Introduction

Chapter 1. Theoretical foundations for the development of creative abilities of younger students in the educational process

1.1Psychological and pedagogical analysis of the problem of creativity

1.2 Features of the development of the personality of a younger student, influencing the process of developing creative abilities

Chapter 2

2.1Ways and means of developing the creative abilities of younger students in the educational process

2.2Organization of creativity lessons in elementary school

Conclusion

Bibliography

Introduction

With the spread of the humanistic paradigm in society, including in the field of education, more and more importance has been attached to the need to develop creative abilities, creative characteristics of the individual; creating conditions for the formation of the main components of creative thinking.

The main purpose of education is to prepare the younger generation for the future. Creativity is the way that can effectively realize this goal. An integrated approach to the education of a creative personality covers a wide range of issues related to the problems of general aesthetic and moral education. The inseparable unity of the ideological, worldview, spiritual and artistic is an indispensable condition for the personality of a growing person, the versatility and harmony of its development. The value of creativity, its functions, lie not only in the productive side, but also in the very process of creativity.

As a result of theoretical and experimental studies of the problem of creativity and creative abilities in psychological science (D.B. Bogoyavlenskaya, 1981, 1983; A.V. Brushlinsky, 1996; L.S. Vygotsky, 1967, 1985; V.N. Druzhinin, 1997 , 2000; M.A. Kholodnaya, 1997) proved the importance of developing the creative potential of students in the course of education.

The relevance of the study of the problem of the creative development of the individual in educational activities is due to qualitative changes in the need of society to train creatively thinking people who have a non-standard view of problems, who have the skills research work. The question of ways, opportunities, means of developing the creative abilities of primary school students is still the subject of heated discussions in psychological and pedagogical science.

Modern society is in need of creative individuals, as they have a higher level of adaptation and socialization, are more in line with the constantly changing and renewing world. In this regard, the attention that pedagogical science pays to the problem of developing the child's creative potential is justified.

The purpose of the study is to identify the pedagogical conditions for the development of creative abilities of younger students.

In connection with the goal, the following tasks were defined:

1.On the basis of psychological and pedagogical analysis, determine the essence, criteria and indicators of creative abilities;

2.Determine favorable conditions for the development of creative and creative abilities in younger students.

.Determine the main pedagogical means of developing creative abilities.

.To develop a system of fragments of lessons illustrating the possibility of developing creative abilities in younger students.

The object of the study is the development of creative abilities in younger students in the process learning activities.

The subject of the study is the pedagogical conditions for the development of creative abilities in younger students in the learning process.

To solve the tasks set, the following methods were used in the work: theoretical, logical, psychological and pedagogical analysis of general and special literature on the research problem; analysis of publications and materials in the media;

The course work consists of two chapters. The first chapter examines the essence, structure and functions of creative abilities in psychological and pedagogical analysis. The features of the development of creative abilities in younger students are also considered.

The second chapter discusses the ways and means of developing creative abilities in younger students, and also tells how to organize a creativity lesson in elementary school.

creativity creativity student

Chapter 1. Theoretical foundations for the development of creative abilities of younger students in the educational process

1 Psychological and pedagogical analysis of the problem of creative abilities

When we try to understand and explain why different people, placed in roughly the same situations, achieve different successes, we turn to the concept of "ability".

The problem of abilities in domestic psychology has been studied quite deeply. First of all, we proceed from the corresponding theoretical concepts developed in the works of B.M. Teplova and S.L. Rubinstein. It is known that under the abilities of B.M. Teplov understood certain individual psychological characteristics that distinguish one person from another, which are not reduced to the stock of skills and knowledge that a person already has, but determine the ease and speed of their acquisition.

Considering the structure of abilities, S.L. Rubinstein distinguishes two main components:

. "operational" - a well-established system of those modes of action through which activities are carried out;

. "core" - mental processes, which regulate operations: the quality of the processes of analysis and synthesis.

Thus, the consideration of abilities as functional systems can be considered the "core", which is the functional mechanisms that depend on the inclinations, and the periphery is also represented by a well-functioning system of operational components that develop in the course of activity.

There are various classifications of abilities. First of all, it is necessary to distinguish between natural, or natural, abilities and specific human abilities that have a socio-historical origin. Many of the natural abilities are common in man and in animals, especially higher ones, for example, in monkeys. Such elementary abilities are perception, memory, thinking, the ability for elementary communications at the level of expression. These abilities are directly related to innate inclinations, but are not identical to them, but are formed on their basis in the presence of elementary life experience through learning mechanisms such as conditioned reflex connections.

A person, in addition to biologically determined ones, has abilities that ensure his life and development in social environment. These are general and special higher intellectual abilities based on the use of speech and logic, theoretical and practical, educational and creative, subject and interpersonal.

General abilities include those that determine the success of a person in a wide variety of activities. These, for example, include mental abilities, subtlety and accuracy of manual movements, developed memory, perfect speech, and a number of others.

Special abilities determine the success of a person in specific activities, the implementation of which requires the makings of a special kind and their development. Such abilities include musical, mathematical, linguistic, technical, literary, artistic and creative, sports and a number of others. The presence of general abilities in a person does not exclude the development of special ones and vice versa. Often, general and special abilities coexist, mutually complementing and enriching each other.

Theoretical and practical abilities differ in that the former predetermine a person's inclination to abstract-theoretical reflections, and the latter to concrete, practical actions. Such abilities, in contrast to general and special ones, on the contrary, are more often not combined with each other, meeting together only in gifted, multi-talented people.

Educational and creative abilities differ from each other in that the former determine the success of training and education, the assimilation of knowledge, skills, and the formation of personality qualities by a person, while the latter determine the creation of objects of material and spiritual culture, the production of new ideas, discoveries and inventions. , in a word, individual creativity in various fields of human activity.

The ability to communicate, interact with people, as well as subject-activity, or subject-cognitive, abilities are socially conditioned to the greatest extent. As examples of abilities of the first type, one can cite a person’s speech as a means of communication (speech in its communicative function), the ability of interpersonal perception and evaluation of people, the ability of socio-psychological adaptation to various situations, the ability to come into contact with different people, win them over, influence them, etc.

Creativity, along with intelligence, is an important subject of study, since in our time, more and more importance has been attached to the need to develop these particular abilities.

Creativity is an activity, the result of which is the creation of new material and spiritual values. Being a cultural and historical phenomenon in its essence, creativity has a psychological aspect: personal and procedural. It assumes that a person has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness. The study of these personality traits revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the personality's need for self-actualization, for revealing and expanding one's creative abilities.

Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, compose poetry. The pedagogical definition of creative abilities defines them as the ability to create an original product, products, in the process of working on which learned tasks, skills, skills are independently applied, manifested at least in a minimal deviation from the model of individuality, art.

Bogoyavlenskaya D.B. identifies the following indicators for determining creative abilities:

-

-

-

-curiosity;

-fantastic.

Creativity is an amalgamation of many qualities. And the question of the components of creativity is still open. Many psychologists associate the ability to creative activity, primarily with the peculiarities of thinking. The famous American psychologist J. Gilford, who dealt with the problems of human intelligence, found that creative individuals are characterized by the so-called divergent thinking. People with this type of thinking, when solving a problem, do not concentrate all their efforts on finding the only correct solution, 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 form links 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.Speed ​​- the ability to express maximum amount ideas.

2.Flexibility is the ability to express a wide variety of ideas.

.Originality - the ability to improve your "product" or give it a finished look.

Well-known domestic researchers of the problem of creativity A.N. Luk, based on the biographies of prominent scientists, inventors, artists and musicians, highlights the following creative abilities:

1.The ability to see a problem where others do not.

2.The ability to collapse mental operations, replacing several concepts with one and using symbols that are more and more capacious in terms of information.

.The ability to apply the 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 for solving a problem before it is tested.

.The ability to integrate newly perceived information into existing knowledge systems.

.The ability to see things as they are, to distinguish what is observed from what is brought in by interpretation.

.Ease of generating ideas.

.Creative imagination.

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

1.The ability to take risks.

2.Divergent thinking.

.Flexibility in thought and action.

.The speed of thought.

.The ability to express original ideas and invent new ones.

.Rich imagination.

.Perception of the ambiguity of things and phenomena.

.high aesthetic value.

9.Developed intuition.

Thus, in the most generalized form, the definition of creative abilities can be represented as follows. Creativity is individual characteristics qualities of a person that determine the success of his performance of creative activities of various kinds.

1.2 Features of the development of the personality of a younger student, influencing the process of developing creative abilities

An analysis of the psychological and pedagogical literature has shown that in the development of personality in the early school age, some features of children of this age are visible, which affect the development of creative abilities.

Initial period school life occupies the age range from 6-7 to 10-11 years (grades 1-4). At primary school age, children have significant reserves of development. Their identification and effective use is one of the main tasks of developmental and educational psychology. With the child entering school, under the influence of education, the restructuring of all his conscious processes begins, they acquire the qualities characteristic of adults, since children are included in new types of activity and a system of interpersonal relations. General characteristics of all cognitive processes of the child become their arbitrariness, productivity and stability.

In order to skillfully use the reserves available to the child, it is necessary to adapt children to work at school and at home as soon as possible, teach them to study, to be attentive, diligent. By entering school, the child must have sufficiently developed self-control, labor skills, the ability to communicate with people, and role-playing behavior.

At primary school age, those basic human characteristics of cognitive processes (attention, perception, memory, imagination, thinking and speech) are fixed and further developed, the need for which is associated with entering school. From “natural” (according to L.S. Vygotsky), these processes should become “cultural” by the end of primary school age, that is, turn into higher mental functions, arbitrary and mediated.

In the initial period of educational work with children, one should, first of all, rely on those aspects of cognitive processes that are most developed in them, not forgetting, of course, the need for parallel improvement of the rest.

The attention of children by the time they enter school should become arbitrary, possessing the necessary volume, stability, distribution, and switchability. Since the difficulties that children face in practice at the beginning of schooling are connected precisely with the lack of attention development, it is necessary to take care of its improvement in the first place, preparing the preschooler for learning. Attention at primary school age becomes arbitrary, but for quite a long time, especially in primary school, strong and competing with arbitrary remains involuntary attention in children. The volume and stability, switchability and concentration of voluntary attention to the third grade of school in children are almost the same as in an adult. Younger students can move from one type of activity to another without much difficulty and internal effort.

One of the types of perception of the surrounding reality can dominate in a child: practical, figurative or logical.

The development of perception is manifested in its selectivity, meaningfulness, objectivity and a high level of formation of perceptual actions. The memory of children of primary school age is quite good. Memory gradually becomes arbitrary, mnemonics is mastered. From 6 to 14 years old, they actively develop mechanical memory for unrelated logical units of information. The older the younger student becomes, the more advantages he has of memorizing meaningful material over meaningless.

Thinking is even more important than memory for children's learning. When entering school, it must be developed and presented in all three main forms: visual-effective, visual-figurative and verbal-logical. However, in practice, we often encounter a situation where, having the ability to solve problems well in a visually effective way, a child copes with them with great difficulty when these tasks are presented in a figurative, let alone verbal-logical form. It also happens vice versa: a child can reasonably conduct reasoning, have a rich imagination, figurative memory, but is not able to successfully solve practical problems due to insufficient development of motor skills and abilities.

During the first three or four years of schooling, progress in the mental development of children can be quite noticeable. From the dominance of a visual-effective and elementary way of thinking, from a pre-conceptual level of development and thinking poor in logic, the student rises to verbal-logical thinking at the level of specific concepts. The beginning of this age is connected, if we use the terminology of J. Piaget and L.S. Vygotsky, with the dominance of pre-operational thinking, and the end - with the predominance of operational thinking in concepts. At the same age, the general and special abilities of children are revealed quite well, which make it possible to judge their giftedness.

Primary school age contains a significant potential for the mental development of children. The complex development of children's intelligence in primary school age goes in several different directions:

1.Assimilation and active use of speech as a means of thinking.

2. The connection and mutually enriching influence on each other of all types of thinking: visual-effective, visual-figurative and verbal-logical.

Isolation, isolation and relatively independent development in the intellectual process of two phases:

1)preparatory phase (solving the problem: an analysis of its conditions is carried out and a plan is developed).

2)executive phase - this plan is implemented in practice.

Visual-active and visual-figurative thinking dominates among first-graders and second-graders, while students of the third and fourth grades rely more on verbal-logical and figurative thinking, and they equally successfully solve problems in all three plans: practical, figurative and verbal -logical (verbal).

Deep and productive mental work requires perseverance from children, restraining emotions and regulating natural motor activity, focusing and maintaining attention. Many of the children quickly get tired, tired. A particular difficulty for children of 6-7 years of age, who begin to study at school, is the self-regulation of behavior. They do not have enough willpower to constantly keep themselves in a certain state, to control themselves.

Until the age of seven, children can only find reproductive images-representations about events known to them, objects that are not perceived in this moment time, and these images are mostly static. Productive images-representations of the result of a new combination of some elements appear in children in the process of special creative tasks.

The main activities that a child of this age is mostly engaged in at school and at home are teaching, communication, play and work. Each of the four types of activity characteristic of a child of primary school age: teaching, communication, play and work - performs specific functions in his development.

Chapter 2

2.1 Ways and means of developing the creative abilities of younger students in the educational process

Before the teacher primary school the task of developing the child, his creative abilities, and educating a creative personality as a whole arises. The development of creative abilities is the most important task of primary education, because this process permeates all stages of the development of the child's personality, awakens initiative and independence of decisions, the habit of free self-expression, and self-confidence.

I explore the nature of creativity, scientists have proposed to call the ability corresponding to creative activity, creativity. Creativity, as Khutorskoy A.V. writes, is the main, but not the only ability that provides heuristic educational activity. Since, as a result of creativity, the process of cognition necessarily takes place in the student, then, along with creative activity, cognitive activity is also carried out. In order for creative and cognitive processes to have a common structural basis and be expressed in the student's general educational results, organizational activity is necessary, carried out on the basis of such abilities as goal-setting, purposefulness, planning, norm setting, self-determination, reflection, etc.

Thus, the student interacts with external educational areas with the help of three main types of activity: 1) knowledge (development) of the objects of the surrounding world and the existing knowledge about it; 2) the creation by the student of a personal product of education as the equivalent of his own educational increment; 3) self-organization of previous activities - knowledge and creation.

In the implementation of these types of educational activities, the personality qualities corresponding to them are manifested: 1) Cognitive qualities necessary in the process of the student's knowledge of the outside world; 2) Creative qualities that provide the conditions for the student to create a creative product of activity; 3) methodological qualities. Each group of personal qualities corresponds to certain abilities, with the help of which the student's self-realization takes place. A clear definition of the minimum set of heuristic qualities of a student will make it possible to purposefully design curricula, choose the best pedagogical technologies, select the educational material that will help organize the creation of creative educational products by children.

As they say I.V. Levitskaya and S.K. Turchak update modern system education, associated with the humanization of the educational process, determines the need for pedagogical conditions that ensure the development of the creative abilities of each child. Of particular importance in this regard is the organization of pedagogical support aimed at creating a creative environment for the educational process of the institution. It is built around the interests of the child and performs the function of adapting the school to the individual characteristics and subjective needs of students.

Pedagogical support for students can be carried out in two ways:

-general group;

-individual-personal.

In the first case, the creation of a creative environment is ensured by the cooperation of the teacher and students, dialogic forms of work, the use of tasks that involve the creative activity of students. The second approach involves the creation of conditions for the individual development of the child by providing him with freedom in making independent decisions, creativity, choosing the content and methods of learning and behavior.

The model of personality development they propose includes the following components.

10.A creative environment that implies the presence of such conditions as:

a) training based on the development of divergent thinking;

b) pedagogical support;

c) pedagogical support.

4.A creative personality whose basic criteria are:

a) motivational component;

b) intellectual component;

c) emotional component;

d) communicative component.

Research conducted by Bolshakova L.A. Deputy Director for Scientific and Methodological Work of the Gymnasium No. 7 in Svobodny Amur region, and described in the journal Head teacher of elementary school for 2002, show that the development of creative abilities in primary school age proceeds most effectively under certain conditions:

Choice situations are created, the learning process includes tasks that are performed taking into account the imagination;

Co-creation is organized in the children's team from the whole manifestation and development of the creative abilities of everyone;

Technologies for the development of creative thinking are used;

The diagnostic results are systematically monitored.

Every child has different kinds of gifts. Of course, not all children have the ability to compose, imagine, invent. Nevertheless, the talents of each person can be developed. Incentives are needed for their development.

In this regard, the following ways to stimulate creativity are distinguished:

1.

2.

.

.

.

.

.

According to the article by I.V. Levitskaya and S.K. Turchak, pedagogical activity aimed at creating a creative environment is distinguished by a number of features:

Attentive attitude to unusual issues;

2.respect for unusual ideas;

.giving children more independence

.creating a free, relaxed learning environment.

Since these authors believe that the main component of the educational process for the successful development of a student’s creativity is pedagogical support, it can be said that in the process of pedagogical support, the teacher helps the child feel his own independence, maintains self-confidence and a sense of self-confidence in each student. personal importance. To do this, the teacher needs to understand and recognize the need and uniqueness of the child, present his individual psychological portrait, know the age characteristics, the dominant motives that determine the student's behavior, his attitude to learning and interaction with adults and peers, establish a correspondence between the educational program and the tasks of the social and personal development at this stage of a child's life.

The importance of developing the creativity of a younger student, his abilities in solving any learning task to show initiative, invention, independence for all is now obvious. Correlating the process of creativity and learning, obviously, we need to talk about creating such conditions that would contribute to the emergence and development of all trainees' qualities and inclinations, usually singled out as characteristic features of a creative personality. The effectiveness of the school is determined by the extent to which the educational process ensures the development of the creative abilities of students, prepares them for life in society.

2 Organization of creativity lessons in elementary school

A creative lesson, as Khutorskoy A.V. writes. is a multifaceted crystal that reflects the entire system of teacher training. The lesson plan includes structural elements curriculum: meaning, goals, objectives, fundamental educational objects and problems, types of activities of students, expected results, forms of reflection and evaluation of results.

Consider the stages and features of drawing up a lesson plan focused on the creative activity of students:

1.Planning a series of lessons on a single topic or task type. The teacher thinks through several lessons at once, carries out their approximate breakdown by goals, topics, dominant activities, and expected results. The main educational results of students are formulated, which are highlighted in the general program of classes in the subject and are real to achieve.

2.Actualization of the creative potential of students in the mind of the teacher. Recall the characteristics of the students of the class in which the lesson will be held.

.Acquaintance with textbooks, manuals, books and other materials on the topic of the lesson. Developing one's own attitude to the problems of the topic.

.Development of one or more options for the structure of the lesson.

.Determining the main meaning of the lesson, correlating it with the main goals of the subject. The meaning of a creative lesson is in the creation by students of individual educational products in the studied area.

.Correlation of creative educational results of students with standard ones. The selection of such material offered to children, which will ensure the “birth” of their content by them. Cultural and historical analogues are selected in advance for possible creative products of students.

.Writing a lesson outline.

To develop creative thinking and creative imagination For elementary school students, the teacher should offer the following tasks:

1.classify objects, situations, phenomena on various grounds;

2.establish causal relationships;

.see interconnections and identify new connections between systems;

.consider the system in development;

.make forward-looking assumptions;

.highlight the opposite features of the object;

.identify and form contradictions;

.to separate conflicting 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 contained in them,

-the complexity of the 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 of the III (initial) level of complexity are presented to students

first and second class. A specific object, phenomenon or human resource acts as an object at this level. Creative tasks of this level contain a problematic issue or a problematic situation, involve the use of the method of enumeration of options or heuristic methods of creativity and are designed 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 systemic thinking, productive imagination, mainly algorithmic methods of creativity.

Tasks I (highest, high, advanced) level of complexity. These are open tasks from various fields of knowledge containing hidden contradictions. Biosystems, polysystems, resources of any systems are considered as an object. Tasks of this type are offered to students in the third and fourth years of study. They are aimed at developing the foundations of dialectical thinking, controlled imagination, and the conscious application of algorithmic and heuristic methods of creativity.

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

-focal object method,

-morphological analysis,

-control question method,

-individual typical fantasy techniques. level - involves the performance of creative tasks based on heuristic methods and TRIZ elements, such as:

-method little people,

-methods of overcoming psychological inertia,

-system operator,

-resource approach,

-laws of system development. level - involves the fulfillment of creative tasks based on the thinking tools of TRIZ:

) an adapted algorithm for solving inventive problems,

) techniques for resolving contradictions in space and time,

) typical techniques for resolving the contradiction.

Conclusion

The importance of the creative development of a younger student, his ability to take initiative, invent, and independence in solving any educational problem is now obvious to everyone. Correlating the process of creativity and learning, it is necessary to talk about creating such conditions that would contribute to the emergence and development of all trained qualities and inclinations, usually identified as characteristic features of a creative and creative personality. The effectiveness of the school is determined by the extent to which the educational process ensures the development of the creative abilities of students, prepares them for life in society.

In connection with the first task set by us, the following results were revealed: Creative abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities. They are based on the psychological processes of thinking and imagination, therefore, the main directions for the development of the child's creative abilities are the development of a productive creative imagination and the development of the qualities of thinking that form creativity. It is necessary to use all the opportunities for the development of the creative and creative abilities of the child, because over time these opportunities are irreversibly lost. The following indicators of creative abilities were also identified indicators for determining creative abilities:

-fluency of thought (number of ideas);

-flexibility of thought (the ability to switch from one idea to another);

-originality (ability to produce ideas);

-curiosity;

-fantastic.

In connection with the second task set by us, it was revealed that there are various ways of developing creative abilities in children, but the successful development of creative abilities is possible only when certain favorable conditions are created for this:

1.providing a favorable atmosphere;

2.goodwill on the part of the teacher, his refusal to criticize the child;

.enrichment of the child's environment with a wide variety of new objects and stimuli for him in order to develop his curiosity;

.encouraging the expression of original ideas;

.providing opportunities for practice;

.using a personal example of a creative approach to solving problems;

.giving children the opportunity to actively ask questions.

But, it should be noted that the creation of favorable conditions is not enough for the upbringing and education of a child with highly developed creative abilities. Purposeful work is needed to develop the creative potential of children.

In connection with the third task set by us, we have identified the most important pedagogical means of developing creative abilities. One of the important means of developing the creative abilities of students should be considered the improvement of the activities of teachers: legal regulation of the practical activities of teachers; improving the methodology for developing creative abilities; psychological and pedagogical training of teachers; interaction and coordination of the teaching staff with the psychological service of the school. Carrying out such events helps to increase the level of professionalism and qualifications of teachers, to generalize and disseminate the experience of school teachers in developing creative abilities, and to create conditions for the successful application of modern pedagogical technologies.

In connection with the fourth task set by us, we have developed a system of fragments of lessons illustrating the possibility of developing creative abilities in younger students.

“Creativity... is so important, not because it leads to the creation of something new, but because it is a cosmological process, spiritual, centering and saturating. In it is the joy and pleasure of the birth of a new one.

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Development of creative abilities of younger students in the learning process.

Sokolova E.V.

The concept of abilities.

Abilities are called such mental qualities, thanks to which a person relatively easily acquires knowledge, skills and abilities and successfully engages in any activity.

The problem of abilities is one of the topical psychological problems of great theoretical and practical importance. Abilities refer to the differential plan of personality. Hence, when they talk about abilities, they mean high achievements in the activities of some compared to others. The height of achievements depends on a number of conditions, objective and subjective; so, for example, the high achievements of a student in studies depend on the skill of the teacher, the attitude of the teacher to the student, as well as on the preparedness of the student himself, his knowledge, skills and abilities, and finally, his abilities.

Some abilities are associated with good memory function. Abilities are clearly manifested in the mental activity of a person. Creative imagination is also of great importance for abilities.

Abilities are not limited to knowledge, skills and abilities, although they are manifested and developed on their basis.

Distinguish between general and special abilities in the presence of general abilities a person can successfully engage in different types activities. Students with general ability tend to do well and easily in all subjects. Special abilities allow a person to successfully engage in any particular activity. So, there are mathematical, technical, literary, musical, visual abilities.

The combination of outstanding abilities, which determine the especially successful, independent and original performance of any activity, is called talent. Talented people can be classified as those who are capable of creative activity.

The highest level of talent is called genius.

A person's abilities are closely related to his inclinations. Therefore, interest in some occupation, passion for it often indicates the presence of abilities for this type of activity.

Among all types of abilities, creativity is distinguished. They determine the creation of objects of material and spiritual culture, the production of new ideas, discoveries and inventions, in a word, individual creativity in various fields of human activity.

Creative skills include:

ability to take risks;

divergent thinking;

flexibility in thinking and action;

speed of thinking;

the ability to express original ideas, portray something new;

rich imagination;

perception of ambiguous things;

high aesthetic values;

developed intuition.

Criteria for assessing abilities.

In developing the mental and other abilities of students, the following conditions should be taken into account:

educational activity should be organized in accordance with the principle: "we learn the phenomena of reality, influencing them, in particular, the deepest and most concrete knowledge of people is achieved in the process of their alteration." (S.L. Rubinshtein) This principle of learning showed, in particular, that the solution of complex problems is carried out at a higher level of abstraction than the solution of simple ones, and the degree of complexity and degree of difficulty often do not coincide in practice.

The subjective possibility of the student must be constantly correlated with the objective requirements. The constant interaction between the object and the cognizing subject significantly affects the peculiarities of his thinking, which depends on the content of the object analyzed by the individual.

To determine the level of development of a person and the nature of her abilities, it is not enough to establish whether she can perform a certain task, it is necessary to consider the progress of this task. At the same time, attention should be paid to such a feature of the course of activity as learning, which manifests itself in the level of generalization, productivity and originality of activity in new conditions and when the requirements for the individual change.

These factors can serve as the starting point for assessing the level of development of abilities.

When determining the level of development of abilities, it is also important to establish what determines the mistakes that students make when performing tasks: inattention, a gap in knowledge, inability to analyze source data, highlight significant aspects, generalize. The nature of the errors will accurately suggest those measures. Which allow the teacher to improve the abilities of the student.

The role of learning in the development of abilities.

When considering specific learning conditions and their significance for the development of abilities, it must be borne in mind that

Students develop their abilities not only in educational activities.

Learning conditions and pedagogical methods are, first of all, significant for the development of mental abilities.

The subject content of education as a factor in the development of abilities.

If the main condition for the development of abilities is intensive interaction with some object of reality, then in training this means the following:

disclosure of the theoretical content of the subject, its systematization and orientation to the main structures of scientific knowledge;

practical use of the acquired knowledge, development of a system of generalization methods;

worldview understanding of the content of educational material;

systematic construction of all levels of education and subjects, contributing to the development of mental abilities, which is implemented in the target settings and coordination of the curricula of individual subjects.

How to develop creativity.

Conditions for the development of creative abilities:

early start. The first impulses to the development of abilities begin with early swimming, early gymnastics, early walking or crawling, i.e. from a very early, according to modern ideas, physical development. And later, early reading, early counting, early acquaintance and work with all sorts of tools and materials also give impetus to the development of abilities, and very different ones.

as far as possible, to surround the child in advance with such an environment and such a system of relations that would stimulate his most diverse creative activity and would gradually develop in him precisely that which at the appropriate moment is capable of most effectively developing. This is precisely the second important condition for the effective development of abilities.

this condition follows from the very nature of the creative process, which requires maximum effort. Abilities develop the more successfully, the more often in his activity a person reaches the ceiling of his capabilities and gradually raises this “ceiling” higher and higher.

the child should be given greater freedom in the choice of activity, in the alternation of cases, in the duration of one activity, in the choice of methods of work, etc. Here the desire of the child, his interest, emotional upsurge serve as a reliable guarantee that even great tension of the mind will benefit the baby.

the freedom granted to the child not only does not exclude, but, on the contrary, presupposes unobtrusive, intelligent, benevolent help from adults. The most important and difficult thing here, perhaps, is not to turn freedom into impunity, and help into a hint. You can’t do for a child what he himself can do, think for him when he himself can think of it. Unfortunately, prompting is a common form of "help" for children, but it HARMS the cause!

There is a great formula for K.E. Tsiolkovsky, who opens the veil over the secret of the birth of a creative mind: “At first I discovered truths known to many, then I began to discover truths known to some, and finally, I began to discover truths that were not yet known to anyone.”

Apparently, this is the path to the formation of the creative side of the intellect, the path to the development of inventive and research talent. Our duty is to help the child embark on this path. This is directly served by educational games.

Essence and feature of developing games.

Developing games come from a common idea and have the characteristic features:

each game is a set of tasks that the child solves with the help of cubes, bricks, squares made of cardboard or plasticine, details from the designer, etc.

tasks are given to the child in various forms: in the form of a model, a flat drawing in isometry, a drawing; written or oral instruction, etc. And thus acquaint him with different ways of transmitting information.

the tasks are arranged roughly in order of increasing complexity, i.e. they use the principle of folk games: from simple to complex.

tasks have a very wide range of difficulties: from sometimes accessible to a 2-3-year-old baby to overwhelming for an average adult. Therefore, games can arouse interest for many years.

the gradual increase in the difficulty of tasks in games allows the child to go ahead and improve independently, i.e. develop their creative abilities, in contrast to education, where everything is explained and where only performing traits are formed in the child.

it is impossible to explain to the child the method and order of solving problems and it is impossible to prompt either by word, or gesture, or look.

it is impossible to demand and achieve that the child solves the problem on the first attempt. He, perhaps, has not yet matured, has not matured, and we must wait for a tribute, a week, a month, or even more.

The solution of the problem does not appear before the child in the abstract form of the answer. math problem, but in the form of a drawing, pattern or structure made of cubes, bricks, designer parts, i.e. in the form of visible and tangible things. This allows you to visually compare the “task” with the “solution” and check the accuracy of the task yourself.

Most educational games are not limited to the proposed tasks, but allow children and parents to create new versions of tasks and even come up with new educational games, i.e. engage in creative activities of a higher order.

Educational games allow everyone to rise to the "ceiling" of their capabilities, where development is most successful.

In developing games, it was possible to combine one of the basic principles of learning from simple to complex with a very important principle of creative activity independently according to abilities, when a child can rise to the "ceiling" of his abilities. This union made it possible to solve several problems related to the development of creative abilities in the game at once:

Firstly, educational games can provide "food" for the development of creative abilities from an early age;

Secondly, their companion tasks always create conditions ahead of the development of abilities;

Thirdly, each time rising independently to its "ceiling", the child develops most successfully;

Fourthly, educational games can be very diverse in content and, moreover, they do not tolerate coercion and create an atmosphere of free and joyful creativity;

Fifthly, while playing these games with their children, fathers and mothers imperceptibly acquire a very important skill - to restrain themselves, not to interfere with the baby to think and make decisions on his own, not to do for him what he can do himself.

There are many educational games, for example: "Unicube", "Monkey", "Dots", "Clock", "Bricks", "Knots", etc.

Measuring creativity.

Evaluation of creative abilities is an important component in the process of establishing the giftedness of children. Currently, the assessment of creative abilities is mainly carried out on the basis of the methods of Torrens (1966).

Torrance's Fine Creative Thinking Tests Forms A and B.

This Torrens test is non-verbal and covers the thinking dimensions of fluency, accuracy, imagination, and originality. The test is designed to assess the abilities of children aged 5 years and older. The test provides for the subjects to perform such tasks as constructing pictures: the child is given a sheet of paper with an image of a brightly colored figure of irregular shape, which he must use as a starting point for constructing his own image; completion of the started picture, the use of parallel lines or circles to compose images.

Torrens tests for verbal creative thinking, forms A and B.

The purpose of this test is to assess the verbal creativity of children and adults. Testing covers such characteristics as the ability to ask informative questions, establish possible reasons and consequences in relation to situations depicted in a series of pictures, offer original ways to use ordinary objects, ask non-standard questions about a well-known object, make assumptions.

Creativity in action and movement.

This most recent test was developed as a complement to the Torrens Series of Aptitude in Preschool and Primary School Children. The task of this test is designed in such a way as to give the child the opportunity to show their creative abilities in the process of free movement in any room. The qualitative indicators studied using the test data are similar to the indicators of the two previous tests: ease, flexibility, accuracy and originality of thinking.

In addition to the Torrens tests, there are other methods for identifying creative abilities. For example, techniques: "Sculpture", "Drawing", "Verbal Fantasy".

Method "Verbal fantasy".

In the course of the story, the child's fantasy is evaluated on the following grounds:

speed of imagination processes;

unusualness, originality of images of the imagination;

richness of imagination;

depth and elaboration of images;

impressionability, emotionality of images.

For each of these signs, the story, it turns out, from 0 to 2 points.

0 points. It is put when this feature is practically absent in the story.

1 point The story receives in the event that this feature is present, but is relatively weakly expressed.

2 points. The story earns when the corresponding feature is not only present, but also expressed quite strongly.

The speed of the imagination processes:

if within one minute the child has not come up with the plot of the story, then the experimenter himself suggests a plot and puts zero points for the speed of imagination.

if the child himself came up with the plot of the story by the end of the allotted minute, then he gets one point.

if the child managed to come up with the plot of the story very quickly, within 30 seconds, or if within 1 minute he came up with not one, but at least two different plots, then two points are given.

Unusualness, originality of images of the imagination is regarded as follows:

if the child simply retold what he once heard from someone, or saw somewhere, then on this basis he gets 0 points.

if the child retells the well-known, but at the same time introduced something new from himself, then the originality of his imagination is estimated at 1 point.

if the child came up with something that he could not see or hear anywhere before, then the originality of the imagination gets a score of 2 points.

The richness of the child's fantasy is also manifested in the variety of images he uses. When evaluating this quality of imagination processes, the total number of different living beings, objects, situations and actions, various characteristics and signs attributed to all this in the child's story is fixed.

if the total number of the named exceeds 10, then the child receives 2 points for the richness of fantasy.

if the total number of parts of the specified type is between 6 and 9, then the child receives 1 point.

if there are few signs in the story, but in general at least 5, then 0 points are given.

The depth and elaboration of images is determined by how varied the details and characteristics are presented in the story related to the image that plays a key role or occupies a central place in the story.

0 points - the central object of the story is depicted very schematically, without a detailed study of its aspects.

1 point - if, when describing the central object of the story, its detailing is moderate.

2 points - the main image of the story is described in sufficient detail, with many different details characterizing it.

The impressionability and emotionality of images of the imagination is assessed by whether it arouses interest and emotions among listeners.

if the images are of little interest, banal, do not impress the listener, then the child's fantasy is 0 points according to the criterion under discussion.

if the images of the story arouse interest on the part of the listeners and some emotional reaction, but this interest, together with the corresponding reaction, soon fades away, then the impressionability of the child’s imagination receives a score of 1 point.

if the child used bright, very interesting images, the listener's attention to which, once having arisen, did not fade away after that, and even intensified towards the end, accompanied by emotional reactions such as surprise, admiration, fear, etc. - 2 points.

Thus, the maximum number of points that a child in this technique can receive for his imagination is 10 points, and the minimum is 0 points.

Development levels:

10 points - very high;

8 - 9 points - high;

4 - 7 points - average;

2 - 3 points - low;

0 - 1 point - very low.

Conclusion.

For a quick transition of ability from one level to another, more high level development, it is necessary:

to interest the child in creative activities;

to teach him to master the basic ways of creative problem solving;

provide the schoolchildren themselves with the opportunity to be more active and independent in solving educational and social problems.

You can get your child interested in creative activities by using various creative tasks, exercises, and exercises in the classroom (exemplary tasks are listed in the appendix). A good stimulant for the development of creative abilities are developing creative games.

It is also very important to remember that the creative behavior of children is greatly influenced by the behavior of adults, whom children treat with respect. Adults should not criticize the creative undertakings of children, but should be a support and support for them in everything.

APPENDIX 1.

Creative tasks.

Russian language: the game "Knot for memory".

An unstressed vowel in the root.

In a word, one syllable is always stressed. It is pronounced with a special power of voice. Marked with a slash above the vowel.

Flowers - 2 vowels, 2 syllables, 2nd stressed, unstressed vowel at the root of the word, change (color), the vowel is clearly heard e and is written in an unstressed position.

How to check an unstressed vowel in the root of a word?

Make the answer by reasoning according to the model:

Lesnoy -

chanted -

Drank -

Arrived -

Flowers -

Fled -

Over the river -

Do not be lazy -

Divide the words into syllables for transfer, indicate the stressed syllable in them: spruce forest, birch, stump, near, meet, hedgehogs, funny, Elena, I'll be back, blackberry, hedgehog.

Game "Field of Miracles".

M _ lodia

Sn _ jok

Vol _ ybol

Dinica

Note

Ralash

dress_

canvas _ nts _

Note

Zhiha

Ralash

suns _

dress_

floor _

affairs _

blacker _

warm _

E ... (hedgehog)

E ... (raccoon)

E ... (Yeralash)

E ... (unit)

E…E…E (gospel)

E…E…E…E (weekly)

In…TKA

P…RYA

Explain the meaning of the words.

Draw one of the items. Attach the drawing to a carbon copy album.

Compose words using the suggested letters and letter combinations: li, la, sa, then, lo, do, n, s.

How many sounds are there? Why?

Mathematics: the game "Arithmetic Cubes".

To play, you need 3 dice, one of them is different in color from the other two. Each player rolls all the dice in a row. The sum of the numbers that fell out on two one-color dice is multiplied by the number that fell on the third dice, and the product is written down. At the end of the game (how many times to throw, they agree in advance) the results are summed up. The winner is the one with the highest sum of all the numbers received.

The game requires one cube. Each of the players on a piece of paper writes numbers from 1 to 10 in a column and puts a multiplication sign in front of each number. Players take turns rolling the die ten times in a row. The numbers on the die are multiplied with the numbers on the piece of paper. After the tenth throw, the total is summed up. Whoever has the largest amount wins.

The task is a joke:"From Moscow to Tula".

At noon, a bus with passengers leaves Moscow for Tula. An hour later, a cyclist leaves Tula for Moscow and rides along the same highway, but, of course, much slower than the bus. When the bus passengers and the cyclist meet, which of them will be further from Moscow?

Explanation: the travelers who met are in the same place and, therefore, at the same distance from Moscow.

Sections: elementary School

Our time is a time of change. Now Russia needs people who are able to make non-standard decisions, who can think creatively. The school should prepare children for life. Therefore, the development of students' creative abilities is the most important task. modern school, and especially the initial one. This process permeates all stages of the development of the child's personality, awakens initiative and independence of decisions, the habit of free self-expression, and self-confidence.

Teachers are beginning to realize that the true goal of education is not only the acquisition of certain knowledge and skills, but also the development of imagination, observation, ingenuity and the education of a creative person as a whole. As a rule, the lack of creativity often becomes an insurmountable obstacle in high school, where non-standard tasks are required. The main problems of elementary school are focused more on cognitive processes, although it is the younger student who retains the features for the development of imagination and creative abilities to a much greater extent. Creative activity should act as the same object of assimilation as knowledge, skills, therefore, in school, especially in elementary school, creativity must be taught.

In psychology, abilities are understood as individual personality traits that ensure success in an activity and ease of mastering it.

The psychological basis of literary and creative abilities is a special relationship of man to the world. The essence of this relationship is that it overcomes the separation of man and the world. The whole world, thanks to him, becomes a continuation of man, and man becomes part of the world.

Nature generously rewarded every healthy child with opportunities to develop. And every healthy kid can rise to the highest heights of creative activity. In order for the rich creative potential of children to be actualized, it is necessary to create certain conditions, first of all, to introduce the child into real creative activity. After all, it is in it, as psychology has long asserted, that abilities are born and develop from prerequisites.

The work of a teacher in developing the creative abilities of elementary school students, according to M. Lvov, consists of three qualities that serve as prerequisites for creative activity. Firstly, observation, speech and general activity, sociability, well-trained memory, the habit of analyzing and comprehending facts, will, and imagination. Secondly, it is the systematic creation of situations that allow the student's individuality to express itself through various types of art. Thirdly, it is the organization of research activities in the cognitive process of construction.

The lesson should have a variety of activities: a variety of material being studied, a variety of ways of working. This encourages children to be active. It is necessary that both in the material and in the way of activity there is something new. The same problem can be studied from different angles.

Psychological components of creative activity: flexibility of the mind; systematic and consistent thinking; dialectic; readiness for risk and responsibility for the decision made.

In children, creativity develops gradually, passing through several stages of development: visual-effective, causal, heuristic thinking. One of the directions for the development of creativity at the stage of visual-effective thinking is going beyond the usual mental stereotypes. This quality of creative thinking is called originality, and it depends on the ability to mentally connect distant, not usually connected in life, images of objects.

The child should be brought to creativity gradually, based on the information that the teacher has already told him. The child must be taught purposefully, purposefully and gradually, repeatedly reinforcing the acquired skills.

Of all forms of creativity, literary creativity is the most characteristic for elementary school students.

Primary School Literature Program (Author: Dr. pedagogical sciences, Professor, Head of the Department of Children's Literature of the Russian State Pedagogical University Voyushina MP) is focused on the literary development of younger students and provides ample opportunities to meet the needs of children in literary creativity.

AT literary education two interrelated areas are distinguished for younger schoolchildren: the formation of a qualified reader, teaching analysis artwork from aesthetic positions and the education of the "little writer", teaching the aesthetic perception of reality and developing the ability to express one's impressions, feelings, thoughts in a word.

The psychology of younger schoolchildren is such that it is distinguished by sharpness and freshness of perception, and therefore their thinking relies more on perception or representation. Consequently, "for the formation of creative activity, the development of observation and perception is of paramount importance. The problem of the full perception of a work of art in elementary school remains quite acute.

It follows that the task of the teacher should be to apply in the classroom effective methods, techniques, forms and means of training that contribute to the solution of this problem.

One of these means are creative works, the use of which, in our opinion, allows to increase the level of perception of a work of art. It is difficult to achieve a high level of literary development, reading comprehension, “unraveling” images, if you do not include in the lesson such types of independent activities in which the student can introduce elements of creativity, reflect his emerging individual taste.

It is at the early school age that the reader's imagination is best influenced, therefore, one should begin with work on a recreating type of imagination, in order to subsequently proceed to the formation of a more productive type of creative imagination on this basis. Creative imagination consists in the ability to present in detail a picture that is sparingly presented in verbal form.

The development of creative imagination is facilitated by such types of creative work as verbal and graphic drawing, analysis of illustrations, drawing up a text plan, stylistic experiment, selection of synonyms with justification of the author's choice, compiling a filmstrip, a screenplay, staging, compiling a story about a hero.

Let's consider some of them in more detail.

One of the techniques that help to penetrate deeper into the work is stylistic experiment.

M.P. Voyushina defines a stylistic experiment as a deliberate distortion of the author's text, with the aim of giving children material for comparison, drawing their attention to the author's choice of words. Skipping or replacing individual words, changing the structure of a sentence, or dividing the text into paragraphs, leading to a change in the shades of the meaning of the work, help children determine these shades.

The stylistic experiment can be used in the study of the following works: S.A. Yesenin “Night”, L.N. Tolstoy “Lion and Dog”, V.A. Oseeva “Blue Leaves”, V.D. Berestov “Familiar”, N. I. Sladkov "Dancing Fox" and others.

The most difficult, but also the most interesting method of organizing the creative activity of students in the wake of what they read is dramatization in all its forms.

Depending on the tasks, teaching methods, the degree of activity and independence of students, several types of dramatization can be distinguished:

1. Reading the work by roles only based on intonation.
2. Reading by roles with a preliminary oral description of the portrait, clothes, postures, gestures and intonations, facial expressions of the characters.
3. Staging "live pictures" to the work.
4. Drawing up the script of the performance, oral description of the scenery, costumes, mise-en-scenes.
5. Dramatic improvisations.
6. Expanded dramatic performances.

Drafting a script for a play (screenplay).

Drafting a play script, oral description of scenery, costumes, mise en scenes, poses, facial expressions is of great interest due to the fact that it helps to look at the work from new, sometimes unexpected sides, try to see, imagine, think out many scenes of the studied works.

This technique contributes not only to the development of speech, but also to a deeper understanding of the work. In the course of the conversation, detailed verbal descriptions of the situation and characters are created, and it is very important to give each child the opportunity to express their opinion.

The compilation of a screenplay is used in the analysis of the stories of L.N. Tolstoy “The Jump”, K.G. Paustovsky “Hare Paws” and other works.

Extended dramatic performances.

This technique requires a lot of collective preparation: decoration of scenery, preparation of costumes, rehearsals. Despite this, such a lesson is always a holiday in a child's life. This dramatization technique in school practice is used more in extracurricular activities.

According to the program of M.P. Voyushina, this technique is used in the study of the fairy tale by Br. Grimm "King Thrushbeard": ballet production.

One of the directions in literary education is the education of a “little writer”, the development of the ability to express one’s impressions, experiences, thoughts in a word. Younger students gain experience in creative activity not only in the process of reading and analyzing a work of art, but also in the course of creating their own texts.

From the first grade, children learn to make their own stories by analogy with read works of art. For example, after working on the story “Three Comrades” by V.A. Oseeva, the students themselves compose a story where the heroes will be the same boys, with the same characters, but they find themselves in a different situation. A plan in the form of questions helps to compose a story.

In the second grade, the task becomes more difficult: there is no story plan. For example, a story by analogy with R.P. Pogodin's story "Brick Islands".

Of great interest to students is the compilation of a fairy tale by analogy with the one read. For example, the composition of the cognitive fairy tale “Everything has its place” (by analogy with the fairy tale by N.I. Sladkov “Everything has its own time”, grade 1). The task of the young "writer" is to give new information and interest the reader. To make the fairy tale interesting, children are invited to try to imagine what will happen if the animals change their tails. Students think over the questions given in the Literature Notebook and write down their version of the tale (or draw an illustration for it, and the tale is told orally).

One of the types of creative work is collective compiling an instructive oral story according to a proverb. Preliminary work is underway on the fables of L.N. Tolstoy “The Liar”, “Father and Sons”, “Donkey and Horse”, etc., then they are compared with proverbs. The proverb is considered as an expression of folk wisdom, its figurative meaning is clarified, and then an instructive story is compiled from it. The purpose of the story: to convince someone of their rightness with the help of an example. For example, let's take the proverb "If you chase two hares, you won't catch one." The children are given a task: let's try to compose an instructive story, to convince the audience that if you take on several things at the same time, then you won’t do a single one properly.

After reading the scientific article “Olyapka” (Grade 1), students determine where such a text can be found, draw up its plan. Then, using this plan, they come up with their story in a scientific style about any wild animal. Children find information about animals in educational children's books, in encyclopedias.

Work in the lesson is very activated when writing “bad advice” by analogy with “Bad advice” by G.B. Oster. Pupils practically determine that the violation of the norm is the basis of the comic.

When studying the section “Folklore of the peoples of the world” (Grade 1), children get acquainted with small genres of oral folk art, observe the features of tongue twisters, rhymes, riddles, and compose rhymes and riddles themselves, naming the properties of objects using comparison or metaphor.

After reading the story of G. Snegirev “Who Plants the Forest” and the poem by I.P. Tokmakova “Where the snow is being driven in cars”, the children compare them and find the difference in the style of these works. They learn to write their own stories in a scientific and artistic style, using the questions as a title: What is a month? Why is the sea salty? Where does the sun go at night? Why does it rain? other.

One of the types of work to develop the creative abilities of students in the first grade is the compilation of the story “Country on the contrary” (after studying the poem by K.I. Chukovsky “Confusion”) and the story “Country of Joy” (after working on the poem by K.I. Chukovsky “Joy ”). The teacher guides the work with the help of additional questions: How should the story turn out - serious or funny? How to make our listeners smile? Several variants of plots are considered collectively, and then the scope of children's imagination is given.

In addition to the above techniques, drawing posters for a created movie based on a read work, illustrations for a story or a fairy tale with subsequent defense, compiling a video clip, and others are widely used in literature lessons.

The creative abilities of students will develop successfully with the systematic monitoring of the results of each student and the class as a whole. An analysis of the results is necessary for organizing differentiated work with children, taking into account the individual successes of each student and timely adjustment of the learning process.

The formation of cognitive interest can be judged by the activity of students in the classroom, the desire to express themselves in class and extracurricular activities. In literature lessons, children are always willing to participate in learning activities, are active, and are not afraid to express their opinion. At home, they often choose additional tasks and questions from the “For the Curious” section, which indicates the interest of students in literature lessons.

The presence of interest in literary creativity is evidenced by the desire of children to participate in school, city, Russian olympiads and competitions in literature.

One of the conditions for the formation of a child's creative personality is an individual approach, taking into account the levels of perception of a work of art. Due to the individual characteristics of children, the levels of perception of a work of art are different. Based on the characteristics of perception, some children, reading the text, remember individual facts, others - the main events, establish connections between them.

Creative works help to increase the level of perception of a work of art by younger students. At the end of each academic year, control is carried out - checking the levels of perception of a work of art, which were identified with the help of frontal written works.

The features of the program allow the teacher to use a wide range of creative tasks that contribute to the literary development of younger students, the formation of their creative abilities and an increase in the level of perception of a work of art.

Implementation of the program on literature M.P. Voyushina showed good results, provided opportunities for students to develop their creative abilities. The training made it possible to test in practice the methods, techniques and forms of work that activate the creative activity of students.

Introduction……………………………………………………………………..……3

Chapter I. Theoretical foundations for the study of the abilities of younger students…………………………………………………………….………...5

1.1 The concept of abilities and their nature……………………………..5

1.2 The relationship of abilities, interests, inclinations and inclinations ..... 9

13

1.4 Conditions for the development of abilities in children of primary school age…………………..………….……………………………………….18

Conclusion………………………………………………………………..…….22

List of used literature………………………………………..24

Introduction

The relevance of research . One of the most complex and interesting problems in psychology is the problem of individual differences. It is difficult to name at least one property, quality, trait of a person that would not be included in the circle of this problem. Mental properties and qualities of people are formed in life, in the process of education, upbringing, activity. With the same educational programs and teaching methods, we see all individual characteristics. The central point in the individual characteristics of a person is his abilities, it is the abilities that determine the formation of a personality and determine the degree of brightness of its individuality.

The problem of developing the abilities of a younger student is relevant, since this quality plays an important role in the development of the child's personality. Abilities are necessary for a person so that he can know himself, reveal the inclinations inherent in himself, find his place in life.

Primary school age is the most favorable period for the development of individual characteristics. At this time, children show an increased interest in learning activities. It is cognitive interests that underlie inquisitiveness, curiosity, the desire to penetrate into the depths of the subject being studied, compare and compare it with other academic subjects, and draw some conclusions. Without sufficient development of these qualities, there can be no talk of any development of abilities, and, consequently, of successful learning. It is the cognitive interests of the child that determine his active attitude to what sets the direction and level of his abilities. Therefore, one of the tasks of the school is to develop the cognitive interests of each student. When a child is engaged, even in one or more academic subjects, enthusiastically, with interest, with great desire, his thinking, memory, perception, and imagination, and therefore abilities, develop more intensively.

Purpose of the study : to determine the factors influencing the development of the abilities of younger students.

Research objectives :

1. Analyze the psychological, pedagogical and methodological literature on the problem.

2. Consider the relationship of abilities, inclinations, interests and inclinations.

3. To identify the conditions for the development of creative abilities of younger students.

The theoretical basis of the study: compiled by the work of domestic psychologists R.S. Nemova, I.V. Dubrovina, V.D. Shadrikov and others.

Chapter I. Theoretical foundations for the study of the abilities of younger students.

1.1. The concept of abilities and their nature.

What gives grounds to speak about the ability of a person to perform some kind of activity? The basis is two indicators: the speed of mastering the activity and the quality of achievements. A person is considered capable if, firstly, he quickly and successfully masters any activity, easily acquires the appropriate skills and abilities in comparison with other people, and, secondly, achieves achievements that significantly exceed the average level.

What does it depend on? Why, all other things being equal, do some people master some activity faster and more easily and achieve greater success in it than others? The fact is that each activity (pedagogical, musical, constructive, mathematical, etc.) makes a person certain requirements for his mental processes, the work of analyzers, the speed of reactions, and personality traits. Some people may have the appropriate qualities, while others may be poorly developed. If people have such individual psychological characteristics that best meet the requirements of the relevant activity, then this means that they are capable of this activity.

Abilities are internal conditions human development, which are formed in the process of his interaction with the outside world.

“The human abilities that distinguish a person from other living beings constitute his nature, but the very nature of a person is a product of history,” wrote S.L. Rubinstein. Human nature is formed and changed in the process historical development as a result of labor activity. Intellectual abilities were formed as, by changing nature, a person cognized it, artistic, musical, etc. formed along with the development of various types of art.

The concept of "ability" includes three main features:

Firstly, abilities are understood as individual psychological characteristics that distinguish one person from another. These are features of sensations and perception, memory, thinking, imagination, emotions and will, relationships and motor reactions, etc.

Secondly, abilities are not generally called individual characteristics, but only those that are related to the success of an activity or many activities. There is a huge variety of activities and relationships, each of which requires certain abilities for its implementation at a sufficiently high level. Properties such as irascibility, lethargy, indifference, which are undoubtedly the individual characteristics of people, are usually not called abilities, because they are not considered as conditions for the success of any activity.

Thirdly, abilities mean such individual characteristics that are not limited to the available skills, abilities or knowledge of a person, but which can explain the ease and speed of acquiring this knowledge and skills.

Based on the above, the following definition can be derived.

Abilities are such individual psychological characteristics of a person that meet the requirements of this activity and are a condition for its successful implementation.

In other words, abilities are understood as properties, or qualities, of a person that make him suitable for the successful performance of a certain activity. Indicators of abilities in the process of their development can be the pace, ease of assimilation and speed of advancement in a particular area of ​​human activity.

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

Any activity requires from a person not one ability, but a number of interrelated abilities. Flaw, underdevelopment any one particular ability can be compensated by the enhanced development of others. This property of ability compensation provides ample opportunities for mastering various types of activities. The absence of a separate private ability can be compensated for by perseverance and hard work.

Abilities are formed, and therefore, are revealed only in the course of the corresponding activity. It is impossible to talk about musical abilities if the child has not yet been engaged in at least elementary forms of musical activity, if he has not yet been taught music. Only in the process of this training will it become clear what his abilities are, quickly and easily or slowly a sense of rhythm, musical memory will be formed in him.

A person is not born capable of this or that activity, his abilities are formed, formed, developed in a properly organized corresponding activity, during his life, under the influence of training and education. In other words, abilities are lifelong, not innate education.

With the development of abilities in the process of activity, a peculiar dialectic between abilities and skills plays a significant role. Abilities and skills, quite obviously, are not identical, but they are nevertheless closely related; moreover, this relationship is mutual. On the one hand, the development of skills, knowledge, etc. presupposes the presence of known abilities, and on the other hand, the very formation of the ability for a certain activity presupposes the development of skills, knowledge, etc. associated with it. These skills, knowledge, etc. remain something completely external to human abilities, only until they are mastered. As they are mastered, that is, they become personal property, they cease to be only knowledge, skills obtained from outside, but lead to the development of abilities. For example, as a person truly masters the methods of generalization, inference, etc., on the basis of a certain system of knowledge, he not only accumulates certain skills, but also develops certain abilities. Learning, as a truly educational process, is precisely what differs from simple training in that abilities are formed in it through skills and knowledge.

1.2. The relationship of abilities, interests, inclinations and inclinations.

Ability is a product of development. The inborn factors underlying abilities are inclinations. Makings are defined as anatomical and physiological features of the brain, nervous and muscular systems, analyzers or sense organs. At birth, every child has certain inclinations for the development of abilities.

The level of development and the ratio of the first and second signal systems should be considered as inclinations. Depending on the peculiarities of the relationship between signal systems, I.P. Pavlov distinguished three types of higher nervous activity: artistic type with a relative predominance of the first signal system; mental type with a relative predominance of the second signal system; medium type with relative balance of signal systems. For people of the artistic type, the brightness of direct impressions, the imagery of perception and memory, the richness and liveliness of the imagination, and emotionality are characteristic.

Individual features of the structure of individual sections of the cerebral cortex can also be inclinations. In this case, the typological properties are partial (“partial” in Latin means “partial”, “separate”), since it characterizes the work of only certain parts of the cerebral cortex. Partial properties can already be more definitely considered the makings of abilities associated with the work of the visual or auditory analyzer, with the speed and accuracy of movements.

It should be remembered that inclinations do not include abilities and do not guarantee their development. Inclinations are only one of the conditions for the formation of abilities. Not a single person, no matter how favorable inclinations he may have, can become an outstanding musician, artist, mathematician, poet, without doing a lot and persistently in the 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 the activity in which they could achieve great success if their life 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.

It is impossible to assume that each ability corresponds to its specific deposit. The assignments are multi-valued. This means that different abilities can be developed on the basis of the same deposit. For example, on the basis of such an inclination as speed, accuracy, subtlety and dexterity of movement, depending on the conditions of life and activity, both the ability for smooth and coordinated movements of the body of a gymnast, and the ability for fine and precise movements of the surgeon’s hand, and the ability for quick and the plastic fingers of a violinist.

With favorable inclinations and under optimal conditions of life and activity, a child’s abilities, for example, musical, literary, visual arts, and mathematics, can form very early and develop very quickly (which sometimes creates the illusion of innate abilities). The initial prerequisite for the development of abilities are those innate inclinations with which the child is born. At the same time, the biologically inherited properties of a person do not determine his abilities. The brain does not contain certain abilities, but only the ability to form them. Being a prerequisite for the successful activity of a person, his abilities, to one degree or another, are the product of his activity. In other words, what will be the attitude of a person to reality, such is the result. With the inclinations, abilities can develop very quickly even under adverse circumstances. However, excellent inclinations in themselves do not automatically ensure high achievements. On the other hand, even in the absence of inclinations (but not with complete ones), the child can, under certain conditions, achieve significant success in the corresponding activity.

The development of abilities is closely related to the development of interests. Interest is an individual feature of a person, its focus on what a person considers in the world and in his life to be the most significant, most valuable. The interests of people differ in content, breadth, stability, degree of constancy.

The student's abilities can be judged by observing his manifestations in the corresponding activity. In practice, one can judge the abilities by the combination of the following indicators:

1) for the rapid advancement (rate of advancement) of the student in mastering the relevant activity;

2) according to the qualitative level of his achievements;

3) by a strong, effective and stable inclination of a person to engage in this activity.

The successful implementation of a particular activity, even in the presence of abilities, depends on a certain combination of personality traits. Only abilities that are not combined with the corresponding 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.

The propensity is expressed in the fact that the child, at his own request, intensively and constantly engages in a certain type of activity, prefers it to others. Interests and inclinations for a certain activity usually develop in unity with the development of abilities for it. For example, the interest and inclination of the student to mathematics make him intensively engage in this subject, which in turn develops mathematical abilities. Developing mathematical abilities provide certain achievements, successes in the field of mathematics, which cause a joyful feeling of satisfaction in the student. This feeling causes an even deeper interest in the subject, a tendency to engage in it even more.

For success in activity, in addition to the presence of abilities, interests and inclinations, a number of character traits are necessary, first of all, diligence, organization, concentration, purposefulness, perseverance. Without the presence of these qualities, even outstanding abilities will not lead to reliable, significant achievements. Many people think that everything is easy and simple for capable people, without much difficulty. This is not true. The development of abilities requires a long, persistent study and a lot of hard work. As a rule, abilities are always combined with exceptional ability to work and diligence. It is not for nothing that all talented people emphasize that talent is labor multiplied by patience, it is a propensity for endless labor.

1.3. Psychological and age features of the development of younger schoolchildren.

The initial period of school life occupies the age range from 6-7 to 10-11 years. The boundaries of this age can narrow and expand depending on the teaching methods used: more advanced teaching methods accelerate development, while less perfect ones slow it down. During this period, the further physical and psychophysiological development of the child takes place, providing the possibility of systematic education at school. First of all, the work of the brain and nervous system is improved. According to physiologists, by the age of 7 the cerebral cortex is already largely mature. However, the most important, specifically human parts of the brain responsible for programming, regulation and control of complex forms of mental activity have not yet completed their formation in children of this age, as a result of which the regulatory and inhibitory effect of the cortex on subcortical structures is insufficient. The imperfection of the regulatory function of the cortex is manifested in the peculiarities of behavior, organization of activity and the emotional sphere characteristic of children of this age: younger students are easily distracted, incapable of prolonged concentration, excitable, emotional.

The beginning of schooling practically coincides with the period of the second physiological crisis, which occurs at the age of 7 years (a sharp endocrine shift occurs in the child's body, accompanied by rapid growth of the body, an increase in internal organs, vegetative rearrangement). This means that a fundamental change in the system of social relations and activities of the child coincides with the period of restructuring of all systems and functions of the body, which requires great tension and mobilization of its reserves.

However, despite certain complications noted at this time that accompany physiological restructuring (increased fatigue, neuropsychic vulnerability), the physiological crisis does not so much aggravate as, on the contrary, contributes to a more successful adaptation of the child to new conditions. This is due to the fact that the ongoing physiological changes meet the increased requirements of the new situation. Moreover, for children who are lagging behind in general development for reasons of pedagogical neglect, this crisis is the last time when it is still possible to catch up with their peers.

At primary school age, uneven psychophysiological development is noted in different children. Differences in the rates of development of boys and girls also persist: girls continue to outpace boys. Pointing to this, some scholars come to the conclusion that, in fact, in the lower grades, “children of different ages sit at the same desk: on average, boys are younger than girls by a year and a half, although this difference is not in the calendar age.”

The transition to systematic education makes high demands on the mental performance of children, which is not yet stable, resistance to fatigue is low. And although these parameters increase with age, in general, the productivity and quality of work of younger students is about half that of the corresponding indicators of senior students.

During the primary school age, there are significant changes in the mental development of the child: the cognitive sphere is qualitatively transformed, the personality is formed, a complex system of relations with peers and adults is formed.

This age is associated with the transition of the child to systematic schooling. The beginning of schooling leads to a radical change in the social situation of the child's development. He becomes a “public” subject and now has socially significant duties, the fulfillment of which receives public assessment. The whole system of the child's life relationships is rebuilt and is largely determined by how successfully he copes with the new requirements.

Educational activity becomes the leading activity in primary school age. It determines the most important changes taking place in the development of the psyche of children at this age stage. Within the framework of educational activity, psychological neoplasms are formed that characterize the most significant achievements in the development of younger students and are the foundation that ensures development at the next age stage. The leading role of educational activity does not exclude the fact that the younger student is actively involved in other activities - play, work and communication.

The transition to systematic education creates conditions for the development of new cognitive needs of children, an active interest in the surrounding reality, and the acquisition of new knowledge and skills. This age is a period of intensive development and qualitative transformation of cognitive processes: they begin to acquire a mediated character and become conscious and arbitrary. The child gradually masters his mental processes, learns to control perception, attention, memory.

According to L.S. Vygotsky, with the beginning of schooling, thinking moves to the center of the child’s conscious activity, becomes the dominant function. In the course of systematic training aimed at mastering scientific knowledge, verbal-logical, conceptual thinking develops, which leads to a restructuring of all other cognitive processes: “memory at this age becomes thinking, and perception thinking” . Assimilation in the course of educational activity of the foundations of theoretical consciousness and thinking leads to the emergence and development of such new qualitative formations as reflection, analysis, and an internal plan of action. During this period, the ability to voluntarily regulate behavior changes qualitatively. The “loss of childish immediacy” that occurs at this age characterizes a new level of development of the motivational-need sphere, which allows the child to act not directly, but be guided by conscious goals, socially developed norms, rules and ways of behavior. Younger students can move from one type of activity to another without much difficulty and internal effort.

During primary school age begins to take shape new type relationships with people around. The unconditional authority of an adult gradually loses its position, peers begin to acquire more and more importance for the child.

Thus, the central neoplasms of primary school age are:

1. A qualitatively new level of development of arbitrary regulation of behavior and activity.

2. Reflection, analysis, internal action plan.

3. Development of a new cognitive attitude to reality.

4. Peer group orientation.

The first years of schooling are years of very noticeable development of interests. And the main of them is a cognitive interest, an interest in knowing the world around us. The development of interests goes from interests to individual facts, isolated phenomena to interests related to the disclosure of causes, patterns, connections and relationships between phenomena.

With the development of reading skills, interest in reading and literature quickly develops. From the middle of grade II, there is a differentiation of educational interests. If first graders are interested in learning in general, then a second grade student is more interested in solving problems, drawing lessons are interesting.

In connection with the formation of interests and inclinations, the abilities of schoolchildren begin to form. As a rule, at this age it is too early to talk about the existing abilities, but students are already distinguished who show a relatively high level of abilities in the field of mathematics, music, and drawing.

1.4. Conditions for the development of the abilities of younger students.

As already noted, abilities are formed and developed in activity. Therefore, for the development of abilities, it is necessary to include a child with early years activities within his age range. Already at preschool age, children learn to draw, do modeling, learn to sing correctly and recognize melodies, feel their rhythm. A little later, they begin to construct, try to compose stories, simple poems. With admission to school, the possibilities of including the child in one activity or another expand significantly. A special role here belongs to various creative circles.

Children of primary school age are open, receptive and curious. It is this age that lends itself most to the upbringing and development of the child's abilities.

One of the tasks of the education system is the comprehensive development of the abilities of all children. A one-sided, narrow, one-sided development of a child, when he shows bright abilities in any one area with a deep indifference to everything else, is wrong. Of course, the interest associated with abilities should dominate, but at the same time, the teacher strives for the comprehensive, harmonious development of the child's personality and the expansion of his horizons. Only such development ensures the true flowering of abilities. In elementary school, the central task is the development of general abilities in all children and the formation of interest in learning in general in the context of the leading educational activity at this age.

Every normal and mentally healthy child has the general abilities necessary for successful schooling, in other words, to master educational material within school programs. Sometimes a child may seem incapable of a particular subject. This is due to the student's lack of certain knowledge and skills, certain manifestations of temperament.

In addition to general learning abilities, each student has the opportunity to develop special abilities. There are no incompetent children. It is only necessary to help the child find himself, show him his capabilities. Here the role of the teacher is great. It is he who shapes the abilities and talents of students and skillfully directs their development.

Abilities are formed and developed in the activity in which they find their application. An inactive child, indifferent to any kind of work, usually does not show abilities. Hard work is always the basis for the development of both general and special abilities. Without a lot of hard work, abilities do not develop, only potential opportunities remain for their successful formation.

However, not every activity in which a child is included automatically forms and develops abilities for it. In order for an activity to positively influence the development of abilities, it must satisfy certain conditions.

First, the activity should evoke strong and stable positive emotions and pleasure in the child. The child should feel a sense of joyful satisfaction from the activity, then he will have a desire to engage in it on his own initiative, without coercion. Living interest, the desire to do the job as best as possible, and not a formal, indifferent and indifferent attitude towards it, are the necessary conditions for the activity to positively influence the development of abilities.

Since abilities can bear fruit only when they are combined with a deep interest and a steady inclination for relevant activities, the teacher must actively develop the interests of children, striving to ensure that these interests are not superficial, but serious, deep and effective.

Secondly, the child's activity should be as creative as possible. For example, for the development of literary abilities, it is useful to constantly and systematically exercise in writing essays, stories and poems and in their subsequent detailed analysis; useful are special excursions into nature with a focus on observation and aesthetic perception of reality, followed by a colorful and expressive description of what he saw and heard. If the child's activity is of a creative, non-routine nature, then it constantly makes him think and in itself becomes quite an attractive business as a means of testing and developing abilities. Such activity is always associated with the creation of something new, the discovery of new knowledge, the discovery of new opportunities in oneself. Such activity strengthens positive self-esteem, increases the level of aspirations, generates self-confidence and a sense of satisfaction from the successes achieved.

Thirdly, it is important to organize the child's activity in such a way that he pursues goals that always slightly exceed his current capabilities, the level of activity he has already achieved. Children with already defined abilities are especially in need of more and more complex and diverse creative tasks.

If the activity being performed is in the zone of optimal difficulty, i.e., at the limit of the child’s capabilities, then it leads to the development of his abilities, realizing what L. S. Vygotsky called the zone of potential development.

The development of children's abilities is facilitated by various forms of extracurricular and out-of-school work. These are various mathematical, musical, literary, technical circles. It is important to develop a propensity for manual labor, which is characteristic, in particular, of all younger students. In labor classes in the primary grades, children make simple products from plasticine, cardboard, paper, showing extraordinary ingenuity, ingenuity and creativity. In these classes, students develop the ability to organize and plan their activities, develop self-control skills.

In educating the abilities of children, it is necessary to develop in them perseverance in overcoming difficulties, without which the most favorable inclinations and abilities will not produce results. The early manifestation of abilities in schoolchildren is often a prerequisite for the development of great talent, but if the abilities that have manifested in the future are not developed and brought up, they fade away. The development of the abilities of a younger student requires goodwill, patience and faith in the child's abilities on the part of an adult, which forms the basis of pedagogical professionalism.

Conclusion

Based on the theoretical analysis of the psychological literature, the following conclusions can be drawn.

Abilities are the properties and qualities (individual characteristics) of a person that make him suitable for the successful implementation of any type of activity. Abilities are formed, and, consequently, are revealed only in the course of the corresponding activity. That is, a person is not born capable of this or that activity, but by participation in the activity he forms his abilities for it.

It should be emphasized the close and inextricable connection of abilities with inclinations, interest and inclinations. Inclinations influence the process of formation and development of abilities. But inclinations are only prerequisites for the development of abilities, they are one, albeit very important, of the conditions for the development and formation of abilities. A favorable environment, upbringing and training contribute to the early awakening of inclinations. Interest is manifested in the desire for knowledge of the object, a thorough study of it in all details. Interest is manifested in a person's inclination to activities, mainly related to the subject of interest. For younger students, the subject of interest is learning activities. However, in order for educational activity to positively influence the development of abilities, it must satisfy certain conditions:

1. This activity should evoke strong and stable positive emotions in the child.

2. The student's activity should be as creative as possible.

3. It is important to organize the student's activities in such a way that he pursues goals that always slightly exceed his current capabilities.

In the aspect of the problem facing us, we were interested in the question of what factors influence the development of the abilities of younger schoolchildren. Based on the analysis of the literature, the following factors can be distinguished:

1. The initial premise is innate inclinations.

2. Time to reveal abilities.

3. Development of abilities for activities in which there is interest.

4. Cooperation between teacher and child.

The pedagogical task is to take into account these factors in the development of the abilities of younger students, and their personality as a whole.

List of used literature

1. Azarova, L.N. How to develop the creative individuality of younger students // Elementary School. - 1998, - No. 4.

2. Vygotsky, L.S. Imagination and creativity in childhood / L.S. Vygotsky. - M., 1981.

3. Davydov, V.V. Mental development in primary school age / V.V. Davydov. - M., 1973.

4. Davydov, V.V. Problems of developing education / V.V. Davydov. - M., 1986.

5. Dubrovina, I.V. Psychology / I.V. Dubrovina, E.E. Danilova, A.M. parishioners. - M .: "Academy", 2001

6. Ilyichev, L.F. philosophical encyclopedic dictionary / L.F. Ilyichev, N.N. Fedoseev. - M., 1983.

7. Krutetsky, V.N. Psychology / V.N. Krutetsky. – M.: Enlightenment, 1986.

8. Nemov, R.S. Psychology: Book. 1 / R.S. Nemov. - M.: VLADOS, 1997.

9. Nemov, R.S. Psychology: Book 2 / R.S. Nemov. – M.: VLADOS, 1998.

10. Petrunek, V.P. Junior schoolboy / V.P. Petrunek, L.N. Ram. - M., 1981.

11. Shadrikov, V.D. Development of abilities // Primary school. -№5, 2004.

12. Elkonin, D.B. Selected psychological works / D.B. Elkonin. - M., 1989.

educational institution

"Belarusian State Pedagogical University

named after Maxim Tank"

Faculty of Primary Education

Department of Pedagogy and Psychology of Primary Education

Development of creative abilities of younger students in the learning process

INTRODUCTION

1 The essence of the concepts of "creativity", "creativity"

2 Development of the child's abilities in primary school age

Conclusions on the first chapter

1 Diagnostics of creative abilities

2 Interpretation of the results of experimental work

Conclusions on the second chapter

CONCLUSION

APPS

INTRODUCTION

The urgency of the problem is associated with the ever-increasing needs modern society in active individuals who are able to quickly respond to changes, pose new problems, find high-quality solutions in a situation of choice, constant improvement of the knowledge accumulated by society. Currently, the development of students' creative abilities is one of the main requests that society makes to education. Changes in all areas of life occur at an unprecedented speed, this is due to the ever-increasing amount of information. Knowledge becomes obsolete faster than a person has time to use it. In order to successfully live and act in the modern world, it is necessary to be constantly ready for changes, while maintaining its originality.

In the Code of the Republic of Belarus on Education, the goals of education are the formation of knowledge, skills and intellectual, moral, creative and physical development of the student's personality.

The main goal of the school as a social institution in modern conditions is the versatile development of children, their cognitive interests, creative abilities, general educational skills and abilities.

The most effective area for the development of children's creative abilities is art, artistic activity. This is facilitated by lessons in visual arts, labor training, music, etc.

For many years, the problem of developing the creative abilities of students has attracted close attention from representatives of various fields of scientific knowledge - philosophy, pedagogy, psychology, and others.

By the time the child enters school, he becomes the subject of various activities, he develops a need to expand the sphere of self-realization as a subject. However, he does not have the need and ability to self-change. Both can arise, take shape and develop in the process of schooling. Today, one of the fundamental principles of updating the content of education is becoming a personal orientation, which involves the development of the creative abilities of students, the individualization of their education, taking into account the interests and inclinations for creative activity. Strategy modern education is to enable all students, without exception, to show their talents and all their creative potential, which implies the possibility of realizing their personal plans. These positions correspond to the humanistic trends in the development of the national school, which is characterized by the orientation of teachers to the personal capabilities of students. At the same time, the goals of personal development are brought to the fore, and subject knowledge and skills are considered as a means of achieving them.

As methodological basis a systemic and personal-activity approach was chosen, which corresponds to the modern conceptual positions of education. The teacher’s revision of the usual interpretations of the learning process mainly as a communication of knowledge, the formation of skills, and allows you to take into account the subjective and creative experience, individual psychological characteristics of younger students, consider in unity various types of creative tasks and methods for their implementation, determine the ratio of types of creative activity in the educational process , which would ensure the effectiveness of the development of creative abilities of students.

The purpose of the study: To identify and test in practice effective methods, forms and means of work on the development of creative abilities in the learning process.

To reveal the concepts of "creativity", "creativity".

Reveal the specifics, methods, means of developing creative abilities in the learning process.

To develop a system of classes for the development of creative abilities of younger schoolchildren on the example of labor training.

Determine the effectiveness of the developed training system.

Object of study: the educational process in elementary school.

Subject of study: the process of developing the creative abilities of a younger student.

To achieve the goal of the study and solve the tasks set, the following methods were used: theoretical analysis of scientific and methodological literature, scientific research, study of pedagogical experience, pedagogical experiment; testing, observation.

Research base: GUO secondary school No. 92, Minsk

The practical significance of the results of the study is to justify the need to use a variety of methods in labor lessons in order to develop the creative abilities of younger students, and the developed material will be in demand by primary school teachers.

CHAPTER 1. DEVELOPMENT OF THE CREATIVE ABILITIES OF THE JUNIOR STUDENT AS A PROBLEM IN PEDAGOGY AND PSYCHOLOGY

1.1 The essence of the concepts of "creativity", "creativity"

Of course, it is impossible to understand the nature of creative abilities without understanding the essence of creativity, although there are many conflicting opinions, opinions, theories, etc. on this issue.

N. Rogers writes: “Creativity is a process that can lead to the creation of some product. Such a product can be a poem, a drawing, a piece of music or a dance.

E. L. Yakovleva understands creativity as the realization of a person's own individuality.

The most acceptable understanding of creativity is given, for example, in S. I. Ozhegov’s “Dictionary”: “Creativity is the creation of new cultural and material values ​​by design” or A. G. Spirkin’s definition: “Creativity is a spiritual activity, the result of which is the creation original values, the establishment of new, earlier unknown facts, properties and patterns of the material world and spiritual culture.

Thus, we can say that creativity is defined as a human activity that creates new material and spiritual values ​​that have novelty and social significance, that is, as a result of creativity, something new is created that did not exist before.

In the psychological and pedagogical literature, the following types of creativity are distinguished: scientific, technical, artistic, musical, literary, pedagogical creativity with their various subspecies. Some of them have quite close ties.

Scientific creativity is associated with the discovery of phenomena and general patterns of development of the real world. Among the features of scientific creativity, we name the following:

reliance on abstract, verbal-logical thinking in solving a research problem;

the product of scientific creativity is new knowledge that exists in the form of images, concepts, conclusions, theories and abstract ideas;

the process of scientific creativity consists in the study of something that really exists, but is still inaccessible to our consciousness (unknown). The result of the study is the acquisition of new knowledge or discovery;

process scientific research can be both empirical and theoretical. Empirical research is the result of comprehension and generalization of direct practical work with the object under study in the process of observation and experiment. Theoretical research is connected with the improvement and development of the conceptual apparatus of science and indirect knowledge of objective reality, with the development of theories based on the material of empirical research;

scientific creativity is most often collective, since even hypotheses, theories, and revealed facts put forward by individual scientists are discussed, reviewed, and criticized by colleagues;

there is a historical predetermination of scientific discoveries, due to the need for the progress of society at a particular stage of its development;

often scientific ideas and discoveries are ahead of their time, as a result of which they are rarely evaluated by contemporaries and receive confirmation only after several decades, and for many outstanding scientists fame is often only posthumous.

Technical creativity is associated with the practical (technological) transformation of reality. It is close in its psychological characteristics to scientific creativity, but it also has differences.

It is based on visual-figurative and visual-effective components of thinking.

The process of technical creativity is expressed in invention, design, and its product is the invention of mechanisms, structures that meet the needs of practice. Hence its rationality and utilitarianism.

What is invented does not exist before its creation, although it relies on the already existing technical basis, on the achieved level of technical progress.

Artistic creativity is associated with the aesthetic assimilation of reality and the satisfaction of the aesthetic needs of people. Its features:

reliance mainly on visual-figurative thinking, although both abstract-logical and visual-effective thinking are important;

the main component of artistic creativity is emotional, the highest manifestation of which is the experience of catharsis by a person, that is, the peak experience, perceived as purification;

artistic creativity is realized in a special form of social consciousness - art, and the product of artistic creativity is an artistic image enclosed in some material object (picture, sculpture, literary work, etc.);

the rational side of artistic creativity is hidden and often does not have a utilitarian purpose, does not require implementation into practice, like an invention or a new one scientific knowledge;

artistic creativity creates the possibility of multi-valued reflection by different people of the same work, which is associated with the subjectivity of perception, developed taste, etc.

Pedagogical creativity is a search and finding something new in the field pedagogical activity. The first stage of this creativity is the discovery of something new for oneself, the discovery of non-standard ways of solving pedagogical problems. These methods are already known, described, but have not been used by the teacher. Therefore, we are talking about subjective and not objective novelty, or what is called innovation. It is also possible to use the old method, reception in new conditions. The second stage is the discovery of something new not only for oneself, but also for others, that is, innovation. This, for example, is the development of a new teaching method that is effective for given data or any conditions of the pedagogical process. A particular type of pedagogical creativity is improvisation - finding the unexpected pedagogical decision and its embodiment "here and now". The process of improvisation includes four stages: 1) pedagogical insight; 2) instant comprehension of the intuitively arisen pedagogical idea and instant choice of the way of its realization; 3) the public embodiment of this idea and 4) comprehension, i.e., an instant analysis of the process of implementing the pedagogical idea.

Creati ?creativity (from the English create - create, create) - the creative abilities of an individual, characterized by a willingness to accept and create fundamentally new ideas that deviate from traditional or accepted patterns of thinking and are included in the structure of giftedness as an independent factor, as well as the ability to solve problems that arise within static systems. According to the American psychologist Abraham Maslow, this is a creative direction that is innate in everyone, but lost by the majority under the influence of the established system of upbringing, education and social practice.

The problem of abilities in domestic psychology has been studied quite deeply. This problem was dealt with by such luminaries of Russian psychology as B.G. Ananiev, A.N. Leontiev, S. L. Rubinshtein, B. M. Teplov, and others. The conceptual apparatus, content and main provisions of the theory of abilities were developed mainly in the works of these scientists.

First of all, we proceed from the corresponding theoretical concepts developed in the works of B. M. Teplov and S. L. Rubinshtein. It is known that under the abilities B. M. Teplov understood certain individual psychological characteristics that distinguish one person from another, which are not reduced to the stock of skills and knowledge that a person already has, but determine the ease and speed of their acquisition.

Considering the structure of abilities, S.L. Rubinshtein distinguishes two main components:

"operational" - a well-established system of those modes of action through which activities are carried out;

"core" - mental processes that regulate operations: the quality of the processes of analysis and synthesis.

The structure of abilities proposed by Rubinstein, on the one hand, makes it possible to avoid fatalism, since through the formation of a system of operations it allows the development of the core itself, and on the other hand, it explains the difficulties that testology has encountered. Evaluation by result, and not by process, does not allow one to give an unambiguous interpretation of test results, since a number of purely social factors influence the formation of the operating system. The fact that children from intelligent and prosperous families, whose education is given special attention, cope more successfully with test tasks, just demonstrates that the result achieved cannot be interpreted as a manifestation of the "core" of mental abilities. If "intelligence" is not considered a scientific abstraction, then it is the "core" that actually represents what Ya. A. Ponomarev called formal intelligence.

AT Pedagogical encyclopedic dictionaryability is interpreted as individual psychological characteristics of a person, which are the conditions for the successful implementation of a certain activity. They include both individual knowledge and skills, and readiness to learn in a new way and methods of activity.

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

“General - include (human 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 completion of any one specific activity - musical, artistic and visual, mathematical, literary, constructive and technical, etc. These abilities also represent the unity of individual private abilities.

Special - determine the success of a person in specific activities that require inclinations and their development musical, mathematical, linguistic, technical, literary, artistic, creative, sports.

The presence of general abilities in a person does not exclude the development of special ones and vice versa. And often they mutually complement and enrich each other.

They also distinguish educational and creative abilities. The former determine the success of education and upbringing, the assimilation of knowledge, skills and abilities by a person, the formation of personality traits. The second - 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.

There are at least three main approaches to the problem of creativity. They can be formulated as follows.

1. As such, there are no creative abilities. Intellectual giftedness acts as a necessary but not sufficient condition for the creative activity of an individual. The main role in the determination of creative behavior is played by motivations, values, personality traits (A. Tannenbaum, A. Olokh, D. B. Bogoyavlenskaya, A. Maslow and others). Among the main features of a creative personality, these researchers include cognitive giftedness, sensitivity to problems, independence in uncertain and difficult situations.

Standing apart is the concept of D. B. Bogoyavlenskaya, which introduces the concept of creative activity of the individual, believing that it is due to a certain mental structure inherent in the creative type of personality. Creativity, from the point of view of Bogoyavlenskaya, is a situationally unstimulated activity, manifested in the desire to go beyond the limits of a given problem. A creative personality type is inherent in all innovators, regardless of the type of activity: test pilots, artists, musicians, inventors.

2. Creative ability (creativity) is an independent factor, independent of intelligence (J. Gilford, K. Taylor, G. Gruber, Ya. A. Ponomarev). In a softer version, this theory says that there is a slight correlation between the level of intelligence and the level of creativity. The most developed concept is E. P. Torrance's "intellectual threshold theory": if IQ is below 115-120, intelligence and creativity form a single factor, with IQ above 120, creativity becomes an independent value, that is, there are no creatives with low intelligence, but there are intellectuals with low creativity.

Torrance's assumption is surprisingly well consistent with the data of D. Perkins, according to which for each profession there is a lower acceptable level of intelligence development. People with an IQ below a certain level cannot master a given profession, but if the IQ is above this level, then there is no direct relationship between intelligence and the level of achievement. The main role in determining the success of work is played by personal values ​​and character traits.

3. A high level of intelligence implies a high level of creativity and vice versa. There is no creative process as a specific form of mental activity. This point of view was and is shared by almost all experts in the field of intelligence (D. Wexler, R. Weisberg, G. Eysenck, L. Theremin, R. Sternberg and others).

Eysenck, relying on significant (but still low) correlations between IQ and Guilford tests for divergent thinking, suggested that creativity is a component of general mental endowment. Weisberg argues that creative thinking is diagnosed by the quality of the product, not by how it was obtained. Any cognitive process, from his point of view, relies on past knowledge and entails their transformation in accordance with the requirements of the task.

1.2 Development of the abilities of the child in primary school age

creativity creative talent ability

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

A great contribution to the development of problems of abilities, creative thinking was made by psychologists such as B.M. Teplov, S.L. Rubinshtein, B.G. Ananiev, 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 creativity as an independent factor, the development of which is the result of teaching the creative activity of younger students, we single out the components of creative (creative) abilities of younger students:

· creative thinking,

· creative imagination,

· application of methods of organizing creative activity.

There is a great formula of K.E. Tsiolkovsky, who opens the veil over the secret of the birth of a creative mind: “At 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 the path of the formation of creative abilities, the path of development of inventive and research talent. Our duty is to help the child to embark on this path. Therefore, it is important to determine the specifics and methods of developing creative abilities.

Methods are the techniques and means by which the development of creative abilities is carried out.

None of the methods is universal, good results can be achieved using different methods. Effective pedagogical interaction is possible only with a reasonable combination of several non-conflicting teaching methods. The optimization problem is formulated unambiguously: in the existing conditions, choose from the methods those that provide the greatest learning efficiency.

In your work, you must use the following methods to develop the creative abilities of students:

·heuristic;

· research;

·problem;

·search

It is these teaching methods that allow the teacher to provide students with more independence and creative search.

"A special role in modern educational process play active teaching methods that are based not only on the processes of perception, memory, attention, but above all on creative productive thinking, behavior, communication. Methods are called active, because. in them, both the role of the teacher (instead of the role of an informer - the role of a manager) and the role of trainees (information is not a goal, but a means for mastering operations and actions, developing personal qualities) change significantly. Modern active learning methods include:

· game/social/imitation modeling;

· business games;

· analysis of specific situations (cases);

· method of active sociological tested analysis and control (MASTAK), reflecting in laboratory conditions intricacies of life's clashes.

Game methods provide a search for solutions in dynamically unstable conditions and can give more than an experiment: they allow you to work out and compare several options. Emotional mood, competitiveness and proper motivation, gambling remove the impact of artificiality.

It should be noted the importance of methods problem learning in an educational sense: they form and develop the creative cognitive activity of students, contribute to the correct understanding of worldview problems.

Problem-based learning is focused on the formation and development of the ability for creative activity and the need for it, that is, it more intensively affects the development of students' creative thinking. But for this function of problem-based learning to be best implemented, it is not enough to include a random set of problems in the learning process.

On the basis of the studied literature, certain conditions for the successful development of creative abilities that favor their formation can be identified. In the psychological and pedagogical literature, such conditions are:

Changing the role of the student. A fundamental change in the role of an elementary school student in the classroom, according to which he must become an active participant in learning, having the opportunity to choose, satisfy his interests and needs, and realize his potential. In the process of performing creative tasks, personal-activity interaction between students and the teacher is necessary. Its essence lies in the inseparability of direct and reverse effects, the awareness of interaction as co-creation.

Comfortable psychological environment. Creating a comfortable psychological environment conducive to the development of abilities: encouraging and stimulating the desire of children for creativity, faith in the strengths and capabilities of schoolchildren, unconditional acceptance of each student, respect for his needs, interests, opinions, excluding comments and condemnations. Negative emotions (anxiety, fear, self-doubt, etc.) negatively affect the effectiveness of creative activity, especially in children of primary school age, since they are characterized by increased emotionality. A favorable psychological climate is also important in the student team, which reigns when an atmosphere of goodwill, care for everyone, trust and exactingness is created.

Creation of intrinsic motivation for learning. The need for internal motivation of learning with a focus on creativity, high self-esteem, self-confidence. Only on their basis is it possible to successfully develop creative abilities. Then the cognitive need, the desire of the child, his interest not only in knowledge, but also in the very process of searching, emotional upsurge will serve as a reliable guarantee that greater mental stress will not lead to overwork, and will go to the child to the benefit.

Correct pedagogical assistance to the child. Unobtrusive, smart, friendly help (not a hint) of adults. You can't do anything for a child if he can do it himself. You can't think for him when he can think of it himself.

Combination of various forms of work. The optimal combination of frontal, group, individual forms work in the lesson, depending on the goals of the creative task and its level of complexity. The preference for collective and group forms is due to the fact that a joint search allows you to combine the knowledge, skills, abilities of several people, contributes to an increase in the intensity of reflection, which plays an important role in the process of creating a new one. In the process of reflection, the student realizes not only creative activity as such, but also himself in creativity (his needs, motives, opportunities, etc.), which allows him to adjust his educational path.

Interdisciplinary. In the process of solving creative problems, as a rule, it is necessary to use knowledge from different areas. And the more complex the task, the more knowledge should be applied to solve it.

Creating a situation of success. Assignments of a creative nature should be given to the whole class. When they are done, only success is measured. In each child, the teacher must see the individuality. Do not prepare creative assignments personally for the most capable students and offer them instead of the usual assignments that are given to the whole class.

Independence in performing creative tasks. Do-It-Yourself Solution tasks that require maximum effort, when the child reaches the "ceiling" of his abilities and gradually raises this ceiling higher and higher. Complex, but feasible creative tasks for children are needed, which stimulate interest in creative activity and develop appropriate skills.

A variety of creative tasks, both in content and in the forms of their representation, and in the degree of complexity. The perfect combination of creative and conventional learning tasks contains rich developmental opportunities, ensures the work of the teacher in the zone of proximal development of each of the students.

Consistency and consistency in the development of creative abilities of younger students. The episodic nature of creative exercises and tasks provided for by any primary education program does not contribute to the activation of students' creative activity, therefore, it does not effectively affect the development of children's creative abilities.

For the development of creative thinking and creative imagination of primary school students, it is necessary to offer a variety of tasks:

· classify objects, situations, phenomena on various grounds;

· establish causal relationships;

· see interconnections and identify new connections between systems;

· consider the system in development;

· make forward-looking assumptions;

· highlight the opposite features of the object;

· identify and form contradictions;

· to separate conflicting 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 contained in them,

· the complexity of the 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 of the III (initial) level of complexity are presented to students of the first and second grades. A specific object, phenomenon or human resource acts as an object at this level. Creative tasks of this level contain a problematic issue or a problematic situation, involve the use of the method of enumeration of options or heuristic methods of creativity and are designed 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 systemic thinking, productive imagination, mainly algorithmic methods of creativity.

Under the object in the tasks of this level is the concept 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' systemic thinking.

Tasks I (highest, high, advanced) level of complexity. These are open tasks from various fields of knowledge containing hidden contradictions. Biosystems, polysystems, resources of any systems are considered as an object. Tasks of this type are offered to students in the third and fourth years of study. They are aimed at developing the foundations of dialectical thinking, controlled imagination, and the conscious application of algorithmic and heuristic methods of creativity.

The methods of creativity chosen by students when performing tasks characterize the corresponding levels of development of creative thinking, creative imagination. Thus, the transition to a new level of development of creative abilities of younger students occurs in the process of accumulation of creative activity by each student.

III level - involves the performance of tasks based on the enumeration of options and the accumulated creative experience in preschool age and heuristic methods. The following creative methods are used:

· focal object method,

· morphological analysis,

· control question method,

· separate typical methods of fantasizing.

· Level II - involves the performance of creative tasks based on heuristic methods and TRIZ elements, such as:

· little man method

· methods of overcoming psychological inertia,

· system operator,

· resource approach,

· laws of system development.

Level I - involves the implementation of creative tasks based on the mental tools of TRIZ:

· adapted algorithm for solving inventive problems,

· techniques for resolving contradictions in space and time,

· typical methods of conflict resolution.

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 activity for the formation of creative thinking, cognitive activity, the accumulation of subjective experience of the creative search activity of students.

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

· transfer of previously acquired knowledge to a new situation,

· independent vision of the problem, alternatives for its solution,

· combining previously learned methods into new and different ones.

Analysis of the main psychological neoplasms and the nature of the leading activity of this age period, modern requirements to the organization of learning as a creative process, which the student, together with the teacher, in a sense, build themselves; orientation at this age on the subject of activity and ways to transform it suggest the possibility of accumulating creative experience not only in the process of cognition, but also in such activities as the creation and transformation of specific objects, situations, phenomena, creative application of knowledge gained in the learning process.

In the psychological and pedagogical literature on this issue, definitions of creative activities are given.

Cognition - ... the student's educational activity, understanding it as a process of creative activity that forms their knowledge.

At primary school age, for the first time, there is a division of play and labor, 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. However, it is this ability that needs special care in terms of development. And it develops especially intensively at the age of 5 to 15 years. And if this period of imagination is not specially developed, in the future there will be a rapid decrease in the activity of this function.

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

Younger students carry out most of their vigorous activity with the help of imagination. Their games are the fruit of the wild work of fantasy, they are enthusiastically engaged in creative activities. The psychological basis of the latter is also creative imagination. When, in the process of learning, children are faced with the need to comprehend abstract material and they need analogies, support with a general lack of life experience, imagination also comes to the aid of the child. Thus, the significance of the function of imagination in mental development is great.

However, fantasy, like any form of mental reflection, must have a positive direction of development. It should contribute to a better knowledge of the world around self-disclosure and self-improvement of the individual, and not develop into passive daydreaming, replacing real life with 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 overall creativity. Children of primary school age are very fond of doing art. It allows the child to reveal his personality in the most complete free form. All artistic activity is based on active imagination, creative thinking. These features provide the child with a new, unusual view of the world.

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

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

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

· creation of images of the described objects.

For the development of the child, the formation of many interests is very important.

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

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

Conclusions on the first chapter

Based on the analyzed pedagogical literature, we can say that creativity is defined as a human activity that creates new material and spiritual values ​​that have novelty and social significance, that is, as a result of creativity, something new is created that did not exist before.

Creativity - the abilities of an individual, characterized by a willingness to accept and create fundamentally new ideas that deviate from traditional or accepted patterns of thinking and are included in the structure of giftedness as an independent factor, as well as the ability to solve problems that arise within static systems.

Good results can be achieved when using different methods in the learning process, since none of the methods is universal. Effective pedagogical interaction is possible only with a reasonable combination of several non-conflicting teaching methods. The optimization problem is formulated unambiguously: in the existing conditions, choose from the methods those that provide the greatest learning efficiency.

The range of creative tasks solved at the initial stage of education is unusually wide in complexity - from finding a malfunction in a motor or solving a puzzle, to inventing a new machine or a scientific discovery, but their essence is the same: when they are solved, creativity is experienced, new way or create something new. This is where the 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 in the aggregate constitutes creative abilities.

Creative activity, which is more complex in its essence, is available only to a person.

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

CHAPTER 2

2.1 Diagnostics of creativity

The purpose of our experiment: to test the effectiveness of methods and means of developing creative abilities on the example of labor training lessons.

As an experimental base, we chose pupils of 3B and 3C classes of school No. 92 in Minsk.

We had to reveal the creative abilities of children, to determine their creative possibilities.

Based on this, the stages of experimental work were determined. Ascertaining.. Formative.Control

The goals of the ascertaining experiment:

Determination of levels of formation and degree of development of creative abilities. 42 students took part in the experimental work.

When conducting a study in two classes, the same conditions were created that affect the test results:

· the complexity of the questions;

· time allotted for answers.

Ascertaining stage

To determine the initial level of creativity, the following methodology was chosen.

"DIAGNOSIS OF NONVERBAL CREATIVITY"

(method of E. Torrens, adapted by A.N. Voronin, 1994)

Terms and conditions:

The test can be done on an individual or group basis. To create favorable conditions for testing, the leader needs to minimize the motivation for achievement and orient testees to the free manifestation of their hidden abilities. At the same time, it is better to avoid an open discussion of the subject orientation of the methodology, i.e. it is not necessary to report that it is creativity (especially creative thinking) that is being tested. The test can be thought of as a originality , the ability to express oneself in a figurative style, etc. The testing time is not limited if possible, approximately 2-3 minutes for each picture. At the same time, it is necessary to encourage test-takers if they think for a long time or hesitate.

The proposed version of the test is a set of pictures with a certain set of elements (lines), using which, the subjects need to complete the picture to some meaningful image. In this version of the test, 6 pictures are used, which do not duplicate each other in their original elements and give the most reliable results. (Appendix A)

The following indicators of creativity are used in the test:

Originality (Op), which reveals the degree of dissimilarity of the image created by the subject to the images of other subjects (statistical rarity of the answer). At the same time, it should be remembered that there are no two identical images; accordingly, we should talk about the statistical rarity of the type (or class) of drawings. The atlas attached below shows various types of drawings and their conditional names, proposed by the author of the adaptation of this test, reflecting the general essential characteristic of the image. It should be noted that the conditional names of the drawings, as a rule, do not coincide with the names of the drawings given by the subjects themselves. Since the test is used to diagnose non-verbal creativity, the names of the pictures proposed by the subjects are excluded from the subsequent analysis and are used only as an aid to understanding the essence of the picture.

Uniqueness (Un), defined as the sum of completed tasks that have no analogues in the sample (atlas of drawings).

Test instructions.

Before you is a form with unfinished pictures. You need to draw them. You can draw anything and anything, the form can be rotated. After completing the drawing, you must give it a title, which should be signed in the line below the drawing.

Processing test results

It is necessary to compare the finished pictures with those in the atlas, while paying attention to the use of similar details and semantic connections; when finding a similar type, assign this drawing the originality indicated in the atlas. If there is no such type of drawings in the atlas, then the originality of this completed picture is considered to be 1.00, i.e. she is unique. The originality index is calculated as the arithmetic mean of the originality of all pictures, the uniqueness index is calculated as the sum of all unique pictures. Using the percentile scale built for these two indices based on the results of the control sample, it is possible to determine the indicator of non-verbal creativity of a given person as his place relative to this sample (Table No. 2.1):

Table 2.1 - Indicator of non-verbal creativity of a person

High levelMedium levelLow level10%20%40%60%80%100%20,950,760.670,580,480,003421100 Note: 1 - the percentage of people whose results exceed the specified level of creativity; 2 - the value of the originality index; 3 - the value of the uniqueness index.

Table 2.2. - The results of the ascertaining experiment to study the degree of development of creative abilities.

Level ClassHighAverageLow3 "B"156-3 "C"1623

The results showed that, in general, all children, with the exception of 3, have quite normal creative potential. They have such qualities as curiosity. They have the qualities that allow them to be creative. In future activities, they can prove themselves as creatively gifted people.

But there are problems that hinder this process. You should work more with their creative potential.

Thus, younger students need to be offered a certain methodological program to help them develop their creativity. The results of the experimental work make it possible to outline ways for further research of this problem, to develop recommendations for the future education of younger students.

Formative stage.

The purpose of this stage is to have a beneficial effect on the development of the creative abilities of children in the process of work using gaming technologies.

For the experiment, I chose the 3rd "B" class, because, despite the rather high level of development of creative abilities, it is in this class that there are 3 students with a low level of development of creative abilities.

As an example, I give one of the lessons. (Appendix B)

Lesson "Flowers on a wire base."

In this lesson, a game-journey was played. At each stop, the children were offered a riddle. When the students guessed, they were shown a sample of a flower made of beads. Each product was analyzed by shape, by the number of parts. After the analysis, the children and the teacher planned work on the implementation of the product.

After the game, the students made their own flowers on a wire basis.

By the end of the lesson, an exhibition and analysis of the work was held.

Various games were included in the following labor lessons (Appendix B) and in the future, the game aspect in the lessons was the main one, the games were of a creative nature.

2.2 Interpretation of the results of experimental work

After the formative stage, testing was carried out to identify the creative potential of children, for this the same methods were used as at the ascertaining stage. During testing at the control stage, the same conditions were created in two classes. The results were entered in table No. 2.3

Table 2.3 - The results of the study of the levels of development of creative potential in children after the formative experiment.

Level Class High Medium Low 3 "B" 166-3 "C" 192-

Comparison of the experimental group at the ascertaining and control stages can be seen in Table 2.4.

Table 2.4 - Results of experimental work in 3 "B"

Level StageHighAverageLowAscertaining1713Control1920

The table shows the impact the formative stage had on the development of the creative abilities of children in the 3rd "B" grade. Not a single child remained at a low level of development of creative abilities.

Thus, we have clearly seen that if in the process of labor training a teacher uses methods for the development of creative thinking, applies game methods, teaches children to approach problem solving in a non-standard way, then creativity can be developed. Creativity is not given from birth and does not arise from scratch. And conditions are necessary for their development. We tried to create such conditions by conducting an experiment. Of course, when carrying out such work, it is necessary to take into account the contingent of children, their level of development, health, and opportunities.

It should be noted that systematic and consistent work plays an important role here. Unsystematic work cannot lead to a positive result. Only a creatively working teacher can educate creatively thinking students.

Conclusions on the second chapter

In the course of experimental work, the effectiveness of methods and means of developing creative abilities was tested using the example of labor training lessons.

The methods and means used contribute to the development of students' creative abilities. Our work was carried out for a long time and systematically, gradually becoming more complex. Therefore, it led to a positive result. And also because the conditions for the formation of creative abilities were fulfilled: a favorable environment, freedom of choice, fascination, unlimitedness in actions.

CONCLUSION

AT term paper the concepts of "creativity", "creative abilities" were revealed, the issues of developing the creative abilities of younger students in the learning process were considered. For this, a variety of psychological and pedagogical literature was analyzed.

In terms of the problem facing us, we were interested in the question of what are the signs on the basis of which the researchers revealed the specifics of creative thinking, whether they reflected and to what extent its reproductive and productive aspects. An analysis of the literature showed that in any case, when it was about creativity, it was about the emergence of a new one. Thus, creative thinking is the creation of new images based on accumulated knowledge.

The development of creative abilities is a complex and important matter, the successful implementation of which is helped by the creation necessary conditions and application of effective methods. And the teacher himself must be tolerant of the manifestations of children's creativity, whether they are not even at the right time or simply seeming silly to us. You need to be able to see them in time, encourage them and give them the opportunity to manifest themselves again.

In the experimental part of the study, we carried out a diagnosis of the creative abilities of younger schoolchildren, after which work was carried out with them at labor training lessons. The tests carried out made it possible to identify shortcomings and outline ways to improve the creative potential of children. This made it possible to develop and conduct classes in labor lessons, using methodological techniques for the development of creative abilities.

At the final stage of the study, a control stage was carried out, the purpose of which was to determine the effectiveness of the pilot study. Repeatedly carried out methods showed that the level of creative thinking of students has risen to a new qualitative level.

LIST OF USED SOURCES

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APPENDIX A

STIMULUS REGISTRATION FORM

Surname, name _________________________________

Age _______ Date _______________

APPENDIX B

Topic: "Flowers on a wire base"

Purpose: Consolidation of the concept of beadwork.

Educational - fixing and independent use of wire-based beading techniques

Developing - the development of creative imagination, aesthetic taste, the formation of independent thinking

Educational - education in children of love for nature, acquaintance with the plants of their native land, education of discipline, perseverance, attention, objective self-esteem, mutual assistance.

Form of occupation: lesson-journey.

Methods: Explanatory-illustrative, reproductive, game.

Equipment: a travel map, a figurine of an old meadow man, ready-made crafts, diagrams, books.

Materials and tools: Scissors, beads, copper wire, napkins, plates for beads.

Plan:. Organizational moment 1-2 min. Introductory conversation. 3-4 min. A game-journey through a flowering meadow (theory, practice, consolidation of acquired knowledge). 5-7 min. Practical work 15 - 17 min. Physical education 2-3 min. Summing up the lesson. 2 - 3min

During the classes:. Organizing time

Greeting, checking the preparedness of children for the lesson, safety precautions. Designation of the topic, setting goals and objectives. opening talk

Teacher: Guys, today we have an unusual lesson. We were invited to visit by an old friend of mine. My friend is not an easy person. He is a wizard, the owner of a flowering meadow. He speaks the language of flowers, and since you do not know him, he instructed me to speak for him. And his name is the Old Man-meadow. It is very old and a wise man, he knows a lot and knows how, maybe he will tell us something. In the meadow near the Old Man, many surprises and surprises await us. I think you'll be glad to visit him. But before you go to the Old Meadow, let's remember what you need to do first when you come to visit?

Children: Say hello.

Teacher: That's right, you need to say hello with respect, don't forget! We will call the old man with friendly clapping, and then we will call him: “Ay, Old Meadow Man!” Get ready, start...

The figure of the Old Meadow Man appears: “Hello, young needlewomen. I invite you to go on a journey through my magical meadow and get to know its inhabitants. Journey game

The figurine of the old man is fixed on the travel meadow, where the route is cut for him to move.

See how many beautiful flowers and herbs are in the meadow. Meanwhile, many plants are threatened with extinction. Air pollution, wrong attitude to nature, littering leads to negative consequences: the disappearance of rare plants and animals listed in the Red Book. The Red Book is a red traffic light: stop, look around, think! There are fewer and fewer corners with pristine nature on our planet, so nature must be treated carefully, touchingly.

And here is the first inhabitant of my clearing. Who is hiding behind these leaves? Let's guess:

I am a purple flower

Very narrow leaf.

The boys saw me

In the meadow, playing hide and seek.

For some reason they give me

They said: "Call."

Children: Bell.

Teacher: That's right, well done! (Takes out a finished flower sample from behind the leaves) Let's take a closer look at this flower.

What shape does it have, what parts does it consist of, what is the meaning of each part?

How many identical parts are in the product, what is the shape of the parts, how are the parts connected?

What beads were used and why? What other materials are used to make the bell? Children's answers.

After analyzing the sample, the teacher plans and determines the sequence of upcoming labor actions and operations when performing the bell.

Teacher: Guys, botanists divide bells into three hundred species, they grow throughout our country and neighboring countries (Ukraine, Russia).

From June to September bluebells bloom in the meadows of our Motherland. However, most of their species are on the verge of extinction and need protection.

Do not tear wild bluebells into bouquets. Picked flowers will instantly wither, and it is almost impossible to revive them in a vase. Let them better delight our eyes with their blue rims in the fields and edges of the forest.

Teacher: And here is our next stop, and again the Old Meadow asks us a riddle:

There is a curl in the field,

White shirt,

golden heart,

What it is?

Children answer: "Chamomile"

The analysis of the sample and the analysis of the actions of its implementation are carried out.

Teacher: Lugovichok continues on his way. And here are the mysterious leaves that hide the inhabitant of the clearing from us. Listen carefully.

They are visible, invisible

Don't count them!

And who only invented them -

Merry, blue?

Must have been torn off

A piece from the sky

Slightly conjured

And they made a flower.

Children's answers. Analysis and analysis of the sample. Manufacturing.

Teacher: Look, guys, on the way of the Old Meadow Stump, and he is old and very tired, so I decided to take a break. In the meantime, we will be engaged in the manufacture of forget-me-nots.

Consider the instructional and technological cards for making flowers, they will help us quickly cope with the task.. Practical work

goes practical work, during which the teacher gives the necessary advice individually to each child, provides assistance.

During independent work, the teacher tells the legend of the forget-me-not.

... Once the goddess of flowers Flora descended to earth and began to bestow flowers with names. She gave everyone a name, didn’t offend anyone and wanted to leave, but suddenly she heard a faint voice behind her:

Don't forget me, Flora! Give me a name too!

Flora looked around - no one was in sight. She wanted to leave again, but the voice repeated:

Forget me not Flora! Give me a name please!

And then only Flora noticed a small blue flower in the forbs.

Well, - said the goddess, - be Forget-me-not. Together with the name, I endow you with wonderful power - you will return the memory to those people who begin to forget their loved ones or their homeland ...

V. Physical education

Teacher: Let's make a dynamic pause.

Close your eyes and make circular movements with them: left - up - right - down, then in the opposite direction. Do the movements at a slow pace. After that, lightly stroke the eyelids with the pads of your fingers, open your eyes and make a few quick blinking movements.

Exhibition and analysis of works.

Teacher: Our journey, guys, is coming to an end. Let's take a look and show the Old Man-Lugovichka what kind of flowers we got.

Discussing the results of the work with the children (examine each flower, note who succeeded and what else needs to be worked on, praise the children).

Summarizing. Reflection.

Teacher: Guys, let's say goodbye, decorate the meadow of our trip with more flowers.

If you had a great mood today at the lesson, then “plant” a red flower, if good - yellow, if bad - blue.

APPENDIX B

class III quarter

No. Theme of the lessonPurpose of the lessonMethods and techniquesTeacher's activityStudents' activityLearning outcomeTCM, materials, tools MANUFACTURE OF PRODUCTS FROM PAPER AND CARDBOARD17 Weaving from paper strips To develop skills in analyzing the design of products, improve the ability to mark strips with a ruler, compose and make products from paper strips by weaving. independent work riddle project method Demonstrates planar and volumetric products from strips. Reminds the technology of making strips of paper. Introduces a new way - weaving. Demonstrates and compares braids made of paper, fabric, straw, thread and other materials. Reminds me of the lane marking sequence. Explains and shows the sequence of marking the basis for weaving, the sequence of weaving. Organize the workplace. Volumetric and planar products from paper strips are analyzed. Tell TV. Cut out the basis for weaving from the album. Use a base with marked markings or do it yourself. They make a product with checkerboard weaving (rug, basket, bookmark). Marks and cuts paper into strips. Complies with the rules for marking strips of paper. Makes products with a checkerboard braid. Lined board, ruler, square, pencil, scissors, glue brush, glue weaving from paper strips. story consultation independent work project method Design analysis Exercises “Think of 10 ways to use the product” Demonstrates applications made using weaving. Analyzes the features of the implementation of wicker elements. Reminds me of weaving technology. Shows and explains the sequence of preparation of application elements that use weaving. Organize the workplace. Tell TV. Analyze applications. Describe the technique of execution of elements (planar, volumetric appliqué, weaving). They offer their products with wicker elements. Perform a collective application using weaving from paper strips. Performs marking and cutting paper into strips. Manufactures woven items. Shows creativity in developing the design of products with weaving. lining board, ruler, square, pencil, scissors, glue brush, glue, scissors cardboard. conversation game with TRIZ elements "Three Words" consultation practical work Conducts a conversation "What is made of cardboard?". Demonstrates various types of cardboard, indicates the distinctive features of corrugated cardboard. Organizes experimental work on the study of the properties of printing and corrugated cardboard. Demonstrates applications made of corrugated cardboard. Demonstrates techniques for gluing corrugated cardboard to the base. Organize the workplace. Name the different types of paper and cardboard. Analyze properties (examine, feel, twist, bend). Perform exercises on preparing corrugated cardboard for work, cutting strips. Sticking prepared strips of cardboard on the base. Applications "Butterfly", "Ship". Has an idea about the types of cardboard, their application. Explains and observes the rules for preparing corrugated cardboard for work, performs appliqué from corrugated cardboard. lining board, scissors, glue brush. Making a ladybug. Formation of ideas about the concept of beads, acquaintance with the history of the emergence of beading. To teach how to make products from beads on a wire basis. riddle story role-playing game "Ladybug" practical work exercise "Think of 10 ways to use beads" Introduces the concept of beads. History of occurrence. Demonstrates the product, explains the essence of the connections. Conducts the game "Ladybug". Explains the manufacturing technology of the product. Organize the workplace. They tell and observe TB. Analyze the design of the ladybug, determine the number of parts. Execution of the product. Has an idea about the concept of beads, familiarity with the history of occurrence, manufacturing techniques. Scissors, beads, copper wire, napkins, plates for beads. 211Flowers on a wire base. Strengthening the concept of beading, improving product design skills Conversation Game-journey Story Practical work Making a meadow of flowers Conducts a game-journey. Explains and demonstrates the technology of manufacturing products. Offers manufacturing options. Provides assistance in the implementation. Organize the workplace. Participate in a travel game. Analyze products design forget-me-not, determine the number of parts. Product execution. Make out an exhibition of works. Strengthens the skills of beading on a wire basis. Glade for flowers. Figurine Old man-meadow. Scissors, beads, copper wire, napkins, plates for beads. MANAGEMENT TECHNOLOGY PREPARING FOR THE HOLIDAY212 Modeling a carnival costume Expand the idea of ​​​​design, form an idea of ​​\u200b\u200bthe stylistic unity of the costume, introduce design options masokrasskazka consultation design analysis independent work project method exercise "Think up a story" Conducts a conversation "Carnival", during which he talks about various carnival costumes, methods of their manufacture, focuses on the need to observe the stylistic unity of the costume. Demonstrates masks that differ in design and design. Leads the development of design options for various masks. Assists in the production of decorative elements. Explains and shows the sequence of fastening the ties on the mask. Organize the workplace. They offer their own options for a carnival costume, evaluate the possibilities. Analyze the design of the demonstrated masks. Develop your own mask design project. Using tracing paper and carbon paper, the contours of the main part of the mask are transferred to cardboard. Cut and shape the product in accordance with the developed project. Attach ties. Has an idea about carnival and carnival costumes, develops a mask design project, draws up a manufacturing sequence and performs a mask. Sheets of colored paper, tracing paper, carbon paper, cardboard, glue, ribbon, lining board, scissors, pencil, ruler, glue brush origami technique (basic form water bomb) Improve the ability to bend paper, teach how to make figures using the method of repeated bending based on the basic form of "water bomb". Conversation, Consultation, Yes-No game, Practical work Actualizes the experience of students in the field of origami. Reminds paper folding rules and symbols on diagrams. Introduces the new basic form - "water bomb". Demonstrates a new operation - "inflate" and points to its symbol. Organize the workplace. They tell what figures in the origami technique were made in previous classes, perform exercises on folding the basic form of “water bomb”, figures from it and performing a new “inflate” operation. They fold and arrange products according to the schemes proposed in the training manual. Follows the rules for folding paper. Reads and understands schemes for making figures in the origami technique. Makes a figurine from the basic “water bomb” shape. Brochure sheet for origami, lining board, scissors "Catamaran". riddle story role-playing game "Ladybug" project method practical work exercise "Think up a story" Explains the rules and demonstrates the sequence of manufacturing the basic form of "catamaran", shows products made on its basis. Demonstrates how to bend a module from a basic shape. Organizes group work on the collective production of a "ball" based on individually manufactured modules. Organize a workplace. They name the basic requirements for the implementation of the technology for manufacturing products using the origami technique. Perform exercises to obtain the basic form of "catamaran". Perform paper folding exercises. A module for the ball is made on the basis of the basic form of "catamaran". They assemble the prepared modules into a single design (teamwork). Reads and understands the schemes for manufacturing products using the origami technique. Produces the basic form of "catamaran" and products based on it. Complies with the rules of teamwork, analyzes his own activities and the result of joint work. Sheet, origami brochure, Glue, lining board, scissors, glue brush