Development of abilities of younger schoolchildren in developmental education. The development of intellectual abilities and thinking of younger students in the process of educational activities
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. In the same educational programs and teaching methods, we see in everyone individual characteristics. And that's great. That's why people are so interesting because they are different.
The central point in the individual characteristics of a person is his abilities, it is the abilities that determine the formation of the personality and determine the degree of brightness of its individuality.
Abilities are the internal conditions for the development of a person, which are formed in the process of his interaction with the outside world.
“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 of historical development as a result of human 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.
You can't just be "capable" or "capable of everything", regardless of any particular occupation. Every ability is necessarily the ability to something, to any activity. Abilities both manifest themselves and develop only in activity, and determine greater or lesser success in the performance of this activity.
There are no incompetent children. All children are capable of learning, every normal child is able to receive a secondary education, is able to master the material of the school curriculum.
But every child is smart and talented in their own way. It is important that this mind, this talent, from the very beginning of school life, become the basis for success in learning, so that not a single student studies below his capabilities. However, each child has his own way of developing abilities. The beginning of a child's education at school is the most important stage in his upbringing and development, and, of course, not the beginning of education, much less development. That's why initial education should be built on the basis of the achieved results of previous education and taking into account the entire history of the development of the child.
In ability junior schoolchildren many individual differences are found. They show up in success. academic work, in that different students with different depths of understanding and with different degrees of creativity cope with educational tasks. What some schoolchildren achieve easily, without much effort, for others turns out to be a difficult matter that requires a lot of work and effort.
In the third grade of one of the schools, we got to the lesson of English language. Our attention was drawn to one girl: thin, very lively, she was the first to raise her hand at every question of the teacher, answered confidently, loudly and somehow joyfully. After the lesson, the teacher, at our request, briefly described the children of this class and named this girl, Tanya Sh, among the most capable. The next lesson was mathematics. And then we barely recognized Tanya. All her animation was gone, her voice became somehow hoarse, the light in her eyes disappeared. Tanya did not raise her hand to the teacher's questions, if she was nevertheless asked, she answered uncertainly and often with errors. The teacher named Tanya among the weakest children in mathematics.
As can be seen, the girl's ability to master different academic subjects is not equally developed. If English (and, as we learned, Russian) is easy for her, then mathematics causes great difficulties. Pedagogical task in relation to younger students is to reveal, understand their strengths and weaknesses and ensure their full development. For example, Tanya Sh.'s teachers should not only encourage and develop her abilities in languages, but also look for ways to develop her mathematical thinking so that the girl can confidently master the material of the physics and mathematics cycle in high school.
The development of the inclinations of abilities at school is inextricably linked with their encouragement. It is necessary to constantly “train” abilities, since they cannot “lay in reserve”, waiting for the right opportunity to manifest. If abilities are not developed, they wither away.
The forecast regarding the abilities of schoolchildren must be very careful. It is unacceptable to draw a conclusion about the inability of the child on the basis of low academic performance. Life shows how difficult it is to recognize even outstanding abilities. Descartes was considered incompetent in school. Edison
as incapable, he was taken by his father from the school, where he learned only to read and write. Liebig, the last student in the class, was expelled for poor performance. Gogol had "three" in literature at the gymnasium, and "two" for writing. Mendeleev in the gymnasium was "middling."
There is no need to rush to pass judgment. Poor performance can be due to many reasons. It is important to find, to reveal these reasons, and for this you need to know the student. The assimilation of the same material in each child occurs differently, and therefore requires different pedagogical conditions depending on the level and originality of the child's development.
If a child is ahead of his age, it does not yet provide reliable grounds for judging his future abilities. The absence of early development does not exclude the possibility of a subsequent rise. Abilities may also appear at an older age. In some children, development takes place somewhat slowly, stretched out, as if gradually, there is a gradual accumulation of certain virtues of the intellect. In high school, such students unexpectedly amaze teachers and classmates with a sharply increased level of mental capabilities.
Thus, both children who have discovered abilities early and children who have not yet shown them require a lot of attention, an individual approach from the teacher.
AT primary 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. It is easy to see that a variety of school subjects have much in common, present a number of similar requirements for the peculiarities of thinking, attention,
the student's memory, to such properties as mental activity, curiosity. At the same time, individual educational subjects require special properties for their mastery, such as, for example, phonetic hearing or spatial imagination, etc. General abilities are not only a prerequisite, but also the result of the comprehensive development of the child's personality. The specific (or special) abilities of children are manifested the brighter, the higher their general mental development.
The child's interest in a particular subject or in learning in general encourages appropriate activity. There is a very close relationship between ability and interest. Indeed, in essence, we hear well, notice, understand what we want to hear, notice, understand. The children themselves note that they achieve great success in those subjects in which they are interested. 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, draw some conclusions, and raise new questions. Without sufficient development of these qualities, there is no development of abilities, and, consequently, no successful learning there can be no speech. It is the cognitive interests of the child that determine his active attitude to what sets the direction and level of development of his abilities.
Certain interests can be found already in first graders. Some love mathematics (“When you add, subtract, it’s interesting what happens”, “I like solving problems at school, it’s also interesting to count”), others like writing (“I really like writing words: first letter, letter, and then suddenly the word turns out ”,“ I love writing lessons, I really want to learn how to write as soon as possible in order to send a long, long letter to dad”), the third - singing (“I myself still can’t sing well, but I really, really like singing lessons”), the fourth - drawing (“The most interesting thing at school is drawing, I draw all the time at home”).
However, at the beginning of schooling, the educational and cognitive interests of children are still rather unstable, often of an accidental, situational nature, often superficial. With age, interests become more meaningful, deep.
What is better: when a child is passionate about one thing or when he has many hobbies - one or the other, or even several at once?
It is impossible to give categorical advice to limit or expand the sphere of interests of the child, without knowing his other individual characteristics. But still, it can be said that in preschool and primary school age, of course, the diversity of children's interests is more valuable. Let the child try his hand at different areas of knowledge and activities. Primary school age is a period of absorption, accumulation of knowledge, a period of assimilation par excellence. A variety of activities, interests is a prerequisite for the complete development of the mind of the child, his abilities. In a variety of activities, there are common points (requirements for attention, observation, memory, etc.), so the variety of children's activities and interests is associated with the development of both general and special abilities.
There is a clear danger in too early specialization of schoolchildren. A whole series of educational subjects that could captivate the child and for the study of which he may have good data, sometimes in such cases passes his attention. It is necessary to help every junior schoolchild to avoid dividing school subjects into "main" and "secondary". Thus, we will help him to more correctly determine his life calling, since he will have a wider field for exerting his strength and manifesting his abilities.
It would be a mistake to think, writes N.S. Leites, that the individual characteristics of a person “completely correspond to only one specific activity. Thanks to general mental abilities, everyone can successfully develop in many directions, get satisfaction in a number of activities. D.B. Elkonin, who conducted a study of individual differences in adolescents, wrote: “Students who have active cognitive interests before the 5th grade and in the 5th grade, find in the assimilation of school knowledge and especially in the field of interest to them a higher level of learning activity compared to classmates, which such interests did not develop.
The presence or absence of interests is important not only in itself, but primarily as a factor in the formation of personality.
Interest is closely related to learning success. By quickly and easily mastering a certain subject, the child gets satisfaction. Success awakens the desire to do more and more deeply in this particular subject, which, in turn, contributes to the development of the child's abilities. Success in educational activities that are significant for the child contributes to the development of a sense of personal dignity in him, failure slows down and complicates the normal process of personality formation.
Each child has his own development potential, it is necessary to help him feel, realize and realize this potential. At the same time, study acquires a personal meaning for him and will not create any special problems for either the child, or the teacher, or the parents. A.N. It was no coincidence that Leontiev emphasized that a person's ability to engage in socio-historically established forms of activity, i.e. specific human abilities are genuine neoplasms that are formed in individual development.
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. Both the educator and the teacher have no right to explain the failures of their pupils and students by their poor mental development, since it is itself in to a large extent determined by training, depends on the characteristics of its content and organization. L.N. Tolstoy warned: “If a student at school does not learn to create anything himself, then in life he will always only imitate, copy, since there are few who, having learned to copy, would be able to make independent applications of this information.”
When solving the problem of students' abilities, it is necessary to take into account how they evaluate themselves. Self-assessment of students' abilities in the process of schooling is their awareness of their success in mastering the material of a particular academic subject. Depending on whether the child considers himself capable, he develops a certain attitude towards himself: faith in his abilities is strengthened or lost. And without self-confidence, there is no need to talk about any successful teaching. Therefore, it is very important for the teacher to know how children evaluate their abilities, to help them correctly determine their capabilities.
Educational activity, being the leading one in primary school age, ensures the formation and development of all mental processes and mental properties of the child. But not in every educational activity children develop, but only in the one that brings satisfaction, which they want to do. And I want to engage in activities in which the child, firstly, is interested and, secondly, in mastering which he feels success. If there is no feeling of moving forward, interest in activities may gradually weaken and even disappear altogether. Therefore, one of the main 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, he develops his own attitude to subject and teaching in general - he develops as a person.
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 education 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 problems 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 creative development personality in teaching and educational activities is due to qualitative changes in the need of society to prepare creatively thinking people who have a non-standard view of problems, who have the skills research work. The question of the ways, possibilities, 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 of 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, put in approximately the same situation, achieve different successes, we turn to the concept of "ability". The problem of ability in domestic psychology studied in depth. 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 that 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 a 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 human 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 different situations, the ability to get in touch with various 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 important role imagination, intuition, unconscious components of mental activity, as well as the needs of the individual in self-actualization, in revealing and expanding their creative capabilities. 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. Creative abilities are the individual characteristics of a person's quality, which determine the success of his performance of various creative activities. 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. The initial period of 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 the age 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, voluntary 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 voluntary, but for quite a long time, especially in the primary grades, involuntary attention in children remains strong and competes with voluntary attention. 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 with with great difficulty copes with them 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 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 significant potential mental development children. The complex development of children's intelligence in primary school age goes in several different directions: 1.assimilation and active use 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 of events known to them that are not perceived at a given moment in 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 for the most part a child of this age is busy at school and at home: 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 primary education, because this process permeates all stages of the development of the child's personality, awakens the initiative and independence of decisions, the habit of free expression, self-confidence. 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 objects of the surrounding world and 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 personal qualities correspond 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. In this regard, the organization of pedagogical support, aimed at creating a creative environment for the educational process of the institution, is of particular importance. 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 creating conditions for individual development the child by providing him with freedom in making independent decisions, creativity, choosing the content and methods of teaching 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 gymnasium No. 7 of the city of 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 kind talents. 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 educational program and tasks of social and personal development on this stage child's life. The importance of developing the creativity 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, 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. Meaning creative lesson in the creation by students of individual educational products in the studied area. .Correlation of creative educational outcomes students with standard 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. For the development of creative thinking and creative imagination of primary school students, the teacher must 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 psychological processes 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 important funds the development of students' creative abilities 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. Bibliography 1. Bogdanova T.G. Kornilova T.V. Diagnostics of the cognitive sphere of the child. - M.: Rospedagenstvo, 1994. 2. Bogoyavlenskaya D.B. Psychology of creative abilities. Proc. Benefit. - M.: Academy, 2002. -320s. Vygotsky L.S. Imagination and creativity in childhood// Psychology. - M.: Eksmo-Press, 2000. -S.807-819. Dorfman L.Ya., Kovaleva G.V. The study of creativity in science and art. // Issues of psychology. 1999. No. 2. Dyachenko O.M., Veraksa N.E. What does not happen in the world. -M.: Knowledge, 1994. 157p. Efremov V.I. Creative upbringing and education of children on the basis of TRIZ. - Penza: Unicon-TRIZ. Art and school. Book for the teacher / comp. Vasilevsky A.K. - M.: Enlightenment, 1981. - 288s. Brief psychological dictionary / Under the general. Ed. A.V. Petrovsky, M.G. Yaroshevsky. - Rostov n / D .: Phoenix, 1999.-p. 173, 380. Kudryavtsev S. Creative nature of human psychology. // Issues of psychology. 1990. No. 3.-S 113. Kurbatova, L.M. The development of creativity of a preschooler and younger students, using active methods training: abstract. Dis. To the competition Uchen. Step. cand. Psych. Sciences (19.00.07) - pedagogical psychology / Kurbatova Lyudmila Mikhailovna; Moscow State. Region University; scientific Ruk. V.G.Stepanov. -M., 2004. - 22s Lakotsenina, T.P. Unusual lessons in primary school. Part 3: Practical. Manual for teachers beginning. classes, students ped. Proc. Institutions, students of the IPK. - Rostov n/a: CJSC "Kniga"; publishing house "Teacher", 2008. - 208s. Levin, V.A. Creativity education. - Tomsk: Peleng, 1992. Levitskaya, I.B. Development of schoolchildren's creativity / I.B. Levitskaya, S.K. Turchak // Pedagogy. - 2007. -N 4. - S. 58-61.- Bibliography: p.61. Luk A.N. Psychology of creativity. -Nauka, 1978., 125 p. Matyushkin A.M. Thinking, learning, creativity. - M.: Mir, 1970. -300s. Motkov O.I. Psychology of self-knowledge of personality. Practical guide. - M.: "Triangle", 1993. Nemov R.S. Psychology. Book II. M.: Enlightenment, 1994. - 496s. Nikitin B. Educational games.-M.: Knowledge, 1994. Ponomarev Ya.A. Psychology of creativity and pedagogy. - M.: Pedagogy, 1976. -280 p. The reserve of success is creativity: Translation from it. / Ed. G. Neuner, W. Calveit, H. Klein. - M.: Pedagogy, 1989. - 120 p. Rogers K. Creativity as self-empowerment. // Issues of psychology. 1990. No. 1. Khutorskoy, A.V. Development of Giftedness in Schoolchildren: Methods of Productive Learning: A Teacher's Guide. - M.: Humanit. Publishing Center VLADOS, 2000. - 320 p. - (Pedagogical workshop). 24. Yurchenko, I.V. Psychological conditions for the use of metaphor as a means of developing the creative abilities of younger students: author. Dis. To the competition Uchen. Step. cand. Psych. Sciences (19.00.07) - pedagogical psychology / Yurchenko Irina Viktorovna; Kur.state.unit; scientific Ruk. L.S. Podymov. - Kursk, 2004. - 21, p.
There are no incompetent children. All children are capable to learning, every normal child is able to get a secondary education, is able to master the material of the school curriculum.
But every child is smart and talented in their own way. It is important that this mind, this talent, from the very beginning of school life, become the basis for success in learning, so that not a single student studies below his capabilities. However, each child has his own way of developing abilities.
The beginning of a child's education at school is the most important stage in his upbringing and development, and, of course, does not begin
1 See: Luk A.N. Thinking and creativity. - M., 1976. tania, and even more so development. That is why primary education should be built on the basis of the achieved results of previous education and taking into account the entire history of the development of the child.
Various individual differences are found in the abilities of younger schoolchildren. They are manifested in the success of educational work, in the fact that different students with different depths of understanding and with varying degrees of creativity cope with educational tasks. What some schoolchildren achieve easily, without much effort, for others turns out to be a difficult matter that requires a lot of work and effort.
In the third grade of one of the schools, we got to an English lesson. Our attention was drawn to one girl: thin, very lively, she was the first to raise her hand at every question of the teacher, answered confidently, loudly and somehow joyfully. After the lesson, the teacher, at our request, briefly described the children of this class and named this girl, Tanya Sh, among the most capable. The next lesson was mathematics. And then we barely recognized Tanya. All her animation was gone, her voice became somehow hoarse, the light in her eyes disappeared. Tanya did not raise her hand to the teacher's questions, if she was nevertheless asked, she answered uncertainly and often with errors. The teacher named Tanya among the weakest children in mathematics.
As can be seen, the girl's ability to master different subjects is not equally developed. If English (and, as we learned, Russian) is easy for her, then mathematics causes great difficulties.
The pedagogical task in relation to younger students is to reveal, understand their strengths and weaknesses and ensure their full development. For example, Tanya Sh.'s teachers should not only encourage and develop her abilities in languages, but also look for ways to develop her mathematical thinking so that the girl can confidently master the material of the physics and mathematics cycle in high school.
The development of the inclinations of abilities at school is inextricably linked with their encouragement. It is necessary to constantly "train" abilities, since they cannot "lie
1 See: Ananiev B.G. Development of children in the process of primary education and upbringing // Problems of education and upbringing in elementary school. -M., 1960. reserve ”, waiting for the right opportunity for manifestation. If abilities are not developed, they wither away.
The forecast regarding the abilities of schoolchildren must be very careful. It is unacceptable to draw a conclusion about the inability of the child on the basis of low academic performance. Life shows how difficult it is to recognize even outstanding abilities. Descartes was considered incompetent in school. Edison, as incapable, was taken by his father from school, where he learned only to read and write. Liebig, the last student in the class, was expelled for poor performance. Gogol had "three" in literature at the gymnasium, and "two" for writing. Mendeleev in the gymnasium was "middling."
There is no need to rush to pass judgment. Poor performance can be due to many reasons. It is important to find, to reveal these reasons, and for this you need to know the student. The assimilation of the same material in each child occurs differently, and therefore requires different pedagogical conditions depending on the level and originality of the child's development.
If a child is ahead of its age, it does not yet provide reliable grounds for judging about its future capabilities. The absence of early development does not exclude the possibility of a subsequent rise. Abilities may also appear at an older age. In some children, development takes place somewhat slowly, stretched out, as if gradually, there is a gradual accumulation of certain virtues of the intellect. In high school, such students unexpectedly amaze teachers and classmates with a sharply increased level of mental capabilities.
Thus, both children who have discovered abilities early and children who have not yet shown them require a lot of attention, an individual approach from the teacher.
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. It is easy to see that a variety of school subjects have much in common, present a number of similar requirements for the peculiarities of thinking, attention, memory of the student, for such properties as mental activity, curiosity. At the same time, individual academic subjects require special properties for their mastery, such as, for example, phonetic hearing or spatial imagination, etc. General abilities are not only a prerequisite, but also the result of the comprehensive development of the child's personality. The specific (or special) abilities of children are manifested the brighter, the higher their general mental development.
The child's interest in a particular subject or in learning in general encourages appropriate activity. There is a very close relationship between ability and interest. Indeed, in essence, we hear well, notice, understand what we want to hear, notice, understand. The children themselves note that they achieve great success in those subjects in which they are interested. 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, draw some conclusions, and raise new questions. 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 development of his abilities.
Certain interests can be found already in first graders. Some love mathematics (“When you add, subtract, it’s interesting what happens”, “I like solving problems at school, it’s also interesting to count”), others like writing (“I really like writing words: first letter, letter, and then suddenly the word turns out ”,“ I love writing lessons, I really want to learn how to write as soon as possible in order to send a long, long letter to dad”), the third - singing (“I myself still can’t sing well, but I really, really like singing lessons”), the fourth - drawing (“The most interesting thing at school is drawing, I draw all the time at home”).
However, at the beginning of schooling, the educational and cognitive interests of children are still rather unstable, often of an accidental, situational, and often superficial nature. With age, interests become more meaningful, deep.
What is better: when a child is passionate about one thing or when he has many hobbies - one or the other, or even several at once?
It is impossible to give categorical advice to limit or expand the scope of the child's interests without knowing his other individual characteristics. But still, it can be said that in preschool and primary school age, of course, the diversity of children's interests is more valuable. Let the child try his hand at different areas of knowledge and activities. Junior school age is a period of absorption, accumulation of knowledge, a period of assimilation par excellence. A variety of activities, interests is a prerequisite for the complete development of the mind of the child, his abilities. In a variety of activities, there are common points (requirements for attention, observation, memory, etc.), so the variety of children's activities and interests is associated with the development of both general and special abilities.
There is a clear danger in too early specialization of schoolchildren. A whole series of educational subjects that could captivate the child and for the study of which he may have good data, sometimes in such cases passes his attention. It is necessary to help every younger student avoid dividing school subjects into "main" and "secondary". Thus, we will help him to more correctly determine his life calling, since he will have a wider field for exerting his strength and manifesting his abilities.
It would be a mistake to think, writes N.S. Leites, that the individual characteristics of a person “completely correspond to only one specific activity. Thanks to general mental abilities, everyone can successfully develop in many directions, get satisfaction in a number of activities.
D.B. Elkonin, who conducted a study of individual differences in adolescents, wrote: “Students who have active cognitive interests before the 5th grade and in the 5th grade, find in the assimilation of school knowledge and especially in the field of interest to them a higher level of learning activity compared to classmates, which such interests did not develop.
The presence or absence of interests is important not only in itself, but primarily as a factor in the formation of personality.
Interest is closely related to learning success. By quickly and easily mastering a certain subject, the child gets satisfaction. Success awakens the desire to engage more and more deeply in this particular subject, which, in turn, contributes to the development of the child’s abilities. Success in educational activities that are significant for the child contributes to the development of a sense of personal dignity in him, failure slows down and complicates the normal process of personality formation.
Each child has his own development potential, it is necessary to help him feel, realize and realize this potential. At the same time, study acquires a personal meaning for him and will not create any special problems for either the child, or the teacher, or the parents. A.N. It was no coincidence that Leontiev emphasized that a person's ability to engage in socio-historically established forms of activity, i.e. specific human abilities are genuine neoplasms that are formed in individual development.
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. Both the educator and the teacher have no right to explain the failures of their pupils and students by their poor mental development, since it is itself largely determined by training, depends on the characteristics of its content and organization. L.N. Tolstoy warned: “If a student at school does not learn to create anything himself, then in life he will always only imitate, copy, since there are few who, having learned to copy, would be able to make independent applications of this information.”
When solving the problem of students' abilities, it is necessary to take into account how they evaluate themselves. Self-assessment of students' abilities in the process of schooling is their awareness of their success in mastering the material of a particular academic subject. Depending on whether the child considers himself capable, he develops a certain attitude towards himself: faith in his abilities is strengthened or lost. And without self-confidence, there is no need to talk about any successful teaching. Therefore, it is very important for the teacher to know how children evaluate their abilities, to help them correctly determine their capabilities.
Educational activity, being the leading one in primary school age, ensures the formation and development of all mental processes and mental properties of the child. But not in any educational activity children develop, but only in the one that brings satisfaction, which they want to do. And I want to engage in activities in which the child, firstly, is interested and, secondly, in mastering which he feels success. If there is no feeling of moving forward, interest in activities may gradually weaken and even disappear altogether. Therefore, one of the main 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, he develops his own attitude to subject and teaching in general - he develops as a person.
Questions and tasks
1. American psychologist J. Bruner writes: “One of the least discussed ways to encourage a student to overcome the difficulties of educational material is to challenge him to test his strength, to force him to give it his all, to open for him the joy of successfully completing difficult work. A good teacher knows the power of this temptation. The student must experience a feeling of complete absorption in the work, while at school this rarely happens to him. Having experienced this feeling in the classroom, many students are very likely to transfer this state to their independent work.
a) try to prove that the method of working with a child proposed by J. Bruner is directly related to the development of the student's abilities;
b) Have you ever experienced a “feeling of complete absorption” in any activity? If not, would you like to experience this feeling and what do you think is preventing it (this question is for discussion with yourself, not in the audience)?
2. Interpret the words of M.M. Prishvin, who wrote that "there is a talent for something common property almost all people, and behavior in relation to talent is precisely a personal matter, and that one person differs not by talent from another, but by behavior”?
3. How do you understand the relationship between a person's abilities and the profession he chooses?
4. Try to explain in the context of the problem of abilities the meaning of G. Lichtenberg's statement: “The word“ scientist ”sometimes contains only the concept that a person was taught a lot, but not that he himself learned something.” ChapterV. PERSON AND ACTIVITIES
All the mental processes mentioned above do not exist by themselves, they belong to the personality. Everyone in his real development depends on the personality as a whole. In different people we find different types of perception and observation, memory, thinking, imagination, attention, etc.
Individual differences are also manifested in the content of what is perceived, what is thought, what is imagined or remembered. Recall, for example, the selective nature of remembering and forgetting.
Mental processes do not have an independent line of development, their development turns out to be dependent on the overall development of the individual: on her desires, interests, inclinations, abilities, character, etc.
Gradually, mental processes in a person turn into consciously regulated actions or operations. Thus, involuntary imprinting is replaced by conscious memorization. Perception consciously regulates the process of observation.
The mental properties of a person are not given to a person initially. In the course of a person's life and development, mental processes turn into mental properties, personality traits, for example, into personality orientation, abilities ...
Thus, the whole psychology of man is the psychology of personality. Developed mental processes constitute the mental content of a person's life, are the basis of his inner world.
A person's personality is formed and manifested in the process of his own activity. To live is to act.
Therefore, we will begin the section "Personality and Activity" with a consideration of the second concept presented in it - activity. Topic 1 ACTIVITIES
General concept of activity.
Movement and action.
Knowledge, skills, abilities.
Psychological characteristics of activity.
Main activities.
1. /. General concept aboutactivities
Human activity is a complex phenomenon. Its various aspects are studied by different sciences. Psychology studies the mental side of activity.
Being in a waking state, a person is always busy with something, doing something: reading, playing, working, thinking, etc. To live is to act. No matter how hard a person does, he is a doer, a creator, a creator. In activity, the depth of a person’s mind, the strength of his experiences, imagination, abilities, character traits are revealed. A person is judged by his deeds and deeds.
Under activities refers to the activity of a person aimed at achieving a consciously set goal. Any activity of a person is determined by the goals, tasks that he sets for himself. If there is no goal, there is no activity, there is no fulfilling life. The hero of the novel by I. Goncharov, Oblomov, bitterly says about himself: “When you don’t know what you live for, you live somehow, day after day; you rejoice that the day has passed, that the night has come, and in a dream you will plunge into the boring question of why you lived this day, why you will live tomorrow.
A person does not act randomly (as it may sometimes seem), his activity is always conditioned by certain needs.
Needs- the source of the activity of the individual, they force a person to act actively. What is a need? This is a person's awareness of the need for something that he needs to maintain the body and develop his personality. The need (need) experienced by a person prompts him to search for the object of its satisfaction, to perform activities. The activity itself consists in finding ways and means that could satisfy the need, as well as in the very actions in which this need is satisfied.
Needs influence the feelings, thinking and will of a person. Satisfaction of needs causes a pleasant feeling, unsatisfied need causes an unpleasant feeling. So, the great artist I.E. Repin wrote: “I am still the same as from my earliest youth ... I love light, I love truth, I love goodness and beauty as the best gifts of our life. And especially art! And I love art ... more than any happiness and joy in our lives. I love secretly, jealously, like an old drunkard, incurably ... Wherever I am, no matter what I amuse myself, no matter who I admire, no matter what I enjoy ... It is, always and everywhere, in my head, in my heart , in my desires for the best, most intimate. The hours of the morning that I dedicate to him are the best hours of my life. Both joys and sorrows, joys to happiness, sorrows to death are all in these hours, which either illuminate or darken all the episodes of my life with rays.
To satisfy needs, a person is looking for certain ways and means - this activates his thinking. By an effort of will, a person is able to overcome difficulties on the way to achieving the goal, satisfying his needs.
Types of needs
Human needs are varied. Allocate needs natural (natural) and social.
natural needs are congenital, but by the time of birth they are not yet fully formed and develop throughout life. These needs are important because they are designed to preserve both the individual and the entire species. If a person cannot satisfy his needs for food and breathing, he will die. The sexual need and the need for offspring ensure the survival of the species. The need for activity, for activity encourages a person to move and act, to navigate in the surrounding life, to interact with it. The so-called sensory hunger is based on the need for activity - the eyes “want” to see and the ears “want” to hear.
1 Repin I.E. and Stasov V.V. Correspondence. - M.; L., 1950. - T. III. - P. 36. Social, or spiritual, needs develop as a result of the impact of society. Social needs include: the need for verbal communication with other people, the need for knowledge, active participation in public life, cultural needs, the need for work. So, the need for communication makes us interact with other people, aesthetic needs - listen to music, go to the theater, visit museums, etc.
Not always a person realizes why he acts the way he does. In this case, we are talking about unconscious needs.
Moral needs encourage a person to behave in accordance with the moral standards accepted in society. An important moral need is the need for work; all human life is based on this.
A person's needs are determined by the peculiarities of his upbringing in the broad sense of the word, i.e. familiarization with the world of human culture, both objective, material (material needs) and spiritual (spiritual needs). If a child or an adult has certain needs, then he always strives to satisfy them. Scientists emphasize such a characteristic of a need as its insatiability: “The satisfied first need itself, the action of satisfaction and the already acquired instrument of satisfaction lead to new needs ...” (K. Marx, F. Engels). Therefore, the formation of human needs with early age should be the focus of both his parents and society as a whole.
Needs can be satisfied impulsively (willlessly) or with the help of the will. At impulsive satisfaction of needs a person does not think about the consequences, does not think before action. In this way, children often satisfy their needs. At volitional satisfaction of needs a person acts consciously, according to common sense and the rules of social life.
Thus, the need, or the need experienced by a person for something, induces a person to activity, to search for the object of its satisfaction. This object of need is the real motive of human activity.
A motive is a form of manifestation of a need, an incentive to a certain activity, the subject for which the activity is carried out. In other words, the object of need is the motive of activity. Based on the same need, motives for various activities can be formed. In the same way, the same activity can be caused by different motives, meet different needs. The motives of a person's activity stem from his various needs and interests, which are formed in him in the process of life and therefore are extremely diverse.
In the story of A.P. Chekhov's "Children" perfectly shows how the same activity can be caused by different motives: "Daddy, mother and aunt Nadya are not at home ... While waiting for their return, Grisha, Anya, Alyosha, Sonya and the cook's son Andrey are sitting in the dining room at dining table and playing loto ... Children play for money. The bet is a penny... They play with passion. The greatest excitement is written on Grisha's face ... He plays exclusively because of money. If there were no kopecks on a silver platter, he would have been asleep long ago ... Fear that he might not win, envy and financial considerations fill his cropped head, do not allow him to sit still, concentrate ... His sister Anya, a girl of eight years old, too she is afraid that someone will not win ... She is not interested in pennies. Happiness in the game for her is a matter of pride. Another sister - Sonya... plays loto for the sake of the process of the game... Whoever wins, she laughs and claps in the same way. Alyosha... he has neither self-interest nor pride. They don’t drive from the table, they don’t put them to bed - and thanks for that. He sat down not so much for the lotto, but for the misunderstandings that are inevitable in the game. He is terribly pleased if someone hits or scolds someone ... Fifth partner Andrei ... is indifferent to winning and other people's successes, because he is completely immersed in the arithmetic of the game, in its simple philosophy: how many different numbers are there in this world, and how they don't get mixed up!"
Sections: Primary 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 the creative abilities of students is the most important task of the modern school, and especially the elementary school. 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, and 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.
There are two interrelated areas in the literary education of 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 the use in the classroom of effective methods, techniques, forms and means of teaching that contribute to the resolution 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 following types contribute to the development of creative imagination creative works, 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, compilation of a filmstrip, 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).
Drawing up 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 seen as an expression folk wisdom, its figurative meaning is clarified, and then an instructive story is compiled on 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? and others.
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.
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 most urgent psychological problems which are 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 various 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 particularly 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.
Educational games come from a common idea and have 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. study creative activity 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 - main image the story is described in it 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.
To quickly transfer an ability from one level to another, a higher level of 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.
ATTACHMENT 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.