home Botany book What should be a creative person. Personal qualities of a creative person. Creative people are passionate but purposeful

What should be a creative person. Personal qualities of a creative person. Creative people are passionate but purposeful

The personality trait that helps today's students to live in a new, constantly changing world is creativity as a readiness for constant, lifelong personal and professional development. Readiness for further development is understood as a system of properties and qualities of a student (student) that provide him with the need and opportunity to “rearm himself” (V.I. Slobodchikov) with new knowledge and skills, new strategies and tactics of interaction with others.

For pedagogy, both objective creativity, represented by original, new socially significant products (new theories, scientific discoveries, works of art), and subjective creativity of students, manifested in mastering new ways of cognitive activity for a given individual, in discovering new meanings in previous activities, are significant.

The dynamics of the development of the student's creative potential is judged by the development of such personal neoplasms as:

the ability to discover new knowledge;

the emergence of new motives, goals of educational activity;

possession of new (for the individual) ways of activity;

improvisation as the ability to make quick decisions;

expansion of the field of intellectual activity;

creativity, i.e. fruitfulness in educational and cognitive activity.

Personal neoplasms enrich all components of human activity: motivational, intellectual-logical, emotional-volitional, practically effective.

Learning, being integral part education is developing if its content, methods of organization, forms of implementation is focused on a more effective holistic development of the individual, the formation of her readiness for further self-improvement throughout life.

7.3 Technologies for the development of the creative potential of the individual

A necessary condition for the organization of educational and creative activities aimed at developing creative abilities and non-standard thinking of students is the creation of a developing, cultural and educational environment in educational institution. In modern theory and practice of education, the term "adaptive school" is increasingly used.

Adaptive(from lat. adaptatio - adaptation) a school is one that can help each student achieve the optimal level of general and intellectual development for him in accordance with his natural inclinations and inclinations. Such a school is the cultural-forming environment in which the development of each student as a subject of life-creation is ensured. The adaptive school implements the principle: “a school for a child, not a child for a school”, which is a defining setting for the education system of the 21st century. Schools that adapt their students to independent decision educational and life tasks, to learning as self-change, self-creation, are created based on the following principles:

principle of adaptability i.e. the creation of a school that, on the one hand, is maximally adapted to students with their individual features on the other hand, it can respond flexibly to social and cultural changes in the environment (not a child for a school, but a school for a child!);

development principle, involving the creation of conditions for each student for the full realization of his abilities;

the principle of psychological comfort, aimed at removing all the stress-forming factors of the educational process, creating an uninhibited atmosphere stimulating creative activity;

the principle of semantic attitude to the world, requiring not abstract knowledge and attitude to the world, but their own, conscious knowledge about the world around them;

the principle of the orienting function of knowledge, aiming the school "not to impose on the student the world created by adults, but to help him transform the directly obvious sensory world with thought" (P.P. Blonsky). The indicative basis of various types of cognitive practice-transformative activity for the student is the knowledge he acquires. The personality is formed not only as a knower, but also as a creator;

the principle of activity learning, requiring not only to act, but also to set goals for the activity, determine the tasks, the solution of which leads to the achievement of the intended results, control and adjust the course of the activity;

creative principle, aimed at developing the child's needs and ability to independently find solutions to previously unseen educational and extracurricular tasks.

In the educational practice of adaptive schools, innovative teaching technologies are used. There are several classifications of technologies in pedagogy; in accordance with one of them, two groups are distinguished: subject-oriented and student-oriented (developing) technologies.

Domain-oriented technologies include technologies for the complete assimilation educational material students, technologies of level differentiation, technologies of concentrated learning. These technologies implement the traditional education setting: with the right organization of education, the vast majority of schoolchildren are able to fully assimilate the required educational material.

Student-centered technologies are aimed at more effective personal development and self-development of students as subjects of activity, based on their individual characteristics and experience.

The criterion feature of student-centered learning technologies is not only the level of acquired knowledge, but also the formation of the qualities of the mind, personality neoplasms among students. Therefore, such technologies are also called developing.

An important role in creating an environment that stimulates the creative development of students is played by the form of organization of their educational and cognitive activities.

In the system of classroom organization educational process so-called non-traditional, unusual lessons appeared. These include those in which the student participates in the "production" of his knowledge, skills, ways of interacting with classmates and teachers. Non-traditional are the lessons built on the original organization of the development of educational material: a mutual learning lesson, a eureka lesson, a reflection lesson, a portrait lesson, a panorama lesson, a game lesson. Lessons by analogy with organized events activate the creative search of students and teachers: auctions, conferences, dissertation defense lesson, dedication lesson. These lessons require collaborative design of learning activities, when the student interacts with the teacher as a partner, gaining knowledge together with the teacher. At such lessons, such technologies as “brainstorming”, “brainstorming”, which have already been discussed, work productively.

Thus, summing up the material presented in this module, we note that:

1 The development of the creative potential of students in the educational process can be effectively carried out if educational and cognitive activity is organized as educational and creative using personality-oriented, or developing, learning technologies. These technologies are implemented based on such psychological mechanisms as associations and axiomatization, as well as on heuristic methods and techniques (heuristics) of learning (brainstorming, brainstorming, the method of heuristic questions, the method of analogies, the synectics method, game methods and technologies, etc.). ). Named technologies and methods:

a) are aimed at more effective personal development and self-development of students as subjects of educational and creative activity based on their individual characteristics and experience;

b) allow to increase the degree of motivation and emotionality, cognitive activity and independence of all participants in the educational process. The experience gained in educational and creative activities will help the individual to solve non-standard life and professional tasks, to anticipate and prevent failures and mistakes, thereby ensuring the effectiveness of any type of activity.

2 A necessary condition for the organization of educational and creative activities of students is the creation of a developing, or cultural and educational, environment of the school (university). In the modern practice of education, there are a number of schools - an adaptive school, a school of self-determination, a school of dialogue of cultures - each of which is a developing environment that ensures the development of the student "along an individual" trajectory "as a subject of educational and creative activity. The principles of creating such an environment are: the principle of adaptability, development, psychological comfort, semantic attitude to the world, the indicative function of knowledge, learning activity, creativity.

3 The most important direction in the development of the creative potential of students is teaching the skills to solve and compose learning tasks of a certain degree of problematicness. At the same time, an obligatory component of the readiness of students to solve problems is the emotional component, the creation of a positive emotional mood and atmosphere. The emotional development of a person expands his intellectual capabilities and stimulates the formation of creative abilities.

4 To the lessons aimed at organizing educational and creative activity students and the development of their creative potential, include the so-called non-traditional training sessions (lesson-game, lesson-press conference, mutual learning lesson, etc.), in which:

a) students are included in the "production" of their knowledge, experience and ways of communication;

b) the principle of transformation (translation) of acquired knowledge into the emotional state of the student is implemented.

Humanistic psychologists (G. Allport and A. Maslow) believed that the initial source of creativity is personal growth; according to Maslow, this is the need for self-actualization, the full and free realization of one's abilities and life opportunities.

A number of researchers believe that achievement motivation is necessary for creativity, others believe that it blocks the creative process. However, most authors are still convinced that the presence of any motivation and personal enthusiasm is the main sign of a creative person. To this are often added features such as independence and conviction. Independence, focus on personal values, and not on external assessments, perhaps, can be considered the main personal quality of a creative person.

Creative people have the following personality traits:

1) independence - personal standards are more important than group standards; non-conformity of assessments and judgments;

2) openness of mind - receptivity to the new and unusual;

3) high tolerance for uncertain and insoluble situations, constructive activity in these situations;

4) developed aesthetic sense, the desire for beauty.

Among the many facts that confirm the crucial role of family-parent relationships, there are the following:

Great chance to show Creative skills has, as a rule, the eldest or only son in the family.

Children who identify with their parents (father) are less likely to show creativity. On the contrary, if a child identifies himself with the “ideal hero”, then he has more chances to become creative. This fact is explained by the fact that in most children the parents are “average”, uncreative people, identification with them leads to the formation of uncreative behavior in children.

More often, creative children appear in families where the father is much older than the mother.

The early death of parents results in a lack of behavior pattern with behavioral restriction in childhood. This event is typical for the life of both major politicians, prominent scientists, as well as criminals and the mentally ill.

For the development of creativity, increased attention to the child's abilities is favorable, a situation where his talent becomes an organizing principle in the family.

So, a family environment, where, on the one hand, there is attention to the child, and on the other hand, where various, inconsistent requirements are made to him, where there is little external control over behavior, where there are creative family members and non-stereotypical behavior is encouraged, leads to the development creativity in a child.

The hypothesis that imitation is the main mechanism for the formation of creativity implies that for the development of a child's creative abilities it is necessary that among people close to the child there is a creative person with whom the child would identify himself. The process of identification depends on relations in the family: not the parents, but the “ideal hero”, who has creative features to a greater extent than the parents, can act as a model for the child.

Inharmonious emotional relationships in the family contribute to the emotional estrangement of the child from, as a rule, uncreative parents, but they do not stimulate the development of creativity by themselves.

The development of creativity requires an ad hoc environment with democratic relations and child imitation creative personality.

The development of creativity, perhaps, follows the following mechanism: on the basis of general giftedness, under the influence of the microenvironment and imitation, a system of motives and personal properties (nonconformism, independence, self-actualization motivation) is formed, and general giftedness is transformed into actual creativity (synthesis of giftedness and a certain personality structure).

test questions

List the characteristics of a creative person.

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Last update: 30/11/2017

In his 1996 book Creativity: Work and Life 91 famous person” psychologist Mihaly Csikszentmihalyi suggested that “out of all human activity creativity is the closest thing we have to providing the integrity we all hope to have in our lives.”

Creativity allows us to expand our outlook, to do new and exciting things, and things that bring us one step closer to reaching our full potential.

So what makes a person creative? Are humans born this way, or is it something that can be developed in the same way as muscles?
Csikszentmihalyi suggests that some people have what he calls creative traits. While some people are born with them, incorporating some of the practices into your daily routine can help unlock your creative potential.

1 Creative People Are Energetic But Focused

Creative people have a lot of energy, both physical and mental. They can work for hours on one thing that attracts them, but at the same time remain enthusiastic. This does not mean that creative people are hyperactive or manic. They spend a lot of time in peace, calmly thinking and pondering what interests them.

2 Creative people are smart but also naive

Creative people are smart, but research has shown that having a lot is not necessarily correlated with higher levels of creative achievement. In the famous study of gifted children by Lewis Terman, it was shown that children with high IQ perform better in life in general, but those who had a very high IQ were not creative geniuses. Very few of those who participated in the study later demonstrated high levels of artistic achievement in life.

Csikszentmihalyi noted that studies have pointed to an existing IQ threshold of around 120. Above average IQ can increase creativity, but an IQ above 120 does not necessarily lead to greater creativity.

Instead, Csikszentmihalyi suggests that creativity involves a certain amount of both wisdom and childishness. Creative people are smart, but they are able to maintain their sense of curiosity, wonder, and the ability to see the world with fresh eyes.

3 Creative People Are Playful But Disciplined

Csikszentmihalyi notes that playful behavior is one of the hallmarks creativity, but this frivolity and excitement is also reflected in the main paradoxical quality - perseverance.

When working on a project, creative people tend to show determination and perseverance. They will work for hours on something, often staying up late into the night until they are satisfied with their work.

Reflect on what you think when you meet someone who is an artist. At first glance, this is something exciting, romantic and charming. And for many, being an artist means experiencing a sense of excitement. But being a successful artist also requires a lot of work, which many people don't see. However, a creative person understands that real creativity involves a combination of pleasure and hard work.

4 Creative people are realist-dreamers

Creative people love to dream and imagine the possibilities and wonders of the world. They can plunge into dreams and fantasies, but still remain in reality. They are often called dreamers, but this does not mean that they are constantly in the clouds. Creative types from scientists, artists to musicians, can come up with creative solutions to real problems.

“Great art and great science involve a leap of the imagination into a world that is different from the present,” Csikszentmihalyi explains. “The rest of society often sees these new ideas as fantasies that have nothing to do with current reality. And they are right. But the whole point of art and science is to go beyond what we now think is real and create a new reality.”

5 Creative People Are Extroverted And Introverted

While we often fall into the trap of categorizing people as exceptional or introverted, Csikszentmihalyi suggests that creativity requires bringing both of these personality types together.

Creative people, in his opinion, are extroverted and introverted. Research has shown that people tend to be either more extroverted or introverted, and these traits are surprisingly stable.

On the other hand, creative people tend to show signs of both types at the same time. They are sociable, and at the same time quiet; social and secretive. Interaction with other people can generate ideas and inspiration, and seclusion in a quiet place allows creative people to consider these sources of inspiration.

6 Creative People Are Proud But Humble

Highly creative people tend to be proud of their accomplishments and successes, but still remember their place. They have great respect for those who work in their field and for the impact that the achievements of predecessors in this work have had. They can see that their work is often different compared to others, but that's not what they focus on. Csikszentmihalyi notes that they are often so focused on their next idea or project that they don't record their past accomplishments.

7 Creative people aren't weighed down by rigid gender roles

Csikszentmihalyi believes that creative people resist, at least to some extent, the often overly rigid gender stereotypes and roles society tries to impose. He says that creative girls and women are more dominant than other women, although creative boys and men are less and more sensitive than other men.

“Psychologically, a bisexual person actually doubles his response repertoire,” he explains. “Creative people are more likely to have not only strengths own sex, but also traits of the other sex.

8 Creative People Are Conservative But Rebellious

Creative people are, by definition, “outside the box” thinkers, and we often think of them as non-conformists and even a little rebellious. But Csikszentmihalyi believes that it is impossible to be truly creative without accepting cultural norms and traditions.

He suggests that creativity requires both a traditional approach and an open mind. To be able to appreciate and even accept the past, but at the same time is in search of a new and improved way to do what is already known. Creative people can be conservative in many ways, but they know that innovation sometimes comes with risks.

9 Creative People Are Passionate Yet Purposeful

Creative people don't just enjoy their work - they passionately and passionately love what they do. But a simple passion for something does not necessarily lead to a lot of work. Imagine that a writer is so in love with their work that they don't want to edit one sentence. Imagine that a musician does not want to change a place in his work that needs improvement.

Creative people love their work, but they are also objective and willing to criticize it. They can detach from their work and see places that need tweaking and improvement.

10 Creative people are sensitive and open to new experiences, but happy and joyful.

Csikszentmihalyi also suggests that creative people tend to be more open and sensitive. These are qualities that can bring both reward and pain. The process of creating something, coming up with new ideas and taking risks often leads to criticism and contempt. It can be painful, even devastating, to dedicate years to something only to be rejected, ignored, or ridiculed.

But being open to new creative experiences is also a source of great joy. It can bring great happiness, and many creative people believe that such feelings are worth any possible pain.

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Why do some people create masterpieces: paintings, music, clothes, technical innovations, while others are only able to use it? Where does inspiration come from and is it initially clear that a person is creative or can this quality be gradually developed? Let's try to find answers to these questions and understand the secrets of those who know how to create.

When we come to an art exhibition or visit a theater or opera, we can answer with accuracy - this is an example of creativity. The same examples can be found in the library or cinema. Novels, movies, poetry - all these are also examples of what a person with a non-standard approach can create. However, work for creative people, whatever it may be, always has one result - the birth of something new. Such a result is the simple things that surround us in Everyday life: light bulb, computer, television, furniture.

Creativity is a process during which material and spiritual values are created. Of course, conveyor production is not part of this, but after all, every thing was once the first, unique, completely new. As a result, we can conclude: everything around us was originally what a creative person created in the process of his work.

Sometimes, as a result of such activities, the author receives a product, a product that no one but him can repeat. Most often this applies specifically to spiritual values: paintings, literature, music. Therefore, we can conclude that creativity requires not only special conditions, but also the personal qualities of the creator.

Process description

In fact, not a single creative person has ever thought about how he manages to achieve this or that result. What did you have to go through during this sometimes very long period of creation? What milestones had to be overcome? These questions puzzled a British psychologist at the end of the 20th century - Graham Wallace. As a result of his activities, he identified the main points of the creative process:

preparation;
incubation;
insight;
examination.

The first point is one of the longest stages. It includes the entire period of study. A person who previously had no experience in a particular field cannot create something unique and valuable. For starters, you have to study. It can be mathematics, writing, drawing, designing. All prior experience becomes the foundation. After that, an idea, goal or task appears, which must be solved, relying on the knowledge gained earlier.

The second point is the moment of detachment. When a long work or search does not give positive result, you have to throw everything aside, forget. But this does not mean that our consciousness also forgets about everything. We can say that the idea remains to live and develop in the depths of our soul or mind.

And then one day the revelation comes. All the possibilities of creative people open up, and the truth comes out. Unfortunately, it is not always possible to achieve the goal. Not every task is within our power. The last point includes diagnosing and analyzing the result.

Character of a creative person

For decades, scientists and ordinary people trying to better understand not only the process itself, but also to study the special qualities of the creators. person is of great interest. As experience shows, usually representatives of this type are highly active, expressive behavior and cause conflicting reviews from others.

In fact, no model developed by psychologists is an exact template. For example, such a feature as neuroticism is often inherent in people who create spiritual values. Scientists, inventors are distinguished by a stable psyche, balance.

Each person, creative or not, is unique, something in us resonates, and something does not match at all.

There are several character traits that are more inherent in such individuals:

curiosity;

self-confidence;

not very friendly attitude towards others.

The latter is caused, perhaps due to the fact that people with think differently. It seems to them that they are not understood, condemned or not accepted for who they are.

Main differences

If there is a very creative person in the list of your acquaintances, then you will definitely understand this. Such personalities often hover in the clouds. They are real dreamers, even the most crazy idea seems to be a reality for them. In addition, they look at the world as if under a microscope, noticing details in nature, architecture, behavior.

Many famous people, who created masterpieces, did not have the usual working day. For them, there are no conventions, and the process of creativity occurs at a convenient time. Someone chooses early morning, someone's potential wakes up only at sunset. Such people do not often appear in public, they spend most of the time alone. It is easier to think in a calm and familiar atmosphere. At the same time, their desire for something new constantly pushes them to search.

These are strong, patient and risky individuals. No failure can break the faith in success.

Modern research

Previously, the opinions of scientists converged on the fact that a person is either born creative or not. Today, this myth has been completely dispelled, and we can say with confidence that it is possible to develop talents in oneself for everyone. And at any time in your life.

The main qualities of a creative person, if desired and perseverance, can be developed in oneself. In the only case it is impossible to achieve a positive result, this is when a person personally does not want to make changes in his life.

Modern research has led to the conclusion that intellectual abilities increase when logic and creativity are combined. In the first case, the left hemisphere is connected to the work, in the second - the right one. By activating as many parts of the brain as possible, you can achieve a greater result.

Work for a creative person

After graduating from high school, graduates face the question: where to go? Everyone chooses the path that seems more interesting and understandable to him, at the end of which the goal or result is visible. Unfortunately, it is not always possible to realize the potential inherent in us.

What do you think is the most suitable job for creative people? The answer is simple: any! Whether you are doing housekeeping or designing space stations- everywhere you can show resourcefulness and ingenuity, create and surprise.

The only thing that can really interfere with this process is third-party interference. Many managers themselves deprive their employees of the desire to make independent decisions.

A good boss will support the impulses for development and creativity, of course, if this does not interfere with the main process.

Paradoxes

Let's think about why the character of a creative person is so difficult to clearly analyze and structure. Most likely, this is due to a number of paradoxical features that are inherent in such people.

Firstly, they are all intellectuals, well versed in knowledge, while being naive like children. Secondly, despite their excellent imagination, they are well versed in the structure of this world and see everything clearly. openness and communicative qualities These are just outward manifestations. Creativity is often hidden in the depths of the personality. Such people think a lot, conduct their own monologue.

It is interesting that by creating something new, they, one might say, introduce a certain dissonance into the current course of life. At the same time, everyone is insanely conservative, their habits often become more important than those around them.

Genius and creativity

If a person, as a result of his activity, created something impressive, something that amazed others, changed ideas about the world, then he wins true recognition. Such people are called geniuses. Of course, for them, creation, creativity is life.

But not always even the most creative people achieve results that can change the world. But sometimes they don't want to do it themselves. For them, creativity is, first of all, an opportunity to be happy at the present time, in the place where they are.

You don't have to be a genius to prove yourself. Even the smallest results can make you personally more confident, positive and joyful.

findings

Creativity helps people to open their soul, throw out feelings or create something new. Everyone can develop creativity in themselves, the main thing is to have great desire and positive attitude.

It is necessary to get rid of conventions, look at the world with different eyes, perhaps try yourself in something new.

Remember - creativity is like a muscle. It needs to be regularly stimulated, pumped, developed. It is necessary to set goals of various scales and not give up if nothing worked the first time. Then at some point you yourself will be surprised how life has changed dramatically, and you will begin to realize that you have also brought something necessary and new to the world for people.

Based on the foregoing, one can already imagine who such a creative person is, what qualities he possesses.

A creative person always strives to create new, unique material or cultural values. Such a person is always talented, and in many areas (for example, Leonardo da Vinci, who excelled in painting and architecture, mathematics and technology).

Modern psychology divides people with a creative mindset into two types:

1. Divergents, that is, people capable of a wide range of creative activities, easily establish distant connections between incompatible and disparate concepts and phenomena; have a rich imagination; original approach to the problem; may oppose generally accepted judgments that have become a cliché; differ in autonomy, independence from other people's opinions; boldly and openly go towards new ideas and experiments; enjoy the discovery.
2. Convergents, i.e. people prone to narrow, focused, deep and specific research; tend to such types of intellectual activity where it is necessary to focus on a more in-depth search in one direction; easily adapt their thinking to social stereotypes, operate with generally accepted clichés; for creative activity they need external stimuli; slowly and thoroughly step on a pre-selected reliable path; indifferent to cognitive emotions). Each author, based on individual abilities and inclinations, seeks to choose the optimal style of working on the material. And the creative processes associated with the preparation of a journalistic work have regular stages, the knowledge of which will allow future journalists, both divergent and convergent, to optimize their activities.

From others, a creative person is distinguished by originality of thinking and the ability to create, enthusiasm, as well as a number of other qualities, such as:

Analyzing the listed qualities, it becomes obvious that each person has a creative potential that he can develop. Currently, there are many different exercises for developing creativity.

For example, the exercise "Free Monologue".

Task: stop controlling your thoughts, learn to think more freely.

In a quiet and peaceful place, close your eyes and allow your body to relax. For a moment, focus on thoughts and images that arise spontaneously. Then answer six questions for yourself:

1. What did I see, feel, hear?
2. What was my internal monologue about (what were the small voices whispering inside me)?
3. What were my thoughts?
4. My feelings?
5. My emotions?
6. What does this all mean to me? (A long-standing problem, unfulfilled desire, inability to loosen control and “let go” of what is happening ...).

Creativity exercises:

1. "Two accidents." Take dictionary and choose two random concepts at random. Just point your finger at any page. Compare them, try to find something in common between them. come up with crazy story, in which you place the relationship. This exercise is great for brain training.
2. "10 + 10". Choose any word, it must be a noun. Now write 5 adjectives that you think suit him best. For example, “socks” are black, warm, woolen, winter, clean. Done? Now try writing 5 more adjectives that don't fit at all. This is where everything stalled. It turns out that this is very difficult to do. Dig into different areas of perception and find the right words.
3. "Name". Try every time you are interested in some subject, come up with a name for it. It can be short and biting, or long and deployed. The purpose of the exercise - you must definitely like the name.

Examples of exercises to develop writing skills:

1. Think about one of the objects in the room. Without opening your eyes, list as many characteristics of the item as you can. Write down everything that comes to mind without looking at the subject.
2. Choose a poem that you like. Take his last line - let this be the first line of your new poem.
3. What would you say to an uninvited guest who dropped in on you at three in the morning.
4. Write a story that begins with the words: "Once I had an opportunity, but I missed it ...".
5. Write a letter to your ten year old self. Letter to the past.

A gifted person is like a bright star in the sky, demanding special attention. It is necessary to take care of him so that he turns into a beautiful, full of strength star.Creating conditions that stimulate development creative thinking, is one of the most important goals when working with gifted children.

It remains for us, teachers, to discern, distinguish, reveal the deep meaning of children's insight. And, illumined by their light, consciously return this meaning to the children in order to encourage, push them to further creative insights...

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Orlova Lilia Fedorovna,

senior educator

MBDOU CRR - Kindergarten"Baby"

town Cheryomushki, Republic of Khakassia

Formation of the qualities of a creative personality

Human talent is

small sprout, barely pro-

pecked from the ground and tre-

blowing to himself a huge attention

mania. It is necessary to cherish and cherish, care for him, make

whatever it takes to make you-

grew and gave abundant fruit.

V.A. Sukhomlinsky

A gifted person is like a bright star in the sky, requiring special attention. It is necessary to take care of him so that he turns into a beautiful, full of strength star.

In most scientific concepts, giftedness and the prerequisites for its development are associated with the creative abilities and abilities of the child, defined as creativity. Creativity (from the English create - create, create) - these are the creative abilities of the individual, characterized by a willingness to accept and create fundamentally new ideas that deviate from traditional or accepted patterns of thinking and are included in the structure of giftedness as an independent factor, as well as the ability to solve problems. According to the American psychologist Abraham Maslow, this is a creative direction,inherent in everyonebut lost by the majority under the influence of the existing system of upbringing, education and social practice.

At the household level creativity appears as savvy - the ability to achieve goals, find a way out of various situations, using the environment, objects and circumstances in an unusual way. In a broad sense - an unconventional and witty solution to the problem. And, as a rule, with ordinary tools or resources, if the need is material.

Creativity can be manifested in thinking, communication, in certain activities.

One of important directions in the development of creativity of preschoolers is the formation of the qualities of a creative personality.This involves solving the following tasks:

1. Formation of independence of thinking, i.e. the ability to find your own solution, original answers, openly express bold ideas and hypotheses, defending your own opinion.

2. The development of purposefulness and perseverance in the search for problems, the desire to bring the work begun to the end.

3. Formation to accept criticism without offense, from a positive position to express criticism of other people with a desire to help.

4. Development of the desire to sympathize, experience people, animals, plants.

5. Encouragement in the child of initiative, independence, ingenuity.

6. Development of the ability to maintain confidence in one's abilities, despite temporary difficulties and failures.

giftedness - a combination of three characteristics: intellectual abilities above average creativity and perseverance.

Thus, among the necessary signs of giftedness, it is necessary to includethe intellectual development of the child is above the average age level, since only this level provides the basis for creative productivity.

Only whenhigh creativity combined with high level intellect, there is a good adaptation to the social environment, emotional balance, independence, high and prolonged creative activity.

As a rule, gifted children are interested in any field of science. They have many ideas and desires. The task of the teacher is to support them and help them fulfill themselves.

Creating conditions that stimulate the development of creative thinking is one of the most important goals when working with gifted children. According to the results of many studies, the development of children's creativity occurs when organizing directly educational activities conditions favorable for creativity: creating situations of success, incompleteness of the problems under consideration (what happened, what you need to think about, get to the truth, approach heuristic findings), the emergence of more and more difficult questions, a great desire in search activity (to find answers!), creating an atmosphere of understanding. In addition, it is necessary to constantly emphasize responsibility and independence, to focus the attention of parents on the interests of children. At the same time, it is advisable to pay attention to special training in various aspects of creative thinking: searching for problems, putting forward hypotheses of alternativeness and originality.

When working with gifted children, use the followingconceptual provisions:stimulation of individual research interest, group creativity, involvement in productive creative activity.

How to teach? - learn to find unusual non-standard solutions.

The range of a creative task is unusually wide in complexity - from solving a puzzle to inventing a new machine. To solve these problems, observation, the ability to analyze, combine, etc. are needed. - all that in the aggregate constitutes creative abilities. It is easier for a person with a creative mindset to find a creative zest in business, to achieve high results. But after all, nature is not generous with talents, they are rare, like diamonds, but the same nature has endowed every child with the opportunity to develop. And it is necessary to start such development not when a person has become a specialist, but much earlier. The preparation of an inventor, like that of an athlete, is a lengthy process.How? Introduce TRIZ (individual elements of the theory and methods for solving inventive problems).

Currently, the techniques and methods of technical TRIZ are successfully used in kindergartens to develop inventive ingenuity among preschoolers, creative imagination, dialectical thinking.

The purpose of TRIZ is not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the ongoing processes.

Tool for working with children- pedagogical search.

If the child does not ask a question, then the teacher asks it himself: “What would happen if ...”

Class - not a form, but a search for truth.

Stages:

I. Search for the essence.

The children are presented with a problem (question) that needs to be solved. And everyone is looking for different solutions, what is the truth.

P. "The Secret of the Double" - identifying contradictions: good - bad (for example: the sun is good and bad. Good - it warms, bad - it can burn). The beginning of thought, intellect is where the child is looking for contradictions.

III. Resolution of contradictions (with the help of games and fairy tales).For example: you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.

Methods for resolving contradictions:

1. Change in the state of aggregation of a substance (water in a sieve - freeze and transfer in a sieve).

2. Change in time (speed up time and grow). Solving fairy tale problems and inventing new fairy tales. How to save Kolobok from the Fox?

historical: how was the wheel, the plane, the fork, the pencil, etc. invented?
on walks: who is the mother of the wind, who are his friends, what does the wind whisper about, what does the wind argue with the sun?
empathy technique: what does this bush feel, does the tree feel pain?

There are ways to resolve conflicts in kindergarten.

Crusher - crushing and combining (combining kids in a fairy tale to cope with a wolf).

Matryoshka - the principle of nesting dolls (one in one).

hasty - the principle of preliminary action and anti-action (Masha climbed into the basket to get to her grandparents).

Parrot - the principle of copying.

Good Wizard- turn harm into good, evil into good.

Fidget - the principle of dynamism.

Nehochuha - the opposite principle.

Modeling methodlittle men, which is used in the classroom to get acquainted with the surrounding objects and their properties.

An important point in the process of organizing developmental activities is the creation in children motivation, based on the basic needs of children preschool age. Psychologists note that a child develops very earlythe need for awareness of one's significance, recognition, self-affirmation,which the child can realize in a game situation.

It is in the game that the need of a preschooler to act independently, actively, like an adult, is realized. Sometimes they need to solve problemsturn into wizards, artists, tailors, designers etc.

A strong incentive that encourages preschoolers to work is the motive of personal benefit, which cannot be ignored when conducting creative classes. Important for preschoolers isthe need to interact with adults.The process of communication should be accompanied only by positive emotions: the joy of new knowledge, the joy of discovery, the joy of creativity, satisfaction with praise. It is important for the teacher to give up the habit of “telling children”, you need to learntalk to them.

Gradually, the most significant already for older preschoolers becomescognitive need.

Along with cognitive at an older age, there is alsothe need for creation.Its role is especially great in the development of the creative potential of the child.

Bibliography:

“Working with gifted children: searches and finds / according to Art. L. Golovanova / Magazine " public education- 2004. - No. 7.
“Learning together” / Art. M. Nefedova / Magazine for parents "Family and School" - 1992. - No. 1-3.
“A gifted educator is required” / according to Art. Veronica Sorokina / Journal of caring parents "Health of a student" - 2006. - No. 10.
Prokhorova L.N. Journey through Fantasy. Practical materials for the development of creative activity of preschoolers. - St. Petersburg: "Childhood-Press", 2000.