Development creative activity students

DEVELOPMENT METHODS AND TECHNIQUES

CREATIVE ACTIVITY OF STUDENTS IN THE LESSONS

The teaching profession is inherently creative. Changes in the ideology of education in modern conditions are expressed in the creation of a personality-oriented position of self-determination and self-development, self-improvement. This strategic position forces the teacher to define the priorities of educational activities in a different way, putting in the first place, first of all, the personal development of students.

Let the motto of every teacher today be the words of Emile Zola, concerning all spheres of our life: “The only happiness in life is the constant striving forward ...”

It is well known that the creative activity of students can be developed by creatively working teachers. Their creative interaction and creative cooperation is necessary. We understand creative cooperation as a process of interaction between teachers and students in achieving a common goal. In joint activities, the creative abilities and capabilities of the participants in the activity (partners) are most fully realized: complementing each other, they reach a qualitatively new level of development.

When developing the structure of a lesson, an extracurricular activity, it is necessary to take into account that

· development the creative activity of students depends on the educational impact on him from the teacher, comrades, parents, as well as personal experience the student himself;

· sources creative activities can be:

o the learning process, which acts as a process of organizing the cognitive activity of students,

o reserves of the personality of the student and teacher;

· forms manifestations of creative activity in the classroom are:

o independence,

o individual creativity;

· conditions formation of creative activity are:

o maximum reliance on the active mental activity of students,

o conducting the educational process at the optimal level of development of students,

o emotional atmosphere of learning, positive emotional tone of the educational process.

The end result of the teacher's efforts is to transfer the student's specially organized activity into his own, that is, the teacher's strategy should be to reorient the students' consciousness: teaching from everyday compulsory duty should become part of a general acquaintance with the outside world.

Of great importance for the development of creative activity of students is the competent use by the teacher of the following tricks:

creating a situation in which the student must justify his opinion, give arguments, facts in his defense, use the acquired knowledge and experience;

creating a situation that encourages the student to ask questions to the teacher, comrades, to clarify the unclear, to comprehend knowledge more deeply;

reviewing tests, essays, creative works, which is associated with advice, corrections, active search for the main thing;

Assistance to comrades in case of difficulties, explanation of the unclear;

· fulfillment of tasks-maximums, designed for reading additional literature, scientific sources and other search activities;

· motivation to search for different ways to solve the problem, to consider the issue from different points of view;

creation of a situation of free choice of tasks, mainly search and creative;

creating situations for the exchange of information between students;

creation of a situation of self-examination, analysis of one's own knowledge and practical skills.

Non-standard lessons

Non-standard lessons are extraordinary approaches to teaching academic disciplines. Their goal is extremely simple: to revive the boring, to captivate with creativity, to interest the ordinary, since interest is the catalyst for all educational activities. Non-standard lessons are always holidays when all students are active, when everyone has the opportunity to prove themselves in an atmosphere of success and the class becomes a creative team. These lessons include a whole variety of forms and methods, especially such as problem-based learning, search activities, inter-subject and intra-subject communications, reference signals, notes, and more. Tension is relieved, thinking is enlivened, interest in the subject as a whole is excited and increased.

Types of non-standard lessons:

1. Lessons - games. Not the opposition of play to work, but their synthesis - this is the essence of the method. In such lessons, an informal atmosphere is created, games develop intellectual and emotional sphere students. The peculiarities of these lessons are that the learning goal is like a game task, and the lesson is subject to the rules of the game, obligatory enthusiasm and interest in the content on the part of schoolchildren.

2. Lessons - fairy tales, lessons - travel rely on the imagination of children and develop it. Conducting lessons - fairy tales is possible in two versions: when a folk or literary fairy tale is taken as the basis, the second is composed by the teacher himself. The very form of a fairy tale is close and understandable to children, especially of younger and middle age, but high school students respond with interest to such a lesson.

3. Lessons - competitions, quizzes are held at a good pace and allow you to test the practical and theoretical knowledge of most students on the chosen topic. Games - competitions can be invented by a teacher or be an analogue of popular television competitions.

Lesson like "What? Where? When?"

A group of students was divided into three groups in advance, homework was distributed, team numbers were prepared, record sheets with the names of players for the captains. The game consists of six stages.

1. Introductory speech of the teacher.

2. Warm-up - repetition of all the key questions of the topic.

3. Set the time to think about the question and the number of points for the answer.

4. Game “What? Where? When?".

5. Summing up.

6. Final word of the teacher.

Lessons - business games

Such a lesson is more convenient to conduct when repeating and generalizing the topic. The class is divided into groups (2 - 3). Each group receives a task and then tells their solution. Tasks are exchanged.

Lessons like KVN

1. Greeting teams (homework).

2. Warm up. Teams ask each other questions.

3. Homework(Check on code film).

4. Completion of 3 - 4 tasks by team members at the blackboard.

5. Tasks for team captains (by cards).

6. Summing up.

4. Lessons based on imitation of the activities of institutions and organizations. Lesson - court, lesson - auction, lesson - knowledge exchange and so on. The students are given problem-search tasks, they are given creative tasks, these lessons also play a career guidance role, the artistry of schoolchildren, the originality of thinking is manifested.

Lesson - auction

Prior to the start of the "auction", experts determine the "selling value" of ideas. Then the ideas are “sold”, the author of the idea, who received the highest price, is declared the winner. The idea goes to developers who justify their options. The auction can be held in two rounds. Ideas that have passed to the second round can be tested in practical problems.

5. Internet - lessons are held in computer classes. Students complete all tasks directly from the computer screen. The form is close to middle and senior school age.

6. Song at an English lesson. The use of song material stimulates motivation and therefore contributes to a better assimilation of language material due to the action of involuntary memorization mechanisms, which allow increasing the volume and strength of the memorized material.

7. Educational cinema in English lessons. Develops the skills and abilities of perception and understanding of foreign speech by ear, which requires considerable effort and time from the teacher and students.

8. Lesson "for round table»

A leader and 5 - 6 commentators on the problems of the topic are selected. Introduction by the teacher. The main directions of the topic are selected and the teacher offers students questions, the solution of which depends on the solution of the whole problem. The facilitator continues the lesson, he gives the floor to the commentators, attracts the whole class to the discussion.

Collective discussion accustoms to independence, activity, a sense of belonging to events.

9. Lesson - seminar

Lessons of this form are held after the completion of the topic, sections. The questions of the seminar are given in advance, reflecting the material of this section and the interdisciplinary connection. After listening to exhaustive answers to the questions posed by the seminar, the teacher sums up the lesson and aims the student to prepare for the lesson - test on this topic.

10. Lesson - test

It can be carried out in different ways. The first is when the examiners are teachers who are free from lessons. The second - the examiners are more erudite, well-learned students, the link of each link. There is a summary at the end of the lesson. There is also a group method of learning. For example, solving exercises with subsequent mutual verification. The class is divided into several groups, a consultant is appointed. Each group receives cards - tasks. The first example is solved and explained by the consultant, and the rest of the students perform on their own. Consultants coordinate and keep records. The teacher supervises everyone's work.

11. Usage computer programs on lessons. It is characterized by individualization of training and intensification independent work students, increasing cognitive activity and motivation.

12. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, reporting, review.

"Brain attack"

The lesson is similar to an "auction". The group is divided into "generators" and "experts". Generators are offered a situation (of a creative nature). Per certain time Pupils offer different options for solving the proposed problem, fixed on the board. At the end of the allotted time, “experts” enter the battle. During the discussion, the best proposals are accepted and the teams change roles. Giving students the opportunity to offer, discuss, exchange ideas in the classroom not only develops them creative thinking and increases the level of trust in the teacher, but also makes learning “comfortable”.

13. Lessons based on non-traditional organization of educational material: a lesson in wisdom, revelation, a lesson "Understudy begins to act."

14. Lesson - excursion in our time, when ties between different countries and peoples are developing more and more widely, acquaintance with national culture becomes necessary element the process of learning a foreign language. The student should be able to conduct a city tour, tell foreign guests about the originality of culture.

15. An effective and productive form of education is performance lesson. The preparation of the performance is a creative work that contributes to the development of children's language communication skills and the disclosure of their individual creative abilities. This type of work activates the mental and speech activity of students, develops their interest in the subject.

16. A very interesting and fruitful form of conducting lessons is holiday lesson. This form of lesson expands students' knowledge about the traditions and customs of peoples.

17. Lesson - interview. Lesson-interview is a kind of dialogue for the exchange of information. This type of lesson requires careful preparation. Students independently work on the task according to the literature recommended by the teacher, prepare questions that they want to get answers to.

18. Lesson essay. The dictionary of brief literary terms interprets the concept of "essay" as a kind of essay, in which the main role is played not by the reproduction of a fact, but by the image of impressions, thoughts, associations. This form of lesson develops the mental functions of students, logical and analytical thinking.

19. Bipair (integrated) lesson

Lessons of this type are conducted immediately by 2 - 3 teachers. For example:

mathematics, physics and computer science

· mathematicians, teachers of drawing, industrial training.

Algorithms for solving the problem are compiled using knowledge of mathematics, physics, etc.

The main advantage of a bipair lesson is the ability to create a system of knowledge for students, to help present the relationship of subjects. Bi-pair lessons require the activity of each student, so the class needs to be prepared for their conduct: to offer literature on the topic of the lesson, to advise to summarize practical experience. They help to unite the teaching staff, set common tasks for them, develop common actions and requirements.

20. Musical lesson contributes to the development of socio-cultural competence and familiarization with the cultures of English-speaking countries. The methodological advantages of songwriting in teaching a foreign language are obvious. It is known that in Ancient Greece many texts were learned by singing, and in many schools in France this is practiced now. The same can be said about India, where at present the alphabet and arithmetic are learned by singing in elementary school. The musical lesson contributes to the aesthetic and moral education of schoolchildren, more fully reveals the creative abilities of each student. Thanks to the singing of the musical at the lesson, a favorable psychological climate is created, fatigue is reduced. In many cases, it also serves as a discharge that reduces stress and restores students' working capacity.

21. Method of projects is gaining more and more supporters in recent years. It is aimed at developing the active independent thinking of the child and teaching him not only to memorize and reproduce the knowledge that the school gives him, but to be able to apply them in practice. The project methodology is distinguished by the cooperative nature of completing tasks when working on a project, the activity that is carried out at the same time is inherently creative and focused on the personality of the student. It implies a high level of individual and collective responsibility for the execution of each project development task. The joint work of a group of students on a project is inseparable from the active communicative interaction of students. The project methodology is one of the forms of organizing research cognitive activity, in which students take an active subjective position. When choosing a project topic, the teacher should focus on the interests and needs of students, their capabilities and the personal significance of the upcoming work, practical significance result of the project. The completed project can be presented in the most different forms: article, recommendations, album, collage and many others. The forms of presentation of the project are also diverse: a report, a conference, a competition, a holiday, a performance. The main result of the work on the project will be the actualization of existing and the acquisition of new knowledge, skills and abilities and their creative application in new conditions. Work on the project is carried out in several stages and usually goes beyond the learning activities in the classroom: choosing a topic or project problem; formation of a group of performers; development of a work plan for the project, determination of deadlines; distribution of tasks among students; performance of tasks, discussion in the group of the results of each task; registration of a joint result; project report; evaluation of project implementation. Work according to the project methodology requires students to have a high degree of independence of search activity, coordination of their actions, active research, performing and communicative interaction. The role of the teacher is to prepare the students for the project, to choose a topic, to assist the students in planning the work, to supervise and advise the students during the course of the project as an accomplice. So, the main idea of ​​the project method is to shift the emphasis from various types of exercises to the active mental activity of students in the course of joint creative work.

22. Video tutorial - to master communicative competence in English, not being in the country of the language being studied, is a very difficult matter. Therefore, an important task of the teacher is to create real and imaginary situations of communication in a foreign language lesson using various methods of work. The use of a video film also helps to develop various aspects of the mental activity of students, and, above all, attention and memory. While watching in the classroom, there is an atmosphere of joint cognitive activity. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, students need to make some effort.

The modernization of education cannot be imagined without the use of information and communication technologies (ICT).

The rapid development of society, the spread of multimedia and network technologies make it possible to expand the possibilities of using ICT in the classroom in a modern school.

The use of ICT in teaching schoolchildren general education subjects at school leads to an increase in the quality of education. Practice shows that children

They master the educational material with great success if ICT is included in the lesson;

The role of ICT in terms of the intellectual and aesthetic development of students is becoming more significant;

Their information culture is being formed, which is so necessary for the student for his future sociologization;

The spiritual, social, cultural horizons of children are expanding.

V.G. Belinsky said: "Without striving for something new, there is no life, no development, no progress." These words have been spoken for a very long time. At that time no one even thought about computer technologies. But, it seems to me, these words are about a modern teacher who is ready to master everything new, innovative and successfully apply it in the practice of his work.

At present, ICT has come to the aid of the teacher, which make it possible to enliven the lesson, arouse interest in the subject, and better master the material.

The introduction of ICT in the classroom allows the teacher to implement the idea of ​​developing education, increase the pace of the lesson, reduce the loss of working time to a minimum, increase the amount of independent work, make the lesson brighter and more exciting.

The construction of diagrams, tables in the presentation allows you to save time, more aesthetically arrange the educational material. Tasks followed by verification and self-examination activate the attention of students, form spelling and punctuation vigilance. The use of crossword puzzles (sometimes students come up with them), training tests, bring up interest in the lesson, make the lesson more interesting and allow you to start preparing for the CT and exams.

The use of ICT in every lesson, of course, is not realistic, and it is not necessary. A computer cannot replace a teacher and a textbook, so these technologies must be used in conjunction with other methodological tools available to the teacher. You need to learn how to use computer support productively, appropriately and interestingly. Information technologies not only facilitate access to information, open up the possibility of varied educational activities, its individualization and differentiation, but also allow organizing the learning process itself in a new way, at a more modern level, building it so that the student would be an active and equal member of it.

Modern teacher must learn to work with new teaching aids, if only in order to ensure one of the most important rights of the student - the right to a quality education.

The development of children's creative activity remains one of the psychological and pedagogical problems of our time. All sorts of games have been created aimed at physical and mental development, at improving the sensory apparatus, but educators traditionally pay insufficient attention to the game. Sometimes this happens due to the lack of professionalism of the educator himself, or a formal attitude to work. But the main reason, most likely, is that a creatively thinking person was not in demand in our country for many years, therefore, very little attention was paid to the development of children's creative activity. Let's just say it wasn't considered a priority. pedagogical theory and practices. At the same time, studies were carried out in our country, the subject of which was the problem of the development of children's individuality in creative games. Often there were also discussions on the issue under consideration.

Specialists, in particular, came to the conclusion that the training and development of children's creativity go in unity and interaction. Proving this, E.A. Flerina, for example, criticized the “decline theory” of children's creativity that had taken place, which consists in the fact that the creativity of preschoolers is unconsciously determined by instinctive, inherited stimuli.

Flerina proved that recession can come from lack of training or bad training; with proper guidance and training, the creativity of children reaches a relatively high level.

The path to personal development is the acquisition of skills. However, one should not think that you first need to teach a child to draw or sculpt, and then develop his creative abilities. “Creativity pervades the learning process.”

In order to deepen children's ideas, to arouse their interest in artistic play, in drawing, modeling, to evoke certain emotions, observations of life must be supplemented with artistic images. In senior to school age book, picture becomes an important source of game creativity. The richness of their idea, ingenuity in search of the means of its best realization depends on how emotionally children perceive these literary and artistic images, how deeply they realize the idea of ​​the work.

To develop the ability to go from thought to action, it is necessary to develop the purposefulness of the child's activity. The goal is what to play, what to draw. If there is a goal, children can be easily taught to think about the upcoming game, to prepare the necessary material. Purpose is the most important element of the structure artistic activity.

For the development of creative activity of children, the presence of both objective and subjective conditions is necessary.

The objective conditions are as follows:

• a) sources of various artistic information that enrich the experiences of children, activities, entertainment, holidays in kindergarten, numerous life situations surrounding the child;
• b) the conditions of the material environment, allowing children to expand their activities and give it one or another character, to choose some kind of artistic practice;
• c) the nature and tactics of the teacher's leadership, his indirect actions, his complicity, manifested in the expression of his attitude to artistic activity, in encouraging remarks that create a favorable atmosphere.

Subjective conditions include:

• a) the artistic interests of children, their selectivity, stability;
• b) encouragement of children, causing their independent activity on the basis of the desire to express their artistic impressions, apply the existing artistic experience or improve it, and engage in relationships with children.

Since any activity, including play, consists of completed actions subordinated to a common goal, its structure should be considered in connection with its process: the emergence of an idea, the deployment of the activity itself and its conclusion. An analysis of the specialized literature shows that the structure of activities looks like this:

• 1. The emergence of ideas (goals) as a manifestation of the interests of the child, dictated by internal motives and due to existing artistic experience. Outwardly, this can be expressed in the child's choice of one or another type of activity, finding a form of its organization, attracting peers to participate, establishing relationships and distributing roles, preparing material conditions to its implementation.
• 2. Implementation of the idea, the quality of which depends on the ability to transfer existing experience to new conditions.
• 3. Self-control of actions, the desire to get closer to the goal. It is expressed in the child's improvement of his actions in the course of the development of play activity, in the assumptions made about its further course and end.

At the same time, in foreign and domestic pedagogy and psychology, the issue of the need to guide the artistic activities of children is widely discussed. Art in modern theories is interpreted from various positions - existentialism, neopragmatism, behaviorism, etc. The heterogeneity of the approach to art does not allow us to talk about common directions. Nevertheless, ideas about art as an independent and purely intuitive phenomenon dominate. In the theory of upbringing, this provision is also leading, therefore, naturally, it leads its supporters to the conclusion that there is a negative attitude towards pedagogical leadership.

Many works emphasize that art is not a reflection of life, but only a way to reveal personal experiences, such is the essence of the artistic activity of children.

A number of studies, however, recognizing that independent activity begins at the initiative of children, conclude that this process is not spontaneous, but pedagogically conditioned. Pedagogical conditionality depends on establishing the correct correlation of subjective and objective causes. The interests of children formed by adults, accumulated impressions - all this results in attempts to “self-identify” their experiences. The adult acts as a leader using the subjective interests of the child. This activity of an adult is indirect and requires him to:

• - enrichment of children's consciousness with impressions;
• - creating a subject environment that allows them to easily navigate and act with artistic materials; a benevolent attitude that disposes children to activities;
• - establishing the correct correlation between various forms of organization of children's activities;
• - the development of their pedagogical abilities, which will help teachers to creatively and tactfully form the ways of independent actions of children.

The existing domestic experience in the development of children's creative activity in the game shows that methodological guidance is needed for the development of independent play activity. It is necessary to plan an approximate theme of children's games, outline management techniques. All this contributes to maintaining a steady interest of children in artistic activities.

The teacher can use a whole group of methods to develop independent gaming activities. This is the organization of purposeful observation, conversations, questions.

With the help of these methods, the teacher contributes to the formation of the idea (selection of an object, the content of the future composition), the selection of material (paper, paint, crayons), the implementation of the idea (finding means of expression for the best embodiment of the content of the drawing, modeling), evaluation of the product of the activity.

The study of the influence of fine arts, for example, on the development of creativity in the drawings of children of older preschool age showed that in the ideas of children, under the influence of the display of illustrative material, the images are concretized, enriched by using and combining the details seen, the properties of the object; a pronounced emotional attitude to the hero and the plot is manifested; attention is directed to the choice of means for conveying the image of the depicted event.

An analysis of the drawings confirms that the illustrative material helps the child find various ways to convey his idea: expressiveness appears in the images of the drawings; used color as a means of expressing content; different compositional solutions are given.

An adult can actively participate in role-playing, dramatization, entertainment, play the role of a host, spectator, or performer.

Children are not indifferent to whether the teacher sees what they are doing, whether they notice their game. They are very sensitive to his reaction, and if he supports, approves of their actions, their activity increases, friendly remarks, hints are taken for granted.

The experimental work of specialists has shown that it is in the process of pedagogical guidance in the development of independent play activities of children that their initiative, speech activity, the ability to apply the skills acquired in training in new conditions increase, and creative opportunities are revealed. In particular, N.S. Karpinskaya, who studied the development of children’s artistic abilities in the process of dramatization games, wrote that “outside the process of special education, children’s dramatization games, the transmission of the text of fairy tales are devoid of color, expressiveness” Vygotsky L.S. Selected psychological studies. M., 1956. 519 p.

Among the main methods that determine the effectiveness of leadership were identified: systematic planning, the creation of an educational environment, the organization of holidays, entertainment, the use of specific methods of pedagogical influence Royak A. A. Psychological conflict and features of the individual development of the child's personality. M., 1988. 113 p.

But the work of an educator in the development of preschoolers should not be limited to pedagogical influence directly on children. In the activation of creative activity and the development of initiative, in enriching them with imaginative artistic impressions, the conditions in the family also play an important role. To familiarize parents with the tasks of the psychology of raising children, experts advise holding parent-teacher meetings. They need to give a detailed description of children's creativity, the work that is carried out in the classroom. Particular attention should be paid to the need for a close relationship between the child preschool and families for artistic development children. Not only in kindergarten, but also at home, the child should have favorable conditions for the development of his creative and personal initiative.

R.I. Zhukovskaya emphasizes that creative games contribute to the transition of children's curiosity into curiosity; education of observation, development of imagination, ingenuity, ingenuity, memory of speech.

It is important that the teacher could skillfully enter the game, the children's society. This skill is a great quality of a teacher. V. G. Belinsky wrote: “There are people who love children's society and know how to keep it busy with a story, a conversation, and even a game, taking part in it; children, for their part, meet these people with noisy joy, listen to them with attention and look at them with frank gullibility, as if they were their friends.

Thus, the role of the teacher in managing the game is quite large and requires special qualities and skills from him.

The personality of a child is multifaceted and the most striking personality traits, its shades can manifest themselves and develop best in games. However, the formation of creative initiative in each child is a long process and to a large extent still depends on the level of cognitive and creative interests.

The task of the teacher is to timely assess and correctly direct the creative abilities of the child.

The conclusion is obvious: there is a direct relationship between learning and any game.

Undoubtedly, the issue of developing the creative activity of preschoolers, and the development of his personality as a whole, in games needs further in-depth study.

I should pay attention not only to the correctness of the formulations from a mathematical point of view, but also from the point of view of grammar, syntax, native language, and later the Russian language.

Tasks designed to work with the verbal-logical constructions of the mathematical language contribute to the formation of the logic of the speech of younger students in their native language. The basis for such tasks can be the formulation of the properties of arithmetic operations, the definition mathematical concepts. Examples of tasks of this type are the following:

Set the truth of statements;

Find errors, etc.

Tasks of this nature effectively influence the development of the speech of younger students in their native language and contribute to their better assimilation of mathematical material. The formation of the basic communicative qualities of mathematical speech in the native (Ossetian) language among younger schoolchildren at the initial stage serves as the foundation for the implementation of a full-fledged bilingual teaching of mathematics in grades 3-4.

Thus, the formation of the communicative qualities of mathematical speech is served by the complex learning tasks on the development of mathematical speech of younger students:

Tasks designed to work with terminology, symbols, diagrams, graphic images;

Tasks with verbal-logical constructions of the mathematical language.

Bibliographic list

1. Zhurko V.I. Methodological foundations for assessing the quality of education in higher education // Izvestia RSPU im. A.I. Herzen. - 2010. - No. 5. - S. 23-25.

2. Zembatova L.T. Implementation of the principle of multilingualism in the process of studying mathematics in the national school. // European Social Science Journal. - 2011. - No. 3. - S. 44-48.

3. Zimnyaya I. A. Psychological aspects of teaching speaking in a foreign language / I. A. Zimnyaya. - M.: Enlightenment, 1985. - 160 p.

4. Comenius Ya. A. Selected pedagogical works. In 2 volumes / Ya. A. Comenius. - M .: Pedagogy, 1982. - T. 2. - 576 p.

5. Ushinsky KD Selected pedagogical works. In 2 volumes / K. D. Ushinsky. - M.: Pedagogy, 1974. - T. 1. - 584 p.

A.M. Kasimov

DEVELOPMENT OF CREATIVE ACTIVITY OF PRESCHOOL CHILDREN AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

Abstract: the article deals with the problem of the development of the creative activity of a preschooler, which is achieved with the activity and independence of the child in the transformative activity.

Key words: creativity, activity, arts and crafts, artistic creativity, folk art, tradition, aesthetics.

© Kasimova A.M., 2013

The development of creative activity of preschoolers in the process of familiarization with arts and crafts allows children to open up, study and master various techniques of artistic and creative activity. One cannot but agree with the opinion of the famous Soviet psychologist D.B. Elkonin: “If we take into account that at an early age the child’s objective perception is still insufficiently divided and that color, shape, size and other properties do not exist for the child in isolation from the objects that possess them, then the special significance of these types of activity for the development of perception becomes clear. and thinking of the child. At the same time, it should be noted that the positive impact of the development of creative activity of preschoolers depends on the methods of proper pedagogical guidance. But before we talk about the development of the creative activity of preschoolers as a psychological and pedagogical problem, we consider it appropriate to briefly dwell on the features of preschool age.

The formation of an active, creative personality contains a number of questions on identifying the sources of human activity, the patterns of their individual manifestation in various types of activity. The resolution of these issues was dealt with by such teachers as P.P. Blonsky, N.Ya. Bryusova, E.T. Rudneva, S.T. Shatsky and others. The latter noted that preschoolers acutely feel the need for spiritual experiences and for expressing their impressions. The task of the educator, according to the researcher, was to create conditions "for the most complete disclosure of creative potential ... because the beginnings of creative power exist in almost everyone, in small and large people - you just need to create suitable conditions for its manifestation" . To solve our problem, the provisions developed in the studies of psychologists L.S. Vygotsky, N.N. Volkova, E.I. Ignatieva, Ts.I. Kireenko, B.M. Teplova, P.M. Yakobson and other psychological nature of children's creativity, its development by means of art.

Like all other qualities of a personality, creative activity arises and develops in the process of creative activity, by some thing of the external world or by a certain construction of the mind or feeling, which lives and manifests itself only in the person himself. In this regard, one of the most important issues of children's pedagogy and psychology L.S. Vygotsky considered “the question of creativity in children, the development of this creativity, and the significance of creative work for general development and the formation of the child.

There are many ways and directions for the development of the creative activity of preschoolers, for example, work with different materials, including the types of creating images of objects from fabric, paper and natural material. Continuing this thought, it is appropriate to recall the statement of the prominent Russian teacher V.N. Soroka-Rosinsky, who noted that "nothing contributes to the formation and development of the personality, its creative activity, as an appeal to folk traditions, rituals, folk art" . And the famous art critic N.D. Bartram made an interesting point, based on observation, that the best toy for a child is the one he made with his own hands. “A thing made by the child himself,” he wrote, “is connected to him by a living nerve, and everything that is transmitted to his psyche along this path will be immeasurably more lively, more intense, deeper and stronger than what goes through someone else’s, factory and very often mediocre invention. » .

The problem of the development of creative activity, which includes the creative process, as a result of which a person creates something that did not exist before, was dealt with by psychologists. According to V.V. Davydova, A.N. Leontiev, Ya. A. Ponomareva and others. The main source of creative activity is the need, that is, the desire for

more complete identification and development of creative possibilities, which encourages a person to show his creative activity.

What is creative activity? According to G.S. Arefieva, this is “the highest level of human activity”. A.M. Korshunov believes that creative activity is a special form of human activity, characterized by originality and novelty of the product. According to V.F. Ovchinnikov, "creative activity is one of the manifestations of a personality, testifying to its bright individuality, the ability to put forward non-standard solutions" . Researcher A.I. Krupnov notes that activity, on the one hand, is understood as a measure of activity, the level of the interaction process, or as the subject's potential for interaction, on the other hand, it is characterized as a set of initiative actions of the subject, due to its internal contradictions mediated by environmental influences.

The activity of the personality is considered by psychologists as "a group of personal qualities that determine the internal needs, the individual's tendencies to the effective development of external activities, to self-expression in relation to the outside world" . The problem of personality activity in research modern psychologists such as B.F. Lomov, K.K. Platonov. D.B. Bogoyavlenskaya and others, is revealed in various aspects, the structure and dynamics of the development of the intellectual, creative activity of the individual at the universal and age levels are studied in detail.

Despite the fact that decorative and applied and artistic and creative processes are characterized by psychologists as the embodiment of the activity of human thinking, the constituent factors are imagination associated with an objective perception of reality, intuition based on the subjective characteristics of the personality inherent in every creatively gifted individual, inspiration, which leads to maximum realization and self-expression in the creative process. An important mental component of creative activity is the perception of external reality, objective reality, the development of memory, attention, representation, thinking in the process of work, and the mental development of preschoolers, which activate creative activity. "Any arts and crafts activity begins with the perception of the surrounding reality and the formation of ideas about it."

The main components and properties of the perception of the surrounding reality are its objectivity, integrity, constancy. One of the defining features of perception as a physiological and psychological process can be considered its dependence on past experience and the task of the activity performed, the socio-psychological characteristics of the subject. Here we mean details, inclinations, interests, motivation of activity, emotional condition subject at the moment of performing a practical task in the process of visual activity. In this regard, the opinion of E.I. Ignatiev, who noted that "in most studies devoted to children's art, only the result of visual activity is considered, and the process of creating an image is not studied" . That is, in such works, the development of creative activity is considered as a spontaneous process that does not depend on the conditions of life, upbringing and training, which is not entirely true, since the child not only constantly has samples of decorative and applied art before his eyes, which does not detract from their artistic and aesthetic value. , but also with his characteristic freshness of perception, he learns the techniques by which these samples are created. “The mental development of the child,” wrote A.N. Leontiev, - cannot be considered in isolation from his mental development

in general, from the richness of the interests of the child, his feelings and all other features that form his spiritual appearance.

Artistic and creative activity is characterized, first of all, by those general groups of activity components that characterize the subject-operational side and include in the practical knowledge of the individual about certain objects and phenomena of social reality and the skills and abilities corresponding to them, and, finally, the components that determine the specifics social activity and the measure of its severity (initiativity, independence, perseverance as the ability for prolonged stress, overcoming difficulties). An original assessment of artistic creativity is given by V.S. Kuzin. "It is an activity," he writes, "as a result of which artists create new original works of social significance."

“Armed” with the statements of reputable scientists, we can also express our point of view regarding creative activity, which has its own sources and parameters. The formation of creative activity is associated with human life, with the awareness of the factors influencing the formation of forms, methods and means of educational influence, in this regard, the effectiveness of the work on educating a creatively active personality depends on solving issues related to identifying driving forces, sources of human activity, knowledge patterns of their individual manifestation. The desire of the child to independently search for a solution to the problem, the manifestation of cognitive interests is the key to creative activity. Stimulation of creative activity requires the educator-teacher to create such learning conditions that would arouse the child's interest in learning, the need for knowledge and, finally, their conscious assimilation.

The development of the creative activity of a preschooler provides for the maximum possible manifestation of individuality, which is achieved with the activity and independence of the child in transformative activity. We must understand that today the main goal of education is the formation of a new generation, capable not of repeating what was done before, but of creating a new one, that is, the formation of a creative, inventive person. Being a complex personality characteristic, creative activity reveals deeper personal formations, such as needs, abilities, and value orientations.

The main thing with such a sequence is the motivational aspect, that is, the orientation of the personality, goals, attitudes. At the same time, the highest level of activity is manifested in a conscious attitude to activity, since its content acts as a value in itself, stimulating interest in its content side. It can be assumed that the creative activity of a preschooler is the orientation of the individual to solve problems independently, to search for new original ways of activity that express the desire of the individual to transform the surrounding objective environment. “In all children, from the moment the desire for a variety of activities arises, it is necessary to form an artistic and figurative beginning, which is an indispensable prerequisite for productive creativity.”

The problem of developing the creative qualities of a person in artistic and aesthetic activity has attracted the attention of many specialists. For example, S.V. Didenko considers aesthetic evaluative activity as a means of shaping the creative activity of children as a person, provided that the educational process is oriented towards the creation of a system of educational emotional and evaluative situations that include children in various types of artistic activity and focus on aesthetic evaluation of the surrounding reality.

N.V. Diaghileva studied the stages of development of children's creative independence in the visual arts. In these and other studies, creative activity is interpreted as a person's activity in a particular field of activity, and the very concept of "creative activity" is revealed through general concept"creation". Most authors (G.A. Davydova, V.T. Kudryavtseva, Ya.N. Ponomareva, A.G. Spirkina, O.N. Tikhomirova and others) interpret creativity as an activity of the individual, consisting in the production of something new and original. A number of specialists, including D.B. Bogoyavlenskaya, consider creativity as going beyond the limits of existing knowledge and define creativity as a situationally unstimulated activity, manifested in the desire to go beyond the given problem, from which it follows that activity at the level of creative action is a common basis, a unit, not only intellectual, but also any kind of creative activity.

The thought of L.S. Vygotsky that “we call creative activity such human activity that creates something new, it doesn’t matter whether it is created by creative activity, some thing of the outside world or a well-known construction of the mind, or a feeling that lives and is found only in the person himself” is quite consistent with the problem of our study. Creative activity opens up good opportunities for using elements of folk arts and crafts, which are also an educational factor. At the same time, this activity is the basis for the formation of a cultural, spiritually rich, creatively active personality.

Creative activity contributes physical development, the formation of experience, the development of the mechanisms of the psyche and positive individual personality traits, such as abilities, interests and inclinations. Moreover, the development of these properties occurs in the creative activity of preschoolers, in which three stages can be noted: 1) the development of initial practical skills and abilities, 2) the formation of knowledge, 3) the development of mental activity in the process of summarizing the accumulated experience.

So, we define creative activity at preschool age as an integral characteristic of a personality, which implies the child's desire to independently search for a solution to a problem and includes such components as motivational, volitional, meaningful, operational and productive.

Bibliographic list

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2. Bartram N.D. Toy Museum / N.D. Bartram. - M., 1928. - S. 170.

3. Bogoyavlenskaya D.B. Psychology of creative abilities / D.B. Epiphany. - M., 2002. -S. 24.

4. Vygotsky L.S. Psychology of art / Common. ed. V. V. Ivanova, comment. L.S. Vygotsky, V.V. Ivanova, enter. Art. A.N. Leontiev. - 3rd ed. - M.: Art, 1986. - S. 48.

5. Vygotsky L.S. Psychology of art / Common. ed. V. V. Ivanova, comment. L.S. Vygotsky, V.V. Ivanova, enter. Art. A.N. Leontiev. - 3rd ed. - M.: Art, 1986. - S. 52.

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

7. Didenko S.V. Formation of creative activity of younger schoolchildren in the context of the organization of aesthetic evaluation activities: author. dis. ... cand. ped. Sciences. - Kyiv: 1987. - S. 13.

8. Diaghileva N.V. Development of creative independence of younger schoolchildren / N.V. Diaghilev. - M., 2006. - S. 76.

9. Ignatiev E.I. Psychology of visual activity of children / E.I. Ignatiev. - 2nd ed. supplemented. - M., 1961. - S. 6.

10. Korshunov A.M. Human life: socio-cultural determination and freedom // The problem of man in philosophy. - M., 1998.

11. Krupnov A.I. Psychological problems of human activity research // Questions of psychology. - 1984. - No. 3. - S. 29.

12. Kuzin V.S. art and methods of teaching it in primary classes / V.S. Kuzin. - M., 1984. - S. 127.

13. Leontiev A.N. Activity. Consciousness. Personality / A.N. Leontiev. - 2nd ed. - M., 1977. - S. 63.

14. Leontiev A.N. Problems of the development of the psyche / A.N. Leontiev. - M., 1981.

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17. Ponomarev Ya.A. The psychology of creation. - Voronezh, 1999.

18. Radjabov I.M., Pechersky Yu.V. Decorative and applied art as a means of developing the creative activity of schoolchildren / I.M. Radjabov, Yu.V. Pechersky. - Makhachkala, 2004. -S. 28.

19. Sokolnikova N.M. Visual arts and teaching methods in elementary school: a textbook for ped students. universities / N.M. Sokolnikov. - M., Academy, 1999. - S. 121.

20. Soroka-Rosinsky V.N. Orphanage. From coercion to volunteering / Pedagogical essays. - M., 1991. - S. 134.

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22. Elkonin D.B. Child psychology / D.B. Elkonin. - M., 1960. - S. 183.

ON THE. Kolesnikova

MODELS OF INTERACTION OF STATE AUTHORITIES AND CIVIL SOCIETY STRUCTURES

Annotation: the article deals with the issues of interaction between civil society institutions and bodies state power. Various approaches and models of interaction between civil society and the state are analyzed, including at various stages of historical development.

Key words: civic activity, cooperation, state bodies, civil society institutions, models of interaction.

Cooperation state institutions with civil society, including through dialogue with a wide range of public organizations, is important for maintaining stability, reducing social tensions, and successfully public policy, including social reforms.

One of the confirmations that today the state is interested in the formation and strengthening of civil society institutions in the country, as well as ensuring their effective operation, is the creation and activities of the Public Chamber of the Russian Federation, the institution of the Commissioner for Human Rights in the Russian Federation, various councils under the President of Russia (for example, , on the development of civil society institutions and human rights, on the codification and improvement of civil legislation, on

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creative activity children potential

Introduction

2.2 Analysis of the results

Conclusion

List of used literature

Applications

Introduction

The main purpose of education is to prepare the younger generation for the future. Creativity, creativity is the way that can effectively realize this goal.

In the modern school, emphasis is still placed on the assimilation of ready-made information by students, education is understood as the transmission of ready-made knowledge to the student in the form of specially selected social experience, which does not contribute to the enrichment of the semantic sphere, the appropriation of cultural and historical values, norms and traditions. External assignment prevails in the goals, content and technology of education, which leads to a weakening of the internal motivation of students, the lack of demand for their creative potential.

Primary school age, being sensitive for the development of creativity, personal meaning, allows laying favorable grounds for the development of the personality as a whole, its self-disclosure, self-realization, self-improvement, flexible adaptation to constantly changing living conditions, self-sufficiency and tolerance. Many researchers note that the traditional education system, which is still the most widespread in schools, pays insufficient attention to the development of creative activity.

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

The problem of developing the creative potential of schoolchildren in domestic education has long remained in the shadows: scientific developments on the development of creativity of younger schoolchildren have intensified only in the last few years, but also on this moment most of them are not available for wide application due to the lack of specialized funding, the ability of teachers to work with them, as well as the unforeseen introduction of such developments in academic plan elementary school due to its overload.

In experimental studies by R. M. Granovskaya, V. N. Druzhinin, B. B. Kossov, A. A. Leontiev, T. N. Kovalchuk, N. E. Vishneva, G. V. Terekhova, N. F. Vishnyakova et al. discusses the development of students' creative abilities, the features of their formation in educational and extracurricular activities.

Target research: to study creativity as a pedagogical category and to identify ways and means of developing the creative activity of children of primary school age.

Hypothesis: the use of a system of creative tasks during the lesson has a positive effect on the development of creative activity of children of primary school age.

An object research: creative activity of junior schoolchildren.

Subject research: development of creative activity of primary school students in the educational process.

Wadachi:

1. To study and analyze the state of the research problem in pedagogical theory and practice.

2. Specify the concepts of "creativity", "creativity", "creativity".

3. Determine the features of the development of creative activity in primary school age

4. Develop and implement a system of creative tasks focused on the development of creative activity of younger students.

5. To reveal the effectiveness of the specified system of creative tasks for the development of creative activity of children of primary school age.

Methods research: theoretical analysis of the literature on the problem of research, observation, questioning, pedagogical experiment.

In the psychological and pedagogical literature, the category of creativity in general and children's creativity in particular is extremely ambiguous. Indeed, on the one hand, creativity is a characteristic of activity: its special type (creative activity - art, literature, science) or any activity if we are talking about its development, improvement, transition to a new level.

On the other hand, the problem is related to the psychological characteristics of creativity and, therefore, is associated with the problem of abilities. The well-known concept of creativity as a mechanism for the development of activity to a large extent links these two sides of the problem.

An attempt is also made to identify the main Components creativity. There are, in particular, the perceptual component (observation, special concentration of attention); intellectual (intuition, imagination, vastness of knowledge, flexibility, independence, speed of thinking, etc.); characterological (desire for discoveries, for the possession of facts, the ability to be surprised, immediacy).

So, the nature of creativity is complex and contradictory. Most researchers in their views on creativity agree on the following: creation- a specifically human phenomenon, a generic, essential characteristic of a person.

Creation- a form of human activity that performs a transformative function.

Emphasizing the role of creativity in shaping the personality of a child, Vygotsky L.S. notes that creativity is a normal and constant companion of child development.

The formation and development of children's creativity is one of the urgent problems of modern pedagogy, which is especially acute for teachers working with younger students. After all, it is at this age that children develop the ability to think, reason, and creatively approach problem solving.

Psychologists have found that 37% of six-year-olds have a high potential for creative activity, in seven-year-olds this figure drops to 17%. Only 2% of creatively active individuals were identified among adults.

According to Kovalchuk T.N., creativity is a process of human activity that creates qualitatively new materials and spiritual values. The ability of children to be creative is understood as a set of personality traits and qualities necessary for the successful implementation of creative activities, the search for original, non-standard solutions in its various types. A creative person is a person capable of creative and innovative activity and self-improvement.

Main constituents creative personalities:

1. creative orientation (motivational-need orientation to creative self-expression, targets for personally and socially significant results);

2. creative potential (a set of intellectual and practical knowledge, skills and abilities, the ability to apply them when posing problems and finding solutions based on intuition and logical thinking, talent in a certain area);

3. individual psychological originality (strong-willed character traits, emotional stability in overcoming difficulties, self-organization, critical self-assessment, enthusiastic experience of success achieved, awareness of oneself as the creator of material and spiritual values ​​that meet the needs of other people.

The student's creative abilities are manifested in how unconventionally he approaches the solution of certain issues, refuses generally accepted patterns, diversifies his activities, shows initiative, activity and independence.

An indicator of creative development is creativity.

Despite the long history of studying creativity, the analysis of foreign scientific approaches to this problem revealed the ambiguity of its understanding, which can be traced in neobehaviorism (A. Bandura, J. Rotter, B.F. Skinner, E. Tolman), where a special place is given to environmental factors (models of creative behavior and social encouragement of creative manifestations), in Gestalt psychology (M. Wertheimer, K. Dunker, F. Perls), where the main attention is in particular, in psychoanalysis (A.Adler, Z.Freud, K.Jung), where the most significant is the motivational component of consciousness as a probabilistic determinant of creativity, in humanistic psychology (A.Maslow, K.Rogers, N.Rogers), who believes that creativity is immanently implied in each individual as a way of expressing self-actualization, however, sociogenic factors contaminate this personality trait, blocking the transition from potentially creative rcheskogo to actual creative state.

At the present stage, the essence of creativity is most often defined alternatively: as a formal dynamic or content characteristic of a person or its individual areas (perceptual, cognitive, emotive), as a property of the psyche.

So, creativity in psychological and pedagogical research refers to a complex of intellectual and personality traits individual, contributing to the independent promotion of problems, the generation of a large number of original ideas and their unconventional solution. It is necessary to consider creativity as a process and a complex of intellectual and personal characteristics of an individual, inherent in many personalities.

The peculiarity of creativity is that it constitutes the creative, aesthetic aspect of the individual consciousness of the individual, which consists of a critical analysis of one's own and others' previous experience; understanding and developing new ideas; the ability to see the problem where everything is clear to others; the ability to quickly and boldly abandon a point of view refuted by circumstances; developed intuition and aesthetic sense of perfection of the achieved result.

Comparing the definitions of "creativity" and "creativity", it can be noted that they are far from being identical. If the concept of "creativity" is limited to specifically psychological issues, namely, the elucidation of the patterns of productive mental activity and the characteristics of the functioning of personal qualities, then the concept of "creativity" includes many issues that go beyond the scope of psychological issues and relate to the competence of sociology, aesthetics, art criticism, etc. .

Therefore, creativity is presented as a universal creative ability for productive activity and constitutes a “special” case of creativity in a broad sense, as an activity to create a new, original, previously unknown.

Creative, creative qualities (skills) are formed in the process of activity.

Thus, creativity is a style (qualitative characteristic) of activity, and creativity is a combination of individual psychological characteristics of a creative person. Hence the need to separate these concepts, clarify the semantic subtleties and logical bends of the formulations.

When discussing the problem of the creative activity of the individual, creativity, first of all, the question of their criteria arises.

To determine the level of creativity, J. Gilford singled out 16 hypothetical intellectual abilities that characterize creativity. Among them:

fluency of thought - the number of ideas that arise per unit of time;

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

originality - the ability to produce ideas that differ from generally accepted views;

curiosity - sensitivity to problems in the surrounding world;

ability to develop hypotheses;

unreality - the logical independence of the reaction from the stimulus;

Fantastic - complete isolation of the answer from reality in the presence of a logical connection between the stimulus and the reaction;

the ability to solve problems, that is, the ability to analyze and synthesize;

the ability to improve an object by adding details, etc.

E.P. Torrens identifies four main criteria that characterize creativity:

ease - speed of execution of text tasks;

flexibility - the number of switches from one class of objects to another in the course of responses;

originality - the minimum frequency of a given answer to a homogeneous group;

· accuracy of performance of tasks.

In our time, society is undergoing rapid changes. A person is forced to respond to them, but often he is not ready for this. In order to survive in a situation of constant changes, in order to adequately respond to them, a person must activate his creative potential, discover his originality, uniqueness.

As a result of the analysis and generalization of the studied material, we determined the structure and content of the concept of "creativity".

Under structure creative capacity G. S. Samigullina understands the totality of its main elements and components, reflecting in their integrity and interconnection the nature of creativity and the main characteristics of activity. It includes elements in the structure of creative potential (theoretical knowledge, focus on creativity, research nature of activity); components (motivational-value, theoretical-analytical, reflective-projective).

The degree of development of certain components of creative potential determines the hierarchy levels development creative capacity:

theoretical,

Reproductive and creative

A person who is at the theoretical level of development of creative potential is distinguished by the desire to acquire knowledge about the essence of the theory of creativity. At the reproductive and creative level (direct realization of creative potential), creative skills are developed at the individual reproductive level. The process of purposeful and systematic development of creative potential is characteristic of the creative-reproductive level of development of creative potential; holistic and systemic development - to the author's level. The transition from one level of development of creative potential to another is carried out on the basis of readiness (psychological, scientific, pedagogical and practical) for a person to master a higher level of development of creative potential.

As a result of the analysis and generalization of the studied material, we synthesized the definition of the concept of "creativity". Creative potential- a complex integrative phenomenon that includes elements (theoretical knowledge; focus on creativity; research nature of activity); components (motivational-value, theoretical-analytical, reflective-designing), which find their integral expression in the corresponding level of development of creative potential (theoretical, reproductive-creative, creative-reproductive and author's), type (reproductive, constructive, innovative, creative) and creative position of the individual (observer, participant, analyst, researcher); holistically determining the readiness of the individual for effective activity.

1.2 Features of the development of creative activity in primary school age

When studying creativity as a general universal ability for creativity, one should keep in mind the specifics of its manifestation at various age stages and the dynamics of its age-related development in a person, i.e. It is necessary to pay attention to the ontogenetic aspect of this problem. Ontogeny studies the development of the individual's psyche throughout the life of the individual. The scope of the ontogeny of creativity includes the study age features the development of creative individuality and the disclosure of the patterns of an individual in the process of creative activity.

Primary school age is a sensitive period for the development of creative activity, since the child is active and inquisitive by nature. Therefore, the problem of developing the creative activity of students as the highest level of all types of activity in primary school age is of great importance. It is in elementary school that the ability to work outside the box is most effectively formed.

According to L.I. Bozhovich, the meaning of all ontogenetic development lies in the fact that the child gradually becomes a personality. From a being assimilating the accumulated human experience, he turns into the creator of this experience, creating those material and spiritual values ​​that crystallize in themselves new riches of the human soul.

The formation of a personality should be considered as an individual's gaining freedom, as his transformation into a subject of his life activity. The way to form the child's personality is to gradually free him from the direct influence of the environment and turn him into an active transformer of both this environment and his own personality.

Primary school age includes children of grades I-IV from 6 to 10 years old. As already noted, each age stage is characterized by a special position of the child in the system of social relations. In this regard, the life of children of different ages is filled with specific content: special relationships with people around them and a special activity leading for this stage of development - play, learning, work. At each age stage, there is also a certain system of rights that a child enjoys and duties that he must fulfill.

Children of primary school age have a clearly expressed desire to take a new, more adult position in life and perform a new activity that is important not only for themselves, but also for those around them. This is realized in the striving for the social position of the student and for learning as a new socially significant activity.

The constant contact of children of this age with all sorts of concepts of the adult world and the psychological attitude to assimilate and study lead to a very characteristic naive and playful attitude towards some knowledge. They generally do not tend to think about any difficulties and difficulties. They easily and carelessly relate to everything that is not related to their immediate affairs. Joining the sphere of cognition, they continue to play, and the assimilation of many concepts is largely external, formal.

The naive-play character of cognition, which is organically characteristic of children of this age, reveals at the same time the enormous formal possibilities of the child's intellect. Given the insufficiency of life experience and only the infancy of theoretical-cognitive processes, the mental strength of children, their special disposition to assimilation, comes out especially clearly.

At primary school age, children surprisingly easily master very complex mental skills and behaviors (reading, mental arithmetic), which indicates the huge reserves of children's susceptibility and the great possibilities of a formal, playful approach to the environment.

Some researchers note the existence of a contradiction in the mental development of younger schoolchildren: a discrepancy between what children are taught and the degree of their mental and moral maturity. This is manifested in the fact that children come to school with a certain life experience, but begin to join human culture from the very beginning. They master written language, while they are completely fluent in spoken language.

Such a discrepancy between the manifestations of the intellect of children in conversations and games, on the one hand, and in classes in writing and counting, where they are just beginning to master the tools of mental activity, on the other, indicates the lack of a sufficient connection between the content of the lessons and the real possibilities of children.

Younger students are characterized by prudence, the ability to draw conclusions, but as a rule, this reflection is alien to them. The combination in the mental characteristics of younger students of correctness, formal distinctness of judgments and, at the same time, extreme one-sidedness, and often unreality of judgments, i.e. the presence of a naive-playful attitude to the environment is a necessary stage of age-related development, which allows painlessly and fun to join the life of adults, without fear and without noticing the difficulties.

The self-esteem of a younger student largely depends on the assessments of the teacher and parents. It is specific, situational and reveals a tendency to overestimate the results and opportunities achieved.

At this age, broad social motives - duty, responsibility, as well as narrow personal motives - well-being, prestige are of great importance. Among these motives, the motive “I want to get good grades” dominates. At the same time, the connection between the motivation to achieve success and the motivation to avoid punishment, the desire for easier types of educational work is being strengthened. The negative motivation of "avoiding trouble" does not occupy a leading place in the motivation of a younger student.

Mental development in this period passes through three stages: the first is the assimilation of actions with standards to identify the claim properties of things and build their models; the second is the elimination of detailed actions with standards and the formation of actions in models; the third is the elimination of models and the transition to mental actions with the properties of things and their relationships.

The nature of the child's thinking also changes. The development of creative thinking leads to a qualitative restructuring of perception and memory, to their transformation into arbitrary, regulated processes. It is important to influence the development process correctly, because For a long time it was believed that the thinking of a child is, as it were, the “underdeveloped” thinking of an adult, that with age the child learns more, gets smarter, and becomes quick-witted. And now psychologists do not doubt the fact that the thinking of a child is qualitatively different from the thinking of an adult, and that it is possible to develop thinking only based on knowledge of the characteristics of each age. The child's thinking manifests itself very early, in all those cases when a certain task arises before the child. This task can arise spontaneously (to come up with an interesting game), or it can be offered by adults specifically for the development of the child's thinking.

According to Kravtsova E.E., the curiosity of the child is constantly directed to the knowledge of the world around and the construction of his own picture of this world. The child, playing, experimenting, tries to establish causal relationships and dependencies. He is forced to operate with knowledge, and when some problems arise, the child tries to solve them, really trying on and trying, but he can also solve problems in his mind. The child imagines a real situation and, as it were, acts with it in his imagination.

It is customary to attribute analysis, planning and reflection, the formation of specific operations and the transition to the development of formal operational structures, and the intensive development of creative activity to the number of psychological neoplasms in the thinking of a younger student.

Vygotsky L.S. believed that it was the primary school age that is the period of active development of thinking. This development consists, first of all, in the emergence of an internal intellectual activity independent of external activity, a system of proper mental actions. The development of perception and memory occurs under the decisive influence of emerging intellectual processes.

Accumulation by primary school age great experience practical actions, a sufficient level of development of perception, memory, thinking, increase the child's sense of self-confidence. This is expressed in the setting of increasingly diverse and complex goals, the achievement of which is facilitated by the development of volitional regulation of behavior.

As the studies of Gurevich K.M., Selivanova V.I. show, a child of 6-7 years old can strive for a distant goal, while maintaining significant volitional stress for quite a long time.

One of the most important pedagogical tasks of this period is to teach younger students to learn easily and successfully. The main value of training is not in the accumulation of a body of knowledge, but in the assimilation of this knowledge and in the improvement of work skills. Younger students are most often interested not in the content of the subject and methods of teaching it, but in their progress in this subject: they are more willing to do what they do well.

From this point of view, any subject can be made interesting if the child is given a sense of success.

Primary school age is a period of absorption, accumulation of knowledge, a period of assimilation par excellence. Important conditions for mental development in these years are:

imitation of many actions and statements;

Increased impressionability, suggestibility;

The focus of mental activity is to repeat, internally accept.

Each of these properties acts mainly as its positive side, which is favorable for the enrichment and development of the psyche.

Classes serve as a new source of growth in the cognitive forces of younger students. Of great importance is the performance of actions "to oneself", in the internal plan. In addition, volitional qualities develop, the features of not only activity, but also the emerging self-regulation are manifested.

For primary school students, along with the beginning of theoretical training, concreteness and imagery of knowledge are of paramount importance. It is important to use the vivid imagination and emotionality inherent in children of this age to enrich the psyche.

The considered features of primary school age have a significant impact on the cognitive abilities of children, determine the further course of general development and are factors in the formation of creativity as a general universal ability to be creative.

1.3 Ways and means of developing the creative activity of younger students

A. G. Aleinikov argues that creativity can and should be taught from childhood. It should be noted a fairly common opinion that the ability to be creative is a "gift of God" and therefore it is impossible to teach creativity. However, a study of the history of technology and inventions, the creative life of outstanding scientists and inventors shows that, along with a high (for their time) level of fundamental knowledge, all of them also possessed a special warehouse or algorithm of thinking, as well as special knowledge representing heuristic methods and techniques. Moreover, the latter were often developed by themselves.

The orientation of the modern school on the versatile development of the individual implies the need for a harmonious combination of educational activities, within which knowledge, skills, abilities are formed, with creative activities associated with the development of the individual inclinations of students, their mental activity.

This can be achieved using modern teaching methods, which involve not only reproduction, but also contribute to the development of active and interactive learning.

Active learning methods are methods that include students in the process of "acquisition of knowledge" and the development of thinking. They allow:

stimulate the mental activity of students;

reveal your abilities

gain self-confidence;

Improve your communication skills;

The opportunity to develop students' creative thinking.

For the development of creative thinking and creative imagination of students, it is necessary to develop the ability to solve creative problems that involve systematically and consistently transforming reality, connecting the incompatible, relying on the subjective experience of students, which forms the basis of systemic, dialectical thinking, arbitrary, productive, spatial imagination, the use of heuristic and algorithmic methods of organizing the creative activity of students.

The development of students' creative activity is carried out in the process of various creative activities in which they interact with the surrounding reality and with other people.

Creative activity is a productive form of student activity aimed at mastering the creative experience of knowing, creating, transforming, using objects of material and spiritual culture in a new capacity in the process of educational activities organized in collaboration with a teacher.

Any activity, including creative, can be represented as the performance of certain tasks. We adhere to the views of I. E. Unt, who notes such characteristics of creative tasks as “requiring creative activity from students”, in which the student must “find a way to solve, apply knowledge in new conditions, create something subjectively (sometimes objectively) new” .

The solution of any research problem involves the choice of a theoretical and methodological strategy, which can be a methodological approach to research. The problem of the development of creative activity is currently being solved from the standpoint of a system-functional, integrated, personality-oriented, individually creative and other approaches.

The system approach, which formed the general scientific basis of the study, according to G. V. Terekhova, is one of the most effective modern methods of scientific knowledge, since it allows you to analyze, explore, develop an object as an integral, unified system. In the study, a systematic approach allows us to consider in unity the totality of various types of creative tasks and methods for their implementation; determine the ratio of different types of creative activity, which ensures the effectiveness of the development of students' creative activity.

The personal-activity approach in the study involves the development of creative activity of younger students in the process of activity, during which the teacher does not limit the freedom of choice (search) for the method of performing creative tasks, encourages the construction of personal creative products by each student, takes into account the subjective creative experience of students, individual psychological features of younger students, which is carried out through the content and form of creative tasks, through communication with the student.

Creative activity in the classroom in elementary school should be subject to a single system of creative tasks, through which mastering, understanding of specific details, concepts, and the formation of skills take place.

Under system creative assignments is understood as an ordered set of interconnected creative tasks, constructed on the basis of hierarchically built methods of creativity and focused on cognition, creation, transformation and use of objects, situations, phenomena in a new quality, aimed at developing the creative activity of younger students in the educational process.

The identified groups of creative tasks make it possible to represent the content of the system of creative tasks in the form of interconnected groups of creative tasks that perform developmental, cognitive, orientational, practical functions that contribute to the development of the components of the creative abilities of younger students. The developing function is of a decisive, strategic nature and has a positive impact on the development of creative activity of younger students. The cognitive function is aimed at expanding creative experience, students learning new ways of creative activity. The essence of the orientation function is to inculcate a steady interest in creative activity and, together with the cognitive function, is the basic, supporting for the entire system of creative tasks. The practical function is aimed at obtaining creative products by younger students in various types of practical activities.

The system of creative tasks, in our opinion, significantly affects the thinking, speech, imagination, and activity of the child. Creative tasks make it possible to rely widely on the subjective experience of the child and are quite in tune with the concept of student-centered learning. It is important that creative tasks are also developing in nature.

Creative tasks should, in fact, permeate the entire lesson from beginning to end, regardless of the topic of the lesson and the goals and objectives set for it.

Thus, after analyzing the psychological and pedagogical literature on the problem of the development of the creative activity of the individual, we come to the following conclusions:

1. With the seeming phenomenological similarity of the concepts of "creativity" and "creativity", there is a reason and the need to distinguish them as not coinciding in content. Creativity is a style (qualitative characteristic) of activity, and creativity is a combination of individual psychological characteristics of a creative person.

2. Primary school age is a sensitive period for the development of creative activity, since the child is active and inquisitive by nature. Features of primary school age have a significant impact on the cognitive abilities of children, determine the further course of general development and are factors in the formation of creativity as a general universal ability to be creative.

3. Success in teaching and educating a creative person depends not only on the sound assimilation of already known factual knowledge and its volume. Creativity presupposes the free development of the personality, and in this development the school occupies one of the central places. But such a school should be built on non-traditional principles of organizing the educational process. Creativity and non-standard approach in construction schooling are closely interconnected.

4. The development of creative activity of children of primary school age should take place in every lesson: in the lesson of mathematics, Russian language and reading, rhetoric, social science, etc.

2. Experimental study of the problem of the development of creative activity of children of primary school age

2.1 Diagnostics of the level of creativity of younger students

To identify the effectiveness of the use of creative tasks in the lesson for the development of creative activity of younger students, we conducted pilot study which took place in three stages. At the first ascertaining stage of the experiment, we diagnosed the level of creativity in children.

The second stage of the experiment - formative - consisted in conducting lessons with students using a system of creative tasks to develop creative activity in children.

At the third stage - control - we determined the final level of creativity of younger students and analyzed the results.

So, goal experiment: revealing the effectiveness of the system of creative tasks for the development of creative activity in children.

The study involved 28 students of class 2 "A" of the Criminal Procedure Code "School-garden No. 6" in Brest. For the convenience of processing the results of the experiment, each student was assigned a serial number according to the alphabetical list (Appendix 1).

Currently, to assess the level of creativity, the Torrens tests of creative thinking are most widely used - an adapted version performed by Tunik E.E., a battery of creative tests created on the basis of Guilford tests, and an adapted version of the Johnson Creativity Questionnaire, aimed at assessing and self-assessing the characteristics of a creative personality .

In the course work, we used the J. Renzulli Creativity Questionnaire.

The Creativity Inventory is an objective, ten-item list of characteristics of creative thinking and behavior, designed specifically to identify manifestations of creativity that are accessible to external observation. Completing the questionnaire takes 10-20 minutes, depending on the number of people being assessed and the experience of the person completing the questionnaire.

Each item is evaluated based on the expert's observations of the behavior of the person we are interested in in various situations (in the classroom, in the classroom, at a meeting, etc.) This questionnaire allows you to conduct an expert assessment of creativity by various people: teachers, psychologist, parents, social workers, classmates, etc., and self-esteem (by students in grades 8-11).

Each item of the questionnaire is evaluated on a scale containing four gradations:

4 - constantly,

3 - often,

2 - sometimes,

1 - rare.

The total score for creativity is the sum of points for ten items (the minimum possible score is 10, the maximum is 40 points).

Creative characteristics:

1. Extremely inquisitive in a variety of areas: constantly asking questions about anything and everything.

2. Brings up a large number of different ideas or solutions to problems; often offers unusual, non-standard, original answers.

3. Free and independent in expressing his opinion, sometimes hot in a dispute; stubborn and persistent.

4. Capable of taking risks; enterprising and determined.

5. Prefers tasks related to the "mind game"; fantasizes, has imagination (“I wonder what will happen if ...”); manipulates ideas (changes, carefully develops them); likes to apply, improve and change rules and objects.

6. Has a subtle sense of humor and sees the funny in situations that others don't find funny.

7. Is aware of his impulsiveness and accepts it in himself, is more open to the perception of the unusual in himself (free manifestation of “typically female” interests for boys; girls are more independent and persistent than their peers); shows emotional sensitivity.

8. Has a sense of beauty; pays attention to the aesthetic characteristics of things and phenomena.

9. Has his own opinion and is able to defend it; not afraid to be different from others; individualist, not interested in details; calmly relates to creative disorder.

10. Criticize constructively; not inclined to rely on authoritative opinions without their critical evaluation.

Treatment data: each item is evaluated and recorded in a special answer sheet (Appendix 2).

Creativity Level

At the ascertaining stage of the experiment, we obtained the following results:

Table 1

Results of the ascertaining stage of the experiment

So, from Table 1 it follows that the subjects have different levels of creativity:

· most of the students - 13 people, which is 46.4%, scored from 21 to 26 points, which indicates an average level of creativity;

· 1 student (3.5%) scored only 13 points - he has a very low level of creativity;

· 5 subjects each (17.8%) have high (from 27 to 33 points) and low (16-20 points) levels of creativity;

4 students (14.2%) have a very high level - they scored from 34 to 40 points.

Description formative stage experiment

As part of the formative stage of the experiment, based on a systematic and personal-activity approach, we developed a system of creative tasks focused on the development of creative activity of younger students in the educational process. The result of its functioning should be a high level of development of creative thinking, creative imagination, purposeful application of creative methods by students in the process of completing tasks (Appendix 3).

Success and confidence in learning depend on how the teacher can help uncover individual abilities, qualities and talents of each. Here, children can help themselves if they know more about themselves, about the features of their attention, memory, and the ability to communicate. In solving this problem, the teacher can effectively use a set of creative tasks, the implementation of which requires an individual solution, the ability to realize one's "I".

Such creative tasks can be performed in the classes of rhetoric, reading, social science (“Man and the World”).

Various types of creative tasks contribute to the enrichment of the vocabulary of younger students, which continues to be limited, in particular, in the vocabulary of human relations. The assimilation of the words of this group is of great importance in the education of the correct norms of behavior. main reason insufficient supply of moral ideas and the level of their generalization, according to psychologists, lies in the fact that this thematic group is assimilated by schoolchildren spontaneously, empirically, without guidance from the teacher.

Types of work that contribute to the development of creative activity of younger students:

1. gestures and facial expressions as non-linguistic means of expressiveness of oral speech;

2. creative writing;

3. essay;

4. work with a dictionary;

5. educational games-tasks;

6. winged words;

7. poetry.

It will be effective if the methodology of all work in the classroom is conceived as an exciting business that requires creativity from students and, of course, from the teacher. The desire to teach something serious in a fascinating way explains the selection of entertaining textual material, the setting of problems of a problematic nature when introducing a new task, the use of game techniques, funny stories with the help of which students become active participants in a certain speech situation.

We tried to select the material for the lessons in such a way as to focus on the development of thinking, creative abilities of students, their interest in the subject.

We used a non-standard form of lessons: travel lessons, fairy tale lessons, competition lessons, KVN lessons, Brain Ring lessons. We consider productive in the system the method of alternating tasks solved in different ways, comparing tasks, various transformations that lead to simplification and complication. Created problem situations that orient students to the search. As a result, the student acts as a researcher, discovering new knowledge. Children like to work independently, not to be afraid to make a mistake in the answer, because. they understand that the teacher is always ready to help them.

Let us dwell only on some of the techniques used in mathematics lessons to enhance the creative mental activity of students. The development of creative thinking in students in the process of studying mathematics is one of the urgent tasks facing teachers in a modern school. The main means of such education and development of mathematical abilities of students are tasks.

The functions of the tasks are very diverse: teaching, developing, educating, controlling. Each task proposed for students to solve can serve many specific learning goals. And yet the main goal of the tasks is to develop the creative thinking of students, to interest them in mathematics, to lead to the "discovery" of mathematical facts. We attached great importance in the lessons of student-student communication (work in pairs, in groups). Children are happy to come up with puzzles, puzzles, games:

Game "Find out the numbers"

- Insert in ambassadorvices missed titles numbers:

1. ... measure once - ... cut off (seven, one)

2. Do not have ... rubles, but have ... friends (one hundred)

3. ... in the field is not a warrior (one)

4. Soul ..., and desires ... (one, thousand)

5. ... days of chatter are not worth one feat (a thousand)

6. ... a person is known - everyone will recognize ... (three, thirty)

7. ... spring swallow does not (alone)

Tasks in verses “Count in your mind, not on your fingers”

18 seedlings rows

planted pupils ingarden,

Here Strawberry With longmustache

Will increase on 9 things inrow

I want, so that fast youconsidered

hand raise, who ready.

How happened thererows?

Each day bear - tailor

Shil 3 hats, 7 caps

BUT 15 days will pass -

How he of things sew?

Tasks suggested by the children themselves:

1. There are 10 fingers on the hands. How many fingers are on 10 hands? (fifty)

2. There were 7 sparrows in the garden. A cat crept up to them and grabbed one. How many sparrows are left in the garden? (0)

3. What number has as many letters as numbers in its name? (one hundred)

4. What is the product of all digits? (0)

5. The mass of half a loaf of bread is half a kilogram and half a loaf. What is the mass of the whole loaf? (1 kg).

6. To get into the theater two fathers and two sons will need only three entrance tickets. How can this be? (grandfather, father, son).

7. How to make six out of three matches without breaking them? (VI)

8. Name five days without naming the number and names of days according to the calendar (the day before yesterday, yesterday, today, tomorrow, the day after tomorrow).

A riddle is a tricky question that requires an answer. Riddles make the child think carefully about every word, compare with other words, find similarities and differences in them. Students develop the ability to highlight the main thing, the main thing in some concept. For example, in mathematics lessons, we used the following riddles:

Loves all she is lazy,

BUT her lazy - No! (deuce)

Lanky Timoshka

Runs on narrow track

His traces - your works (pencil)

Though not hat, a With fields,

Not flower, a With roots

talking With us

Everyone understandable language(book)

reside in difficult book

Dodgy brothers

Ten them, but brothers these

Count all on the light(numbers)

As a result of repeated changing and becoming more complex exercises, the child's mind becomes sharper, and he himself becomes more resourceful and quick-witted. Children change their approach to solving problems, it becomes more flexible, especially the skill of solving problems that have several solutions, tasks for combined actions develops.

Students' reasoning becomes consistent, evidence-based, logical, and speech becomes clear, convincing, and reasoned. Interest in the subject increases, originality of thinking is formed, the ability to analyze, compare, generalize and apply knowledge in non-standard situations.

After all, there are no easy victories in a creative search, therefore, perseverance in achieving goals is developed and, which is very valuable, skills of self-control and self-esteem are developed.

Cognitive interest is important factor teachings and at the same time is a vital factor in the formation of personality. Cognitive interest contributes to the general orientation of the student's activity and can play a significant role in the structure of his personality. The influence of cognitive interest on the formation of personality is provided by a number of conditions:

level of development of interest (strength, depth, stability);

character (multilateral, broad interests);

place of cognitive interest among other motives and their interaction;

originality of interest in the cognitive process;

connection with life.

These conditions also provide the depth of influence of cognitive interest on the student's personality.

The activity of the teacher in the implementation of the system of creative tasks against the background of the identified complex of pedagogical conditions was conditionally divided into four areas, each of which ensured progress in the development of the creative activity of students in accordance with the levels of complexity of the system of creative tasks.

The first direction - the implementation of a system of creative tasks focused on the knowledge of objects, situations, phenomena, contributed to the accumulation of creative experience in the knowledge of reality through the study of objects, situations, phenomena based on the selected features (color, shape, size, material, purpose, time, ...

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Topic: "Developing the creative abilities of students."

Speaker: teacher Gorchunova G.S.

Today, the issue of developing the creative abilities of students in the theory and practice of teaching is especially relevant, since recent studies have revealed that students have much more than previously thought the ability to learn material both in the usual and in non-standard situations.

In modern psychology, there are two points of view on creativity.

1. All thinking is creative.

2. In B.S.E. Creativity is defined as human activity that creates new material and spiritual values ​​that have social significance. This criterion is applicable to the assessment of the work of outstanding scientists, artists who create socially significant products. But the elements of creativity are also manifested in children in the game, work, educational activities, where there is a manifestation of activity, independence of thought, initiative, originality of judgments, creative imagination. Therefore, the second definition is not quite suitable for defining creativity.

Thinking is always creative in nature, as it is aimed at discovering new knowledge. (For example: Where there is no model, and the student himself finds something new, for example, a way to solve a problem, then creative thinking appears here.)

The main criterion of creativity is often considered - the originality of thinking - the ability to give answers that deviate far from the usual.

Originality expresses the degree of dissimilarity, non-standard, unexpectedness of the proposed solution among other standard solutions.

The creative nature of thinking is manifested in such qualities as flexibility, originality, fluency, depth of thinking (lack of constraint, lack of stereotyping), mobility.

All these qualities characterize a creative person. The opposite qualities are inertness, stereotyped, superficial thinking. They are very important in life, as they allow you to quickly solve standard tasks. However, psychological inertia is very harmful in creativity and in the development of creative abilities.

Creative abilities are based on general mental abilities.

But it is not necessary that a high level of development of intellectual abilities implies well-developed creative abilities.

The method associated with the independent search and discoveries of certain truths by students is the method of problem-based learning. Its essence lies in the fact that students are given a problem, a cognitive task, and they, with the direct participation of the teacher or independently, explore ways and means of solving it. Students build hypotheses, argue, argue, prove.

Problem-based learning teaches children to think independently, creatively, and forms elementary research skills in them.

Cognitive activity is of great importance for the development of search activity. And this means the need for new information, new impressions, i.e. in positive emotions of joy, interest. Interest contributes to the emergence of creativity and initiative in self-acquisition of knowledge.

To develop the creative abilities of a child means to develop his imagination.

The learning process can proceed with a different application of forces, cognitive activity and independence of students. In some cases it is imitative in nature, in others it is exploratory and creative. It is the nature of the educational process that affects its final result - the level of acquired knowledge, skills and abilities.

In the theory and practice of teaching, the issue of developing students' creative abilities has not yet been given due attention, but one thing is clear that the development of students' creative abilities cannot occur without setting and solving a wide variety of tasks.

The task is the beginning, the initial link of the cognitive, search and creative process, it is in it that the first awakening of thought is expressed.

It is not necessary to prepare creative assignments personally for the most capable students. This way of individualization puts children in unequal conditions and divides them into capable and incapable. Assignments of a creative nature should be given to the whole group. When they are completed, only success is judged.

The American scientist Rosenthal argued that in a situation where the teacher expects outstanding success from children, they really achieve these successes, even if they were previously considered not very capable.

The level of development of creative abilities depends on the content and methods of teaching. Using a variety of teaching methods, including games, we develop mobility and flexibility of thinking in children, teach them to reason, not to cram, but to think, draw conclusions for themselves, find new original approaches, evidence, etc.

Of great importance for the development of creative abilities is the level of development of attention, memory, imagination. It is these qualities, according to psychologists, that are the basis for the development of productive thinking, creative abilities of students and increase creative and search activity.

Teacher questions play an important role. It is recommended to use the system of level questions, founded by the American psychologist Benjamin Bloom, i.e. thick (complex) questions that require detailed answers:

“Give 3 explanations – “why?”

"Why do you think…?"

" What is the difference…?"

“Explain why…?”

“Why do you think…?”

“Guess if there will be…?”

" Is it true…?"

“Do you agree…?”

" Will it…?"

Psychologist Alexei Mikhailovich Matyushkin draws our attention to the use of open-ended questions (i.e. tests) that stimulate creative thinking, as students are given the opportunity to choose their answer.

Stimulate students and creative tasks for composing questions.

Every child has abilities and talents. Children are naturally curious and eager to learn. In order for them to show their talents, proper guidance is needed.