Types of classes in artistically productive activities. What is the productive activity of preschoolers aimed at? productive activities of children

Plan:

1. Forms of organization and management of the productive activities of preschoolers (joint activities of educators with children, independent activities of children).

2. Lesson as the main form of education and creative development of children: thematic, complex, combined classes.

3. The structure of the lesson.

4. Types of classes: on the topic proposed by the teacher (classes on mastering new program material and repeating the past, exercises in visual

and technical skills) on a topic chosen by the child (by design).

5. Features of planning classes for the organization of productive activities (single-species and integrated classes).

1. The main form of education and development of children's fine arts are classes, direct educational activities. Art classes are a means of educating children. They develop aesthetic perception, aesthetic feelings, imagination, creativity, form figurative representations.

2. Classes in drawing, modeling, applique are part of the multifaceted work in the group, so the visual activity is closely related to all parties. educational work(acquaintance with others, games, reading books, etc.), during which children receive a variety of impressions, knowledge. For the image, I choose the most striking phenomena from the lives of children, so that the proposed topic is familiar to them, arouses their interest, a positive emotional mood, a desire to draw, sculpt or cut and paste.

In addition to classes in the preschool educational institution, joint activities of the educator with children are organized and carried out.

The main forms of joint activity of the educator and children:

a) "Joint-individual" - characterized by the fact that the participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage, the work of each becomes part of the overall composition. The task is given to everyone immediately, at the beginning of work individually and then adjusted depending on what others have done. When doing his part of the work, the child knows that the better he himself will do what he is entrusted with, the better the work of the team will be. On the one hand, this creates the conditions for mobilizing the child's creative abilities, and on the other hand, it requires their manifestation as necessary condition. The advantages of this form of organizing activities include the fact that it allows you to involve in collective creative activity a fairly large group of children who do not have experience of working together.

b) "Jointly - consistent" - involves work on the principle of a pipeline, when the result of the actions of one participant is in close relationship with the results of the previous and subsequent participants.

c) "Jointly - interacting" - the work is performed by all participants simultaneously, the coordination of their actions is carried out at all stages.

Another effective form of organizing the visual activity of preschoolers is independent activity.
Productive independent activity occurs almost always at the initiative of children.
Conditions for independent activity:
1. Learning in the classroom should be structured so that children act not only on the direct instructions and display of the teacher, but also without his help.

2.organization of a subject-developing environment in the preschool educational institution and the family, providing children with various artistic materials (brushes, paints, paper, etc.), books with illustrations, theatrical toys, musical instruments for free use. Everyone chooses those of them that he needs in this moment. All these items are located in places convenient for independent productive activities of children.

3. close contact between educators and parents in organizing the conditions for the formation and development of the child's creative inclinations in kindergarten and at home.

2. Types of classes according to the nature of the cognitive activity of children:
1) classes on the topic proposed by the teacher:
a) classes on communicating new knowledge to children and familiarizing them with new ways of depicting;
b) classes to exercise children in the application of knowledge and methods of action.

2) classes on a topic chosen by the child (creative classes in which children are involved in search activities and are free to implement ideas).

Types of classes depending on the selection criterion:
by image content:
- subject;
- plot;
-decorative.
by image method:
- on presentation;
-by memory;
- from nature.

3. The structure of the lesson on visual activity:

I part of the lesson - explanation of the task:

1. Game motivation or introductory conversation.
2. Examination of nature, examination of the sample.
3. Display of image methods (full or partial, depending on the age of the children).
4. Physical minute.
5. Fixing the sequence of image methods.

II part of the lesson:
Do it yourself children of the visual task.
The use of individual work techniques by the educator: showing ways of depicting, explanations, instructions, advice, encouragement.

Part III of the lesson - analysis of the work performed:
Forms of analysis:
- the teacher shows the drawing and offers to evaluate whether everything in it is correct, what the child came up with interesting;
- one of the children is instructed to choose the best, in his opinion, work and justify his choice;
- the child analyzes the drawing, comparing it with nature, a sample and evaluates it;
- children, together with the teacher, consider one work after another and give them an assessment.

Independent productive activity of older preschoolers is considered in two components educational process: as a joint partner activity of an adult with children and as their independent free activity. Much of what preschoolers do in a free situation is a reproduction, continuation and creative development of what they do with an adult. This relationship is carried out through the materials and samples with which the child deals. Productive activity is largely related to the story game and carries elements of practical experimentation with materials. At the same time, in the arsenal of children of senior preschool age there are various types of productive activities: work on ready samples and graphic diagrams and work with unfinished products and verbal descriptions.

The subject environment in the group should contribute to the creative movement in working with the selected material. Therefore, the teacher provides preschoolers not only with materials, but also with samples possible work. Samples should be transferred to the free use of children for some time so that they can continue the work they like. It can be a table at which 2-3 children work, a rack. The lifespan of these materials and samples depends on how often and enthusiastically preschoolers in free time work with them. If infrequently, they are replaced with new ones, but if often, then the next portion of materials is added to them. It is noticed that 3 categories of children most often turn to materials and samples:

who did not have time to complete their work, during joint activities with an adult,

acting as observers of the joint activities of an adult with children and realizing in the course of observation that, perhaps, it is worth taking a chance and trying; it is psychologically easier for them to do this outside the GCD, without critical attention from their peers,

enthusiasts who liked the adult-initiated work so much that they voluntarily return to it again, reproducing or creatively developing it.

The educator must ensure that the children have a supply of appropriate materials for all who wish to continue the work. As a rule, an adult prepares special material for each joint activity, from one-time use, i.e. turns into finished products (into finished things that are not subject to reverse transformation). In free activities, it is possible and necessary to use reusable factory-made materials. The product obtained from them does not become the personal property of the child, but is again disassembled, turning into the source material that other children can take up.

You should also always have on hand waste and natural materials, combining which, of your own choice, a child can make various things - these are pieces of cardboard, polystyrene, cardboard boxes of different sizes, wire, pieces of fabric and rope, old cases from felt-tip pens, cones, acorns, small dry twigs, etc., placed in different containers. These materials need albums or separate sheets with samples of possible crafts that children can rely on when planning their work. Of the variety of materials for free design available in kindergarten, the Lego plastic constructor is the most successful among preschoolers. The plastic designer is push-button and with fastening of a detail by bolts and nuts. Building sets made of wood with details of various sizes are used by children less often, because the buildings from them are easily destroyed, and it is not always possible to admire them or beat them, where the accidental awkward movement of peers often leads to disaster. Nevertheless, it is advisable to have 2-3 building sets for desktop construction in a group, specially designed for various kinds of structures (a set for building a fortress, houses, a peasant farmstead). The graphic examples of buildings attached to these sets teach you to be guided by the drawing.

It is necessary to have a set of large building material in the group, although its details are more often used not for construction as such, but in a story game to designate a conditional playing space. Among the materials that stimulate the independent productive activity of children, we also include a variety of mosaics - geometric and traditional.

Mosaic is an excellent object for educational - research activities(experimentation). Working with it contributes to the development of the child's manual motor skills, the analysis of the ratio of parts and the whole, the formation of spatial representations. They are necessarily provided to children for free activities. It is good to have several sets, and at least two of them must be identical. All sets of mosaics must be completed with graphic samples. As in the designers, separate sheets are preferable. Working in a common field with a peer, especially with the same mosaics, contributes to the activation of the imagination, the enrichment of communicative practice - the discussion of ways of working, the exchange of experience.

Pictures - puzzles - puzzles, consisting of many details, have become an integral attribute of a child's life. The assembly of such puzzles can also be attributed to productive activities. However, the puzzle is, in fact, a one-time job. Therefore, it is necessary to add several puzzles to the group, selecting them according to complexity: from a picture with a field of 6x9 details and more. An exchange between groups of preschool educational institutions is possible.

Construction kits and various puzzles, mosaics, etc. should be at the disposal of the children.

Observations show that even if a special design corner (center) is created, it is not functionally used. Children prefer to settle down in any quiet place where it seems more convenient for them to work, that is, they themselves find ways to disperse. This arrangement is even better for a large group. After all, there are a lot of materials for designing in a group, there are always those who want to work on them, and their concentration in one place during free activity only interferes. Therefore, it makes sense to apply tactics to design materials that are easily moved from place to place: the storage place is permanent and known to everyone, access is free, and the place of work is according to the situation (where it is currently more convenient and calmer).

The beginning of the development of a child's imagination is associated with the end of the period of early childhood, when the child for the first time demonstrates the ability to replace one object with another and use one object in the role of another (symbolic function). The imagination is further developed in games where symbolic substitutions are made quite often and with the help of various means and techniques.

On the development of children's imagination in preschool age they are judged not only by the ideas and roles that children take on in games, but also on the basis of an analysis of the material products of their creativity, in particular handicrafts and drawings.

The activity of children as a result acquires a conscious, purposeful character. The main activity in which creative imagination children, all cognitive processes are improved, role-playing games are becoming.

Imagination, like any other mental activity, goes through a certain path of development in human ontogenesis. O. M. Dyachenko showed that the child's imagination in its development is subject to the same laws that other mental processes follow. Just like perception, memory and attention, imagination from involuntary (passive) becomes voluntary (active), gradually transforms from direct to indirect, and the main tool for mastering it on the part of the child is sensory standards. By the end of preschool childhood, in a child whose creative imagination has developed quite rapidly (and such children make up about one-fifth of children of this age), imagination is presented in two main forms:

arbitrary, independent generation by the child of some;

ideas, the emergence of an imaginary plan for its implementation.

In addition to its cognitive-intellectual function, children's imagination performs another, affective-protective role. It protects the growing, easily vulnerable and weakly protected soul of the child from excessively difficult experiences and traumas. Thanks to the cognitive function of the imagination, the child learns better the world, easier and more successfully solves the problems that arise before him. The emotionally protective role of imagination lies in the fact that through an imaginary situation, tension can be discharged and a kind of symbolic resolution of conflicts can occur, which is difficult to provide with the help of real practical actions.

In preschool children, both important functions of the imagination develop in parallel, but in somewhat different ways. First stage in the development of imagination can be attributed to 2.5-3 years. It was at this time that imagination, as a direct and involuntary reaction to the situation, began to turn into an arbitrary, symbolically mediated process and was divided into cognitive and affective. Cognitive imagination is formed due to the separation of the image from the object and the designation of the image with the help of a word. Affective imagination develops as a result of the formation and awareness of the child of his "I", the psychological separation of himself from other people and from the actions performed.

At the first stage of development, imagination is associated with the process of “objectification” of the image by action. Through this process, the child learns to control his images, to change, refine and improve them, and, consequently, to regulate his own imagination. However, he is not yet able to plan it, to draw up a program of upcoming actions in his mind in advance. This ability in children appears only by 4-5 years.

Children's affective imagination from the age of 2.5-3 years -4-5 years develops according to a slightly different logic. Initially, negative emotional experiences in children are symbolically expressed in the heroes of the fairy tales they heard or saw. Following this, the child begins to build imaginary situations that remove the threats to his "I" (stories - fantasies of children about themselves as supposedly possessing especially pronounced positive qualities).

Finally, at the third stage of the development of this function of imagination, substitutive actions arise, which, as a result of their implementation, are able to relieve the emotional stress that has arisen; a projection mechanism is formed and begins to practically operate, thanks to which unpleasant knowledge about oneself, one’s own negative, morally and emotionally unacceptable qualities and actions, the child begins to attribute to other people, surrounding objects and animals. By the age of about 6-7 years, the development of affective imagination in children reaches a level where many of them are able to imagine and live in an imaginary world.

As noted above, the main activity of preschool children is the game, it develops spiritual and physical forces child; his attention, memory, imagination, discipline, dexterity. In addition, the game is a peculiar way of assimilation of social experience, characteristic of preschool age. All aspects of the child's personality are formed and developed in the game, significant changes occur in his psyche, which prepare the transition to a new, higher stage of development.

O.M. Dyachenko notes that the development of imagination in the play of a preschooler has not been specially studied. But when studying the game itself, moments significant for the development of the imagination were revealed. The author identifies two lines of analysis of the game, where it is the main source for the development of the preschooler's imagination.

The first line is connected with the development of the very features of the game (D.B. Elkonin, N.Ya. Mikhailenko). In the works of these authors, the possibilities of developing the child's imagination as he mastered the subject and plot-role-playing game were shown. Together with the game action, the rudiments of imagination develop, which is determined by the possibility of entering an elementary game situation with the variable use of first individual objects, and then chains of role-playing actions. In addition, D.B. Elkonin argues that the most significant aspects of productive imagination are born in the game: its focus on solving a variety of problems and the ability to reveal the essential characteristics of reality in a specific form.

In the work of N.Ya. Mikhailenko, significant shifts are noted in the development of the game of older preschoolers after directed teaching of their plot formation. Originating in the game and developing along with it, the imagination, in turn, determined the development gaming activity.

The second line of analysis of the game is connected with the possibilities of interiorization of the imagination, its transition to the plane of representations (L.S. Vygotsky, A.N. Leontiev). So, L.S. Vygotsky emphasizes that the game of a pre-preschooler is inseparable from the subject, begins with it, and presupposes its obligatory use.

At the older preschool age, imagination no longer requires constant external supports, it can completely flow in the internal plane, i.e. in the game, the formation of the imagination as the actual internal, mental activity of the child takes place. The detachment of the imagination from the subject and its transition to the inner plan is especially clearly seen in boundary games, one of the forms of which, according to A.N. Leontiev, is a game - fantasizing.

The role-playing game develops imagination and creativity.

Planning, coordination of actions in long-term role-playing games is combined with improvisation. To implement the plan in the role-playing game, the child needs toys and various items that help him act in accordance with the role he has taken on. If the right toys are not at hand, then the children replace one object with another, endowing it with imaginary signs. This ability to see non-existent qualities in an object is one of characteristic features childhood. The older and more developed the children, the more demanding they are about the objects of the game, the more they look for similarities with reality.

In the game, the mental activity of children is always connected with the work of the imagination: you need to find a role for yourself, imagine how the person you want to imitate acts, what he says. Imagination also manifests itself and develops in the search for means to fulfill the plan. This is how creativity develops in the game.

The game gives rise to other activities that are essential for the development of the child's imagination. As L.S. Vygotsky, the game "serves as a preparatory stage for the artistic creativity of the child" . Separate, more or less independent types of children's creativity (drawing, dramatization, compositions) are distinguished from it. He believed that any kind of children's creativity is similar to the game in its nature (simultaneous creative act, lack of long-term work on works) and in connection with the child's emotions.

Key to Successful Leadership creative games, as noted by A.K. Bondarenko, - the ability to win the trust of children, to establish contact with them. This is achieved only if adults take the game seriously, with sincere interest, understand the intentions of children, their experiences.

The adult may intervene in the game if necessary in order to give the game the right direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust among children, when he knows how, without violating their plans, to make the game more exciting.

The main way of education in the game is to influence its content, i.e., the choice of topic, the development of the plot, the distribution of roles and the implementation of game images.

Thus, the game is one of the main activities of preschool children, during which the spiritual and physical forces of the child develop: his attention, memory, thinking, imagination. The game is an integral part of the free activity of children, their free communication in the process that takes place. cognitive development child. The game is also included in pedagogical process, i.e. purposefully used for the development of children, therefore, it can also be used as a means of developing the imagination. An important role in shaping the child's imagination is played by an adult - his pedagogical position, his personality as a whole. The teacher must not only create conditions for the manifestation of children's imagination. In the process of organizing and managing the activities of children, one should enrich the ideas of preschoolers, teach them effective methods of manipulating images of the imagination, use special exercises that stimulate children's imagination, etc.

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Directions of productive activity

Under productive activity, most often they consider the activity of the child, as a result of which a certain product is obtained. This product is created by a child under the guidance of an adult.

Productive activities - drawing or fine arts, modeling, applique activities and some others.

The product received by the child shows how the child relates to the world around him, what emotional state the child has.

It is also possible to determine from the created products which cognitive skills and personal qualities the child has developed, and on which you still need to work.

Design or design activity is very relevant today. It is significant in the process of correction and development of spatial representations of children, helps to correct deficiencies in fine motor skills of hands in preschoolers.

In the process of organizing modeling from plasticine, children also develop fine motor skills. During this lesson, they develop perseverance, which is very important in the future when studying at school. Attention, thinking, logic - this is an incomplete series of qualities that are formed as a result of the child making an object through modeling.

Now it has become very popular to sculpt from salt dough. Here, very valuable qualities of preschoolers are revealed - imagination and perception. Children are very fond of making crafts from such a test, as the products are very bright and beautiful.

When drawing, children receive the skills of analysis, synthesis, generalization, and others. Drawing, the child learns to listen to the task, to carry it out. In the process of drawing, children develop fine finger coordination.

The application is very attractive because different types of figurines can be used to make different products. If you don't like it, you can quickly change it. And then stick it on. In the application, preschool children form perceptions and ideas about the properties and qualities of objects. Children get an unforgettable visual experience.

What is the success of the development of productive activities of older preschoolers

Productive activities are effective in the development of various mental processes in preschoolers. When a child draws, he or she is thinking or planning the outcome of the drawing. This is how the imagination develops. It can be said that the creative imagination precedes the receipt of the product.

In modeling and various types of appliqué, children also present their impressions of what surrounds them in the world, how they relate to the environment.

The application will help the child to get acquainted with various ways of processing paper. Children of older preschool age cut out, tear off, crumple, twist, bend, fold, stick paper or its individual parts.

In the classes of fine arts of a preschool institution, children develop aesthetic perception.

Products that are created by children create a pleasant atmosphere of cooperation. Children enjoy co-creation. Such activities educate preschoolers moral qualities they develop industriousness and responsiveness.

When children are engaged in design activities, they get very good imaginative thinking skills.

Art classes, design, modeling develop various skills and abilities in children at senior preschool age, which will later be useful to them at school.

Classes primarily form the emotional sphere of preschoolers.

Such classes are always accompanied by communication, so here we can talk about the development of speech. Creating crafts stimulates speech activity in children. Children imitate adults in speech, they develop in terms of dialogical speech.

Therefore, the types of activities we are considering develop the communicative functions of the speech of older preschoolers.

How to organize productive activities for children at senior preschool age on the basis of a preschool educational institution

Organize productive activities in senior and preparatory groups kindergarten according to thematic plans. These exercises are carried out in stages.

First, a system of entertaining productive activities is developed. For this, various methodological and interactive literature is being studied.

Many teachers, when organizing productive activities with children of senior preschool age, rely on the developments of a team of authors led by O.V. Dybina. authors offer their own interesting ideas for non-traditional techniques.

One of the stages is the formation of basic competencies in children of senior preschool age. Here and creative abilities, and the communicative side of the activity.

galina morozova
Organization of free productive activities of pupils of the SSR

Organization of free productive activities of pupils of the SSR

The concept of independence in scientific literature - This:

1) This is the ability not to be influenced by various factors, to act on the basis of one's views and beliefs.

2) general characteristic of regulation (control) his personality activities, relationships and behaviour.

productive activity preschoolers is one of the components free activity.

This is a gradually developing quality, a high degree of which is characterized by the desire to solve problems. activities without the help of other people, the ability to set a goal, carry out elementary planning, implement the plan and get results, as well as contribute to the manifestation of initiative and creativity in solving emerging problems.

N. Mikhailenko, N. Korotkova guidelines note the importance of ensuring independent artistic and creative children's activities, as within its framework, creative activity develops in different types activities(game, design, visual activities, etc..) Here the child gets the opportunity for self-realization, as he becomes the master of actions, relationships, gains a sense of self-respect, dignity, knows himself.

The problems of manifestation in children of initiative, independence and artistic and creative manifestations, as well as the characteristics of the pedagogical conditions that determine their development, were studied by such scientists and teachers as N. A. Vetlugina, I. L. Dzerzhinskaya, V. A. Ezikeeva and others.

Scientific studies show that under conditions of optimal education and learning, children can reach a certain level of development of independence in different types of activities: game, communicative, motor, cognitive-research, productive(drawing, modeling, art work, labor, musical. Independent activity children is one of the main models organizations educational process of preschool children age:

1) free activity of pupils in the conditions of the subject-developing educational environment providing a choice for every child activities interests and allowing him to interact with peers or act individually;

2) activity of pupils organized by the educator aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

Scheme of development of any kind activities in accordance with the concept of L. S. Vygodsky such is: first it is carried out jointly activities with adults, then in a joint activities with peers and finally becomes independent child's activities. At the same time, a special role is given to educator.

caregiver should create a diverse gaming environment (we are talking about a subject-developing environment in a preschool educational institution, which should provide the child with cognitive activity, should meet his interests and have a developing character. The environment should provide children with the opportunity to act individually or together with their peers, without imposing a mandatory joint activities.

caregiver can connect to activities children in cases conflict situations requiring the intervention of an adult, or, if necessary, to help a particular child enter a peer group.

Basic requirements for organization of free activities of preschoolers:

Maximum consideration of age and individual features children.

Respect for the results of children's creativity, the wide inclusion of their works in the life of the group.

Exhibition organization, design of the aesthetic environment, etc.

Subject-developing environment organized in this way that every child has the opportunity to do what they love. Such an environment should meet the individual and age characteristics of children, their leading mind. activity - game.

At the same time, it contributes to the development creativity, awakens fantasy, activity of action, teaches communication, vivid expression of one's feelings.

A game organized, first, as a joint game teacher with children, where an adult acts as a playing partner and at the same time as a carrier of a specific "language" games. natural emotional behavior educator accepting any children's ideas, guarantees freedom and ease, the child's pleasure from the game, contributes to the emergence in children of the desire to master the game methods themselves. Secondly, for all age stages the game is saved as free independent activity of children, where they use all the game tools available to them, free unite and interact with each other, where a world of childhood independent of adults is provided to a certain extent.

To organize independent activities the child should have formed the experience that the child acquires in the classroom. Systematic learning allows you to gradually accumulate and increase the volume of skills and abilities, and already on their own initiative, children can manifest themselves in various types of artistic activities: musical, artistic and speech, visual, theatrical and game.

First of all, training in the classroom must be built in such a way that children act not only on direct instructions, but also without help. If the child learns to independently perform educational tasks, then he will be able to act in the same way outside classes: organize drama games, sing at will, draw.

AT free It is good for children to have enough books (in children's bookcase). Along with books, folders with pictures, photographs, children's drawings and albums for free viewing by children. Organize a book exhibition. First - at the beginning school year- it is expedient to dedicate to the children's favorite books. Future exhibitions may be thematic: books about nature, about our Motherland, about technology, fairy tales, etc. The group can also function as a center for musical and theatrical activities for theatrical games. This center has all the necessary equipment - a screen and sets of various types of puppet theater, theatrical costumes, board games, musical instruments, a tape recorder.

Development Corner productive activity includes visual materials and equipment for drawing, modeling, appliqué. All this is necessary think over from the standpoint of compliance not only with the tasks being solved, but also with the requirements of beauty. Development environment productive free activity provides for the use of works visual arts, including folk. At the same time, it is necessary to observe the measure in everything. Children's work should be exhibited, it has a great educational value When children see their work, among the works of others, they get the opportunity to compare them, in addition, they, they feel more comfortable already from the fact that their work is exhibited among others.

Each type of pictorial activities(sculpting, application, drawing, allows you to develop mental activity in children, artistic taste, fine motor skills, allow you to consolidate the knowledge, skills, skills acquired in the process of educational activities. We support the desire of children to express themselves in an independent diverse activities(sculpting, application, drawing).

Offer modeling in free from classes time is better in middle group. Clay or plasticine is used for modeling. If in kindergarten the main material for modeling is clay, then in free from class time it is better to use it. It is important at the same time that children follow the elementary rules of modeling from clay: they didn’t scatter it on the table, didn’t drop it on the floor. In older groups, you can use any material, as this contributes to the manifestation of independence in the choice of material (large objects are best sculpted from clay, small ones from plasticine).

Sculpting outside of classes is of a different nature. Children can sculpt individually and unite in groups - it all depends on their desire. Those who like to sculpt themselves take the material and work, but educator can attract other guys - those who do not get the weight in the classroom, and those who do not really like this activity. In order to interest children, the teacher himself is involved in the modeling process. This kind of work brings kids together.

The independence of children during such classes is manifested in the fact that they, without the help of adults, determine the plan, and in connection with it, the necessary amount of material for work. The atmosphere during such modeling is more relaxed, the children look at each other's work, consult. caregiver should pay attention to children who are independently engaged in modeling. He takes care of his posture correct setting hands, for how each child carries out the plan.

Thus, leading free activities of children, educator trying to guide her creative way teaching children to act thoughtfully and systematically.

Class equipment:

Clay, plasticine.

Boards for work.

Napkins, oilcloths.

Prints for decorating works.

Application

The most common simple and affordable way to create artwork. This makes it possible to widely use the application not only for decoration purposes, but also in creating paintings, panels, ornaments, etc. Equipment required for the application not difficult:

Scissors (with rounded ends in two sizes - large and small, scissors should not be tight and well sharpened. It is necessary to regularly instruct how to work with scissors, knowledge of the basic rules for working with scissors is necessary because in free activity children work independently, but only those who follow the rules of work.

It is good to have 2-3 brushes for glue, they are selected depending on the size of the application, at the end of the work, the brushes must be washed and put in a glass with the pile up.

Simple pencils (for drawing contours)

Wet and dry wipes

Oilcloth

Glue or paste.

Colored and white paper of various textures, colors, thicknesses, sizes.

Paper cut box

Box for finished works.

stencils

Pieces of cloth and other miscellaneous material

Everything should be aesthetically pleasing. The main thing is to strive to form in children careful attitude to the materials with which they work, to teach them how to plan their work, how to use material economically and how to use time rationally.

The simplest and most common type free productive activity is drawing, for organizations It does not require a lot of special preparation, the most important desire.

For organization of drawing in free activity is necessary:

Crayons, colored pencils, simple, watercolor, gouache

Water tanks (transparent)

Brushes of various thicknesses

Paper of various sizes

stencils

Napkins, oilcloth

coloring pages

All children's work received in activities outside of class, are exhibited, or organized a place to watch other kids (folder, box, etc.) all instruments are in order, subjected to regular "revisions", it is necessary to aesthetically arrange a corner free productive activity. Where possible, exhibit works of art, sculptures and other works of art for clarity. Everything should be available, but activity children are constantly under control educator.

Another pedagogical condition is the influence of holidays and entertainment. The child receives a lot of impressions at the holidays from the sound of music, songs, colorful decoration of the room, costumes, expressive intonations of the artistic word. He joins social phenomena reflected in artistic and figurative form, and this becomes an indirect stimulus that makes him want to convey his impressions and experiences in a different artistic form. form: drawing, game, dance.

For organizing children's activities use a variety of educational games, didactic aids, materials allowing "train" children in establishing relationships, dependencies. The ratio of gaming and cognitive motives at preschool age determines that the most successful process of cognition will be in situations that require the ingenuity of children. Good games of mathematical content, desktop - printed, such as: "Domino Shapes", "Make a Picture", "Arithmetic Domino", "Logic Lotto", "Lotto", "Find the Difference", games of checkers and chess, solving labyrinths and others.

Thus, independent work children in a preschool educational institution is such work that is performed without the direct participation educator, on his instructions, at a time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

Literature: 1. Atrepyeva L. V. Methodist of the kindergarten No. 50 "Defectologist". Topleeva S. N. in-l d / s No. 50 "Defectologist". educators"Organization of free productive activities of preschoolers". website: Kindergarten №50.

2. Vetlugina N. A. Independent artistic activity preschoolers / ed. Vetlugina N. A. - M.: 1984.

3. MDOU Kumanaevsky d / s No. 1 "Teremok" // Productive activities of preschoolers

4. Petukhova L. V. The development of artistic and creative abilities in preschool children under the conditions of interaction between the family and preschool educational institutions. // public education. Pedagogy. 2013

5. productive activity//Child Development Center - nursery school "Smile".

6. Rakhmatullaeva O.P. "Theoretical and methodological foundations organization of productive activities children of preschool age". 07.10.2016.// website: Info lesson.

Introduction 3

Development of productive activities in preschool age 4

The influence of productive activity on the development of the personality of a preschool child 6

Ways to organize productive activities of preschool educational institution 11

Conclusion 17

References 18

Extract from the text

INTRODUCTION

The personification of the plan of productive work occurs with the help of various visual means. Mastering this activity, the child learns to single out in the present subject those aspects that can be reflected in some form of it. Consequently, the qualities and indicators of the depicted things are considered to be the child's reference points in the cognition of reality.

productive work in preschool meets the needs and interests of preschoolers and at the same time has broad powers for the highly moral, intellectual and aesthetic education of children.

The purpose of the work is to study the content and ways of organizing the productive activities of preschoolers.

Work tasks

1. To study the development of productive activities for preschoolers,

2. Determine the degree of influence of productive activity on the development of the personality of a preschool child,

3. Consider ways to organize the productive activities of a preschooler.

List of used literature

BIBLIOGRAPHY

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