied experimentally. The first educational programs for the formation of creative abilities were developed. At this time, the psychological components of creative activity were identified: flexibility of mind; systematic and consistent thinking; dialecticity; willingness to take risks and take responsibility for the decisions made.

Flexibility of the mind includes the ability to identify significant features from many random ones and the ability to quickly change from one idea to another. People with flexible minds usually offer many solutions at once, combining and varying individual elements of a problem situation.

Systematicity and consistency allow people to manage the creative process. Without them, agility can turn into “idea racing,” where solutions are not fully thought through. In this case, a person who has many ideas cannot choose among them. He is indecisive and dependent on the people around him. Thanks to systematicity, all ideas are brought into a certain system and analyzed sequentially. Very often, with such an analysis, a seemingly absurd idea is transformed and opens the way to solving the problem.

A creative thinker also needs the ability to take risks and not be afraid of taking responsibility for their decisions. This happens because often the old and familiar ways of thinking are more understandable to most people.

Is it possible to ensure that a child becomes “smarter”, “more capable”, “gifted”? Of course, if you train in the development of mental abilities as regularly as you train in the development of endurance, strength and other similar qualities. If a child constantly trains his mind, solves difficult problems, acts actively, independently finds the right solutions in non-standard situations, there will definitely be results.

As you know, there are no incapable children; you just need to help the child develop his abilities, make the process fun and interesting. The main thing is to start as early as possible and the result can be seen already at the end of 1st grade. The question constantly arises: “Is a mathematics Olympiad necessary in primary school?” Necessary. But how to prepare children in a traditional program? Children cannot be limited to the school curriculum. It is necessary to liberate the student’s thinking, to use the rich opportunities that nature has given him. Therefore, I believe that even in a lesson you can find 5-10 minutes to solve non-standard problems that develop logic and ingenuity, aimed at developing the child’s creativity. Such activities help formulate their own point of view, instill in children confidence in their own abilities and interest in other opinions, and teach a culture of communication. It would be great if you could devote a whole lesson to this. Extracurricular activities also contribute to the development of creativity. A very important step in the development of creative thinking is learning to solve problems of a cognitive, search and creative nature.

Types of creative tasks

Usually at school they solve so-called “closed” problems, i.e. having an exact condition, a strict solution algorithm, and the only correct answer. Life presents a person with “open” tasks that have rather vague, different solutions. Based on this, there are the following types of creative tasks.

Inventive.

Her condition contains a contradiction: “You are hungry. There is bread on the table, and at the table there is a hungry lion.” What should I do? Children's answers:

Call the zoo employees;

Light a torch and scare the lion with fire;

Throw a bone or meat to the lion;

Maybe it's not an animal, but a person;

Solving this problem showed that children see different solutions.

Research.

A certain phenomenon occurred. It is necessary to identify its causes. For example, why does water turn into ice? How does this happen? Why?

Design.

It does not contain contradictions and suggests thinking through devices for a given purpose. Figure out how to measure the area of ​​a figure, while children still have no idea about the very concept of “area.”

Prognostic.

Offers an analysis of the positive and negative consequences of phenomena known to everyone, or you can modify the usual task and predict the result.

A problem with an adjustable condition.

Children analyze and enter the necessary data and restrictions themselves. The initial stage includes tasks for comparing geometric figures, selecting similar figures, identifying parts of a complex drawing, composing and transforming figures in accordance with the conditions of the task, and composing stories for drawings. Of course, tasks of types 1 and 2 (research and inventive) are unlikely to be appropriate in every mathematics lesson. I use them in lessons about the surrounding world, reading, labor, and in mathematics lessons - in warm-ups and minutes of rest, organized in the form of a “brainstorming”.

"Brainstorm" is a method that allows you to remove psychological inertia and get the maximum number of new ideas in the minimum time. When conducting a brainstorming session, criticism is prohibited and any idea is encouraged, even humorous and obviously ridiculous. In order to activate the thinking of younger schoolchildren, you can use the following tasks.

Task No. 1

A wooden building burned down on the seashore in the forest. Where did the fire come from? Children's answers: children set the fire; a smoking man threw away a cigarette; the tourists did not put out the fire; the hut was struck by lightning, etc.

Task No. 2

In K. Chukovsky's book "Doctor Aibolit" he encounters Tyanitolkai - a fantastic animal with two heads located behind and in front. Tell me, what advantages did Tyanitolkai gain due to this quality? Children's answers: the ability to constantly stay awake, since the heads sleep in turns; eats faster; sees everything that is around; Having two heads makes life more fun; the animal sees and hears better, which means it can notice danger in time.

Task No. 3

Game "Island"

Imagine that there was a shipwreck and you, having miraculously survived, found yourself on a desert island in the southern latitudes of the ocean. What do you need to do to survive?

Children's answers: it is necessary to build housing, hunt, fish, and guard the camp.

The second method of activating thinking is called “Synectics”. The author of this method, William J. Gordon, identified two types of creative processes: intuition, inspiration and the use of various types of analogy.

A common analogy is in form, for example:

Icicle - pencil, knife, gloves, pen, nose, beak. Clock - moon, sun, flower, telephone dial, plate.

To introduce children to direct analogy, you can use works of art. For example:

Fantastic analogies allow you to abandon stereotypes, remove psychological inertia, and take a previously unknown path. She is able to transform any situation, any action into a fairy tale and consider magic, fantastic and fairy-tale animals, insects. Aliens from other planets to solve problems, to get out of the current situation.

A direct analogy also includes a functional analogy: you need to determine what functions an object performs, and then find an object in the surrounding world that performs the same functions. For example:

Wind - fan, vacuum cleaner, breathing. Rooster - alarm clock, radio, sun, thunder.

Car - horse, donkey, ant, train, centipede, bicycle, bird.

Examples of tasks to develop creative thinking

1. Tasks to develop flexibility of thinking.

1) Develop several ways to use laws and phenomena.

2) Establish relationships between the material being studied and a specific task:

Identify the problem;

Make a solution plan;

Formulate hypotheses;

Select and justify the best solution.

2.Tasks for the development of originality of thinking.

1) Determine the “correctness” of solving the problem.

2) Come up with a word, an unusual task.

3) Offer a completely different way to solve the problem.

When completing such tasks, my students are happy to find flaws in the tasks I offer and come up with their own options, including tasks with fantastic, non-existent characters. To better assimilate a new topic, we’ll put together a fairy tale about how the line was born.

“In the country of Geometry, there once was a dot (the teacher points on the board, and the children put a dot on pieces of paper). One day the dot thought: “How I want to have many friends! I’ll go on a trip and look for girlfriends.”

The red dot has just left the gate, and a green dot is coming towards it. The green dot approaches the red one and asks where it is going.

I'm going to look for friends. Stand next to me and let's travel together. (The teacher and children place a second dot next to the first).

After some time they meet a blue dot.

Friends-dots are walking along the road, and every day there are more and more of them. And finally, there were so many of them that they lined up in one row, shoulder to shoulder, and it turned out to be a line. Thus the line was born. When the points go straight, the result is a straight line, when uneven, the line is crooked.

Children really like this explanation of new material in the form of composing a fairy tale and remember the new material better.

3.Fluency development tasks.

1) Find several possible solutions.

2) Choose the best solution.

3) Establish similarities and differences.

4) Determine cause-and-effect relationships.

4.Tasks for the development of creative thinking.

1) Formulate your questions.

2) Determine what the contradiction is, formulate and specify it.

3) Express your criticisms.

4) Independently evaluate your classmates’ answers.

5) Correct errors.

You can offer children the following tasks:

1) Auditory dictation: 1,3,6, 10, 15…

Come up with your own numerical pattern.

Come up with a pattern of geometric shapes.

2) Draw a new geometric figure and give it a name.

3) Two unequal segments are drawn on the board. Come up with a device to compare them.

4) Draw a rectangle with a perimeter of 24 cm. (6 solutions)

5) Find the root of the equation (x-17)*0=0 (set of numbers from 17 to infinity)

6) The Serpent Gorynych promised the children to set them free if they brought him water without the bucket itself (additional condition: in winter). Water can be frozen.

7) Perseus killed the Gorgon Medusa while looking into a shield polished to a shine. How else can this problem be solved? Children's answers can be varied.

5.Tasks for the development of logical thinking.

1) Reformulate the problem, translate it from figurative, artistic language into mathematical language.

2) Choose a rational solution and bring it to its logical conclusion.

3) Determine whether all task data are used in solving the problem.

4) Determine whether all concepts contained in the problem are taken into account.

Tasks aimed at developing logical thinking deepen children's mathematical knowledge, developing mental operations such as analysis and synthesis, comparison, classification, and generalization.

You can offer children the following tasks:

1) Is it possible to divide 5 candies between five guys so that everyone gets one candy and one remains in the box?

2) Petya gave his younger brother half the supply of apples and one more apple, and he didn’t have a single apple left. How many apples did Petya have?

3) Two fathers and three sons ate three oranges. How much did each of them eat?

4) Three kittens lived in apartments No. 1, 2, 3: white, black, red. There was no black kitten living in apartments No. 1 and No. 2. The white kitten did not live in apartment No. 1. Which apartment did each kitten live in?

5) A lynx eats 600 kg of meat in 6 hours, and a tiger eats 2 times faster. How long will it take them to eat this meat together?

6) Two students peeled 400 potatoes; one cleaned 3 pieces per minute, the other - 2. The second one worked 25 minutes more than the first. How long did each person work?

7) There are 7 passenger cars and 20 freight cars with a total length of 217 meters on the siding. A passenger car is 4 meters longer than a freight car. Determine the length of both cars.

8) Three schoolchildren bought pencils. One paid 21 rubles for this purchase, another 18 rubles, and the third 15 rubles. The first student received two more pencils than the third. How many pencils did each student buy?

9) A flock of geese was flying, and a gander met them:

Hello, 20 geese!

No, there are not 20 of us. If there were 20 times more, and 3 more geese, and even you with us, then there would be 20 of us. How many geese were there?

10) There are 4 children in the family; they are 5, 8, 13 and 15 years old, and their names are Tanya, Yura, Sveta and Lena. How old is each of them, if one girl goes to kindergarten. Tanya is older than Yura, and the sum of Tanya and Sveta’s years is divided by 3?

11) A baby can eat 600 g of jam in 6 minutes, and Carlson can eat 2 times faster. How long does it take them to eat this jam?

6.Non-standard multiplication and division problems

1) Is it possible to arrange 10 books equally on 3 shelves?

2) What is the product 0*1*283*4*5?

3) Write down all pairs of numbers whose product is 12.

4) Are 8 double desks enough to seat 20 students?

5) Come up with and write down a number, not equal to 0, that is divisible by 3, 4, or 6.

6) Write down the number 5. What number must be added to the right so that the resulting number is divided by 6?

7) In the entry 6 5 2, arrange the action signs and brackets so that the value of the resulting expression is equal to 42. Write the equality.

8) Each cake was divided in half, and each half was divided in half. 1 piece of cake was placed on each of the 12 saucers. How many cakes were there?

9) In 5 years, Petya will be twice as old as he is now. How old is he now?

10) What two integers, if multiplied, give the same amount as their addition?

11) Lena wanted to multiply some number by 7. When multiplying, she made a mistake and got 18, which is 3 less than the correct answer. What number did Lena want to multiply?

7.The tale of how a straight line turned into a segment

Once upon a time there lived a pencil. He was very inquisitive and wanted to know everything. He will see an unfamiliar line and will certainly ask:

What is this line called?

One day a pencil came out onto a straight line and walked along this straight line. He walked, walked in a straight line, walked for a long time. Tired, he stopped and said:

How much longer will I have to go? Is the end of the straight line coming soon?

The straight woman laughed:

Oh, you pencil! After all, you won't reach the end. Don't you know that a straight line has no end?

Then I will turn back, said the pencil. - I probably went in the wrong direction.

And there will be no end in the other direction either. The line has no ends at all. The direct one even sang a song to herself:

- “Without end and edge

The line is straight!

Walk along it for at least a hundred years,