Types and organization of productive activities of preschoolers. Organization of productive activities of preschool children consultation on the topic Features of the organization of productive activities of children

• The main form of work is teaching children in the classroom
• Frontal (group) form
• By subgroups
• Game form
• Individual - creative activity
• Games - blueprints
• · Educational games
• Integrated form of training

At the first stage of work, the teacher sets goals for himself:

• · To give children knowledge and ideas about the forms of independent behavior;
• · To bring children to an understanding of the moral category of independence, its significance in a personal and social sense;
• · Introduce the words "self", "independent" into the lexicon;
• · Promote the acquisition of forms of independent behavior

Forms of work:

• 1. Selection of fiction.
• 2. Viewing movies and video clips.
• 3. Staging of a puppet theater.
• 4. Creation of problem situations.
• 5. Conducting aesthetic conversations on the topic: "Independence"

At the second stage of work, the teacher sets a goal for himself:

· To form interest and a positive attitude towards the chosen type of productive activity.

Forms of work:

• 1. Conversations.
• 2. Excursions.
• 3. Entertainment.
• 4. Consideration of pictures, works on the selected topic.
• 5. Thematic lesson.

At the third stage of work, the goal is set:

• · The accumulation of skills and abilities by children in this type of activity;
• · Development of social motives of activity;
• · Acquisition of elements of self-control and self-esteem by children;
• · Formation of independent behavior.

Forms of work:

• 1. Games and exercises for the development of fine motor skills of hands.
• 2. Work children with step-by-step instructions.
• 3. Work of children on instruction cards.
• 4. Exercises in coloring ready-made crafts and toys.
• 5. Collective work.
• 6. Homework.

At the first stage, they are faced with the task of forming in children ideas about the forms of independent behavior and leading them to an understanding of independence as a significant personality trait. For this purpose, it is recommended to use examples of literary and fairy-tale characters. When selecting content, its dynamism, consonance with the personal experience of the preschooler should be taken into account, so that it evokes a response and empathy in children.

Reading works of fiction encourages children to exchange impressions about the content in the form of remarks, value judgments, in the form of coherent statements, consonant with the narration heard (“She is small at all, but knows how to clean herself ...”, “I also tore my pants, I’ll learn to sew up myself…. "," I know how to dress myself, I'm big ... "," It's ugly to walk with holes ... "," If he dressed himself, it wouldn't work out ... "," Daddy will make a spatula for me, I will dig myself ... "). , the experience of each child becomes the property of the children's collective.

Before watching videos, some preparation is required for children - they will be faced with questions that they had to answer after watching. If children find it difficult to ask questions, re-show individual frames or fragments of the film. After a while, organize a re-screening of films, after which, in a conversation with children, encourage them not so much to retell, but to analyze the facts, to establish a connection between them.

To consolidate knowledge about independence and forms of independent behavior, it is very good to use specially organized and spontaneously problematic situations during walks, classes, and regime moments. Thus, children need to actively use the words "self" and "independent" and demonstrate their ability to act independently in certain situations.

In order to summarize, clarify and systematize the knowledge acquired by children as a result of the work done, an ethical conversation "On independence" should be held. In the course of the conversation, you can recall episodes from feature films and cartoons, consider illustrations already in familiar books. Children should be offered questions aimed at establishing connections, relationships, generalizations of acquired knowledge. This encourages children to actively use the term "independent", recalling episodes from stories, fairy tales, puppet shows, as well as real situations that happen to them: "I was little - I didn't want to walk either, now I can walk myself ...", "I already independent, I dress myself on the street ... "," you have to be independent so that you never ask ... "," independent - who does everything himself ... ", etc.

In the second stage, you can use a conversation about how people benefit from the activity that children are currently doing to create interest and a positive attitude in children. In the course of it, it is useful for children to look at illustrations, listen to poems, and remember familiar nursery rhymes.

At the next stage of our work, in order to accumulate skills and abilities in children for classes, it is very important to use games for the development of fine motor skills of the fingers, since any productive activity is associated with the work of the hands and requires dexterity and dexterity in handling.

It is better to create the first children's crafts with the direct participation of the teacher. Having mastered some sculpting techniques, children move on to work through step-by-step instructions - the teacher explains and shows, the children repeat all the actions.

You can then apply the increasingly difficult tasks using instruction cards. They graphically depict the course of work with this or that material of the product of activity, for example, modeling (how much you need to divide the main piece of plasticine, what forms to make, the sequence of assembling the toy - this will serve as a kind of exercise in self-control. ("Caterpillars", "Ladybugs", "Chickens")

In parallel with sculpting, children can master the technique of painting three-dimensional figures, first according to the model, and then according to their own design. This will create another opportunity for the formation of elements of self-control in children (the toy must be painted from all sides).

When the children for the most part master the basic skills and techniques of sculpting and coloring, you can introduce an additional fairy-tale character. In addition to Kolobok, Dunno, who does not know anything, does not know how, but wants to learn everything, comes to the lessons. Children here act as teachers, thereby revealing the ability to plan activities, choose means, and set a goal.

To consolidate the forms of independent behavior with children, you can use a number of homework assignments, for example: “Teach your mother to prepare plasticine for modeling”, “think up, make and show your friends”, “who did it”. Children make toys at home and bring them to kindergarten. Thanks to this, it is possible to judge the degree of effectiveness of the educator's efforts in work.

The productive activity of preschoolers is a type of child's leisure, the purpose of which is to obtain a certain set of qualities, the right direction on the way of preparing for school.
The formation of a child as a person is a responsible work of teachers and psychologists who work with children. The main challenge in this area is the use of various forms, methods and styles, including productive activities.

Significant resources are contained in the activities of a pictorial nature. The child's drawing is the product of a child's serious work, which shows a flight of imagination. Here children discover unique abilities and become independent.

Studies have shown that the impact of productive activities has a beneficial effect on the development of the child, helps the socialization of children.

Types of entertainment

Productive activities of a preschooler include visual and constructive methods:

• various ways of drawing up structures;
• making products from clay or plasticine;
• mosaic, applique;
• crafts;
• production of models.

Visual activities of preschoolers also include modeling and drawing. For children, this is not just fun. All these ways of spending leisure time are important stages in the development of babies. Harmoniously form the cognitive abilities and individual characteristics of the child, have a beneficial effect on mental development, are widely used in preschool educational institutions.

Drawing and modeling contribute to the development of fine motor skills. The baby's fingers become dexterous, flexible, the baby begins to distinguish between objects and their physical properties. The development of visual activity in preschool age helps to learn to distinguish shades and colors. Helps to understand the number and size, develops memory, perseverance, attention. These skills will come in handy in adult life, but for now, not yet being able to speak, the child splashes out emotions on a piece of paper: here he shows individuality and independence.

Productive activity differs in that it does not depend on specific materials, but is a creative work, the result of which is a specific result. Creating something with his own hands, the child shows it to others, feels like a doer, takes pride in his work.

Productivity tasks

Tasks and goals of conducting classes on productive activities:

• evoke emotions in the child on objects;
• to acquaint with the surrounding space;
• develop skills in the use of visual arts tools.

Children begin to form and develop imagination, desire and interest in productive activities. In creative work, the child becomes a creative person.

Thanks to the development of visual activities, the level of preparation for schooling is visible. Artistic work requires special guidance. It is the responsibility of the parent or educator to guide the child by providing guidance, for example, using colorful illustrations, reading manuals and brochures. After all, children need the help of their elders so much.

Classification

Productive activities in preschool age are classified:

• familiarization with visual materials;
• development of sensory abilities;
• improved motor skills and coordination of movements;
• acquaintance with the surrounding space;
• entertainment of a musical nature.

Methods for identifying the abilities for productive activity in preschoolers:

• Speech exercise - aimed at the development of speech, sound pronunciation, correct orientation in space. Helps to consolidate the child's vocabulary.
• Motor play is the conditions in which the child's motor activity, coordination of movements and the development of general motor skills are formed.
• Finger game - training of fingers, palms. Learning the text is added to this workout.
• Manipulative game - small toys, cereals are used here. This type of activity is necessary for the development of visual-motor coordination.
• Musical game - doing exercises accompanied by music, lyrics.

In these ways, the main tasks of the formation and development of the visual activity of preschoolers are solved. The methods reveal the personality of the child. The positive emotions that he experiences in the process of creative inspiration become a driving force that has a beneficial effect on the child's psyche. This strength helps the preschooler to cope with difficulties. Exercise distracts children from sad thoughts, relieves stress, and fights fear and anxiety.

Visual, constructive, plastic materials pose the question for children: "what can be done from this?" Thus, there is a stimulation of the generation of an idea and its implementation.

Features of the visual activity of preschoolers are in the preparation and conduct. It is important to avoid monotony and formalism here. It is important that children engage in creativity under the sensitive guidance of adults. The organization should be voluntary and built on partnerships with adults. Parents or educators should consider how to get and hold the children's attention.

Tasks for parents or teachers:

• the formation of the rudiments of the idea of ​​culture, art, artistic taste in babies;
• development of creative abilities;
• teaching the types of activities through which children are introduced to artistic culture;
• the formation of self-confidence, the formation of individuality in babies;
• strengthening physical and mental health;
• the formation of respect for others' opinions;
• training in the rational use of materials;
• developing interest in their country, family.
• the formation of an aesthetic perception of the world.

When organizing, it is important to consider that activities are carried out on specific days and times. For the child, such a routine of life becomes habitual, a habit and a mood for the upcoming work are developed. Also, do not forget that classes are not held as an addition to the traditional ones, but instead of them. This activity can be called workshop work. A workshop is a work in a group, it is an organized space in which beautiful, interesting and necessary things for children are created. Places of children should not be rigidly secured to them. Each time you can choose your own neighbors again. Provide freedom of movement for children so that each toddler can go for the tool or material they need at any time. The teacher should be dynamic and take place with the preschooler who needs more attention, who is lagging behind in work.

Conclusion

There are 2 important factors that you should pay attention to when organizing children's art.

1. Each form of the pedagogical process, which is associated with visual creativity, must contain meaning. That is, in the process of conversations, excursions, the child should be able to replenish, enrich knowledge in the field of art and culture.
2. The creative process will work best when it's fun. Raising the interest of children is what educators and parents should strive for.

To complete any task, learn something new, consolidate the material passed through - it is extremely difficult to do this without interest. Interest and the ability to surprise are two fundamental forces of creative development. However, in everything you need to observe the measure: both in the game and in the content.

Regularity is another important factor in organizing the process of children's visual creativity. If the teacher himself is interested in the process, then this will be reflected in the involvement of pupils. If the teacher is indifferent to the activities organized by him, the results will be much lower than the actual abilities of the children.

Each achievement of a preschooler in visual art is a small victory, so your indifference or disregard for the results slows down the child's creative progress as a whole. A child, as a developing personality, depends on the opinions of the surrounding adults, who have authority for him, therefore, the assessment of his parents and teacher is so important for him.

The attitude of educators and parents to the visual arts determines the pedagogical conditions for the development of children's visual arts. If art is perceived as a means of self-expression of a child, then his work will take on an individual character. If the means of art are perceived and used only for the sake of the means themselves, the works lose their individual signature, and the creativity itself and the process lose their essence.

The development of creative abilities with the help of productive activity plays an important role for the intellectual development of a preschooler. They are interconnected and activate each other's work. The more a child can do with his own hands, the smarter he is. By creating something with his hands, a preschooler develops individual character traits.

For the development of fine motor skills of the hand, many interesting methods and techniques have been developed; a variety of stimulating materials are used.

The following methods are distinguished:

• - Informational - receptive, aimed at organizing and ensuring the perception of ready-made information;
• - Reproductive, aimed at consolidating the strengthening and deepening of knowledge of the assimilation of methods of activity that are already known;
• - Heuristic, aimed at step-by-step or elementary learning in the procedures of activity, the teacher sets before the children the solution of not an integral problem, but directing its individual elements to find solutions (the teacher communicates a fact, the children make a conclusion. The teacher poses a problem, and children put forward hypotheses for its solution);
• - Research - independent solution of a holistic problem by children.

All these general didactic methods are implemented through a system of techniques, the main of which are visual, verbal and play.

The leading in productive activity are visual techniques:

Visual techniques

Observation

In the process of observation, the child forms an idea of ​​the depicted object, of the world around him.

Supervision requirements

• 1. Purposefulness (features of the object)
• 2. Emotionality, non-indifference of perception
• 3. Meaningfulness of observation (awareness of those properties that are to be portrayed: shape, color. Proportions, location in space, etc.)
• 4. Activity of children (emotional, speech, mental, motor)
• 5. Repetition of observation (changing conditions)
• 6. Taking into account the age characteristics of children.

Survey

Purposeful analytic-synthetic perception of an object is tactile - motor and visual.

Children form an idea of ​​the object that forms the basis of the image.

Inspection is the purposeful examination of an object that needs to be depicted.

Isolation of external pictorial features

The survey can be divided into 3 stages

Stage 1 - holistic, emotional perception of an object, through some expressive sign (for example, a Fluffy kitten is the most expressive sign of "fluffy"

Purpose: to evoke the desire to portray.

Stage 2 - analytical perception of the subject, i.e. sequential selection of pictorial features, parts and properties of an object.

Selection order (matches with image sequence)

• 1. Allocate and name the largest part of the subject and its purpose.
• 2. Determine the form of this part (make the dependence of the form on its purpose, living conditions, etc.)
• 3. Determine the position of this part in space (differences in different types of one object)
• 4. Then select another rather large part, find out the position, shape, its size in relation to the main one.
• 5. Allocate a color if its image is involuntary, but is performed in accordance with nature.
• 6. Pay attention to details

During the examination, an examining gesture is used: circle the shape with a finger, visually accompany the movement of the hand.

Stage 3 - integral emotional perception of an object, as if uniting a holistic image.

Inspection in different types of visual activity

Application

• - examining gesture as in drawing, only draw in the other direction (from right to left)
• - the examining gesture of the educator is accompanied by a word. (vase: at the bottom the line is rounded, at the top at the neck - straight)

The order of operations in the examination of an object basically repeats their order in sculpting.

The order of examination in the sculpting of objects of round and oval shape with relief features (apple, pear, cucumber). And a complex dismembered shape

1. Highlighting the general form if the object is holistic.

Highlighting the shape of the main body if the object is a dismembered shape.

• 2. Isolation of a specific characteristic shape (differences from geometric shape)
• 3. Determination of the shape of other parts and comparison with the shape of the central part.
• 4. Determination of the size of other parts. Compared to the main one.
• 5. Determination of the position of these parts in relation to the main
• 6. Attention is fixed on the main relief features that clarify the specific shape (there is a depression in the apple, the shape of small details - beak, ears)

The movement of the fingers during examination - corresponds to the movement of the fingers during sculpting.

Modeling scheme for this examination

• (round)
• 1. Creating a basic shape close to a geometric figure
• 2. Modeling a specific shape
• 3. Modeling of the main relief features of the object
• 4. Additional details (twigs, leaves)

Modeling scheme - for this examination

• (complex dismembered form)
• 1. Modeling the stand
• 2. Modeling the main largest part (generalized form)
• 3. Modeling of other large parts of the generalized form
• 4. Modeling of a specific (characteristic shape of these large parts)
• 5. Connection of large parts into one whole.
• 6. Modeling small parts of the object
• 7. Surface treatment

The dependence of the survey on the image method.

Image from nature

Considered in the perspective in which the image will be made. Fixes attention to visible parts

Image by view

It is important that children be able to "see" not only the basic forms of the object, the structure, but also their possible variants. (different apples, different cars)

It is better to examine natural objects; examine toys, sculptures, animals, birds only after observing in nature, so that children present the image as "living" expressive not static.

The survey is best done after observation, if possible.

Consideration

Pictures and book illustrations(widely used method).

In no case should pictures or book illustrations be offered to children for direct imitation.

This is an indirect method of teaching, it is used for the preliminary formation of ideas and ideas, when it is impossible to acquaint children with an object or phenomenon in the process of direct perception.

Use after observation, in order to clarify, enrich ideas

Sample

A pattern is what children should follow when completing various kinds of tasks.

This technique should not be abused - children drawing according to the model, draw according to the vision of the teacher, and not according to their own design.

The result is the monotony of work, not the ability to draw on your own.

Most applicable in applique, decorative painting.

In decorative painting, children are offered 2-3 sample samples, and they help them to see the generalities and differences.

Show

Show is a public demonstration of one of the variants of the image.

The method is widely used. Used when familiarizing with the technique of work, with new ways of image.

The show can be:

• 1. Full screening
• 2. Partial display
• 3. General screening (for all children at once)
• 4. Individual display
• 5. Show teacher
• 6. Show in the form of a joint action of the teacher and the child
• 7. Showing the way of action by the child.

Verbal techniques

Conversation is a conversation organized by the teacher, during which the teacher uses questions, explanations, clarifications, contributes to the formation of ideas about the depicted object or phenomenon.

• - maximum stimulation of children's activity
• - used in the first part of the work and after completion
• 2. Explanation

Explanation is a way of influencing the consciousness of children, helping to understand and learn what to do and how to do it.

The advice is used for the difficulties of children. It is important not to rush to give advice - to let the child find a solution on his own.

4. Reminder

Reminder is a short guideline. Used before starting the process. More often it is about the sequence of work, planning and organizing activities.

5. Promotion

Encouragement should be used more frequently when working with children. It makes you want to do your job well, diligently. Instills in children a sense of success.

In no case should you publicly criticize the work of children, destroy drawings and crafts. With such methods - you can bring up a notorious, loser.

6. Artistic word

Artistic word - arouses interest in the topic, in the content of the image. Helps to draw attention to children's work. Creates an emotional mood.

Verbal techniques are inseparable from visual and playful ones.

Game tricks

Game techniques are aimed at solving didactic problems, creating motivation for activity.

Signs of playing tricks

• 1. Game task - the goal of the upcoming game actions (let's build a house for the bear, invite Petrushka to visit ...)
• 2. Development of the game concept (let's take a photo for Petrushka as a keepsake)
• 3. Game actions (children are photographers - they draw photographs, give them to Petrushka)

Game actions are:

• 1. Motor (practical)
• 2. Imitating action (waving hand - like a wing ..)
• 3. Fine (drawing in the air - snowfall)
• 4. Onomatopoeia

Play techniques are ways of joint development of a plot and play concept by setting play tasks and performing play actions aimed at teaching and developing children.

Types of visual activities

• 1. Fine art performance (imagination)
• - preparation based on direct perception (visual, auditory, etc.)
• - participation of memory processes
• - drawing by representation based on impressions received from various sources (events, books, television, cartoons, observations). This view is most natural for preschoolers.
• - images from literary, musical works
• - images by design on a free theme chosen by the child himself in content can be substantive, plot, decorative)
• - images on a free theme with a limited theme ("my favorite toy", "All works are good - choose to taste"
• 2. Visual activity from memory

More often held in the senior group, in the preparatory group at the end of the year

• - the process of reproducing on paper any object in the spatial position in which this object was at the moment of perception.
• - the development of perception, observation, visual memory, teaching children to observe and remember, and then to reproduce (for drawing small-scale objects, or simple landscapes)

Sequencing.

• Stage 1 - observation - holistic emotional perception. Before drawing, carefully examine, examine, remember, then draw very similarly - such a task should be set after the first examination. Emotionally high.
• Stage 2 - highlighting the main objects, their originality (form. Color, size, proportions, location)
• Stage 3 - remember, present a drawing. Think about where to start drawing.
• Stage 4 - After viewing, pay attention to the quality of memorization.
• 3. Image from nature.
• - an image of an object in the process of its direct perception from a certain point of view, with the aim of conveying it as accurately and expressively as possible.
• - tasks: to teach to peer at nature, to see expressive signs, to distinguish originality, to accurately convey in a drawing.
• - start learning from a flat or close to flat nature, then rectangular shapes from the front side (the volume was not visible) with a small number of details that did not obscure each other.
• - to establish nature. For children to see the most characteristic side (at the level of the child's eyes)
• - nature should be of interest (the branch of the bird cherry will fade, and we will preserve its beauty in the drawing)
• - the teacher says: "As we see, we draw. How many leaves on the right - so many we draw on the right ...")
• - you can sketch with a simple pencil to outline the proportions and plan the image.

Visual activity, where different types of artistic activity are combined under one thematic content

• (drawing, modeling, applique)
• - A generalized way of acting helps children navigate various artistic activities
• 1. Perception - the ability to peer into objects, phenomena - as the first orientation
• 2. Orientation in the surrounding colors, shapes in the process of visual activity
• 3. Ways of independent actions when choosing expressive means
• 4. Ways of creative actions in the transfer of the image in drawing, modeling. Applications

In this case, the possibilities of search activity are most fully revealed.

5. Co-creation of educators and children (together with the educator, they perform a series of tasks that represent the result of collective work

Introduction 3

Development of productive activities in preschool age 4

The influence of productive activity on the development of the personality of a preschooler 6

Methods for organizing productive activities of preschool educational institution 11

Conclusion 17

References 18

Excerpt from the text

INTRODUCTION

The personification of the plan of productive work occurs with the help of various visual means. While mastering this activity, the child learns to highlight in the present object those aspects that can be reflected in some form of it. Consequently, the qualities and indicators of the things depicted are considered to be the reference points of the child in the knowledge of reality.

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

The purpose of the work is to study the content and methods of organizing the productive activity of preschoolers.

Work tasks

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

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

3. Consider the ways of organizing the productive activity of a preschooler.

List of used literature

BIBLIOGRAPHY

1. Ilyina MN, Preparing for school. Developmental exercises and tests, St. Petersburg, Delta, 2011

2. Innovative processes in preschool and primary school education., Materials of an international seminar, St. Petersburg, RGPU im. A.I. Herzen, 2014

3. Matveeva O.A. "Developmental and correctional work with children", M., Pedagogical Society of Russia, 2011

4. Meshchenko N.N. Management of preschool education -SPb., 2005.

5. Semago N.Ya., Semago M.M. Problem children: the basics of the diagnostic and corrective work of a psychologist. M .: ARKTI, 2010

6. Shakurov R.Kh. Socio-psychological problems of teaching staff management -M., 2012.

7. Shif Zh.I., Psychological issues of correctional work in an auxiliary school, M., Pedagogy, 1972

8. Kharlamov I.F. Pedagogy, M., 2013

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Section 4. Organization of productive activities of preschool children

Topic 4.1 The essence and originality of the productive activity of preschoolers.

1. The essence and originality of the productive activity of preschoolers.

2. Kinds of productive activities of preschoolers: drawing, modeling, application, design.

3. Stages of development of the child's productive activity.

5. The visual abilities of preschoolers.

1. Formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The most effective means for this is the visual activity of the child in kindergarten.

Visual activity - artistic and creative activity aimed not only at reflecting the impressions received in life, but also at expressing one's attitude to what is depicted.

In the process of drawing, modeling, application, the child experiences a variety of feelings: he is happy with the beautiful image he has created, upset if something does not work out, seeks to overcome difficulties or succumb to them. He acquires knowledge about objects and phenomena, about the means and methods of their transmission, about the artistic possibilities of visual activity. The ideas of kids about the world around them deepen, they comprehend the qualities of objects, remember their characteristic features and details, master visual skills and abilities, learn to use them consciously.

The guidance of children's visual activities requires the educator to know the specifics of the child's creativity, the ability to tactfully contribute to the acquisition of the necessary skills. The well-known researcher A. Lilov expressed his understanding of creativity as follows: it “has ... general, qualitatively new features and characteristics that define it, some of which have already been sufficiently convincingly disclosed by theory. These general laws of creativity are as follows: creativity is a social phenomenon, its deep social essence lies in the fact that it creates socially necessary and socially useful values, satisfies social needs, and especially that it is the highest concentration of the transforming role of a conscious social subject in its interaction with objective reality ”.

VG Zlotnikov points out in his research that “creativity characterizes the continuous unity of cognition and imagination, practical activity and mental processes. It is a specific spiritual and practical activity, which results in a special material product - a work of art. "

Teachers emphasize that creativity in any area of ​​human activity is the creation of an objectively new, previously not created work. What is the fine art of a preschool child? The specificity of children's creativity consists, first of all, in the fact that it cannot create an objectively new child for a number of reasons (lack of certain experience, limited knowledge, skills and abilities, etc.). And, nevertheless, children's creativity has an objective and subjective meaning. The objective significance of children's creativity lies in the fact that in the process of this activity and as a result of it, the child receives such a versatile development that is of great importance for his life, in which not only the family, but also our society is interested. The creative person is the property of the whole society. By drawing, cutting and pasting, the child creates something subjectively new, primarily for himself. The product of his creativity has no universal human novelty. But subjective value as a means of creative growth is significant not only for a specific individual, but also for society.

Many experts, analyzing children's creativity and highlighting its similarity with the creative activity of an adult artist, noted its originality and great importance.

NP Sakulina, a researcher of children's fine art, wrote: “Children, of course, are not made artists because during their preschool childhood they managed to create several truly artistic images. But this leaves a deep trace in the development of their personality, since they acquire the experience of real creativity, which they will subsequently apply to any area of ​​work. "

The pictorial work of children as a prototype of the activity of an adult artist contains the social and historical experience of generations. The child cannot learn this experience on his own. It is the adult who is the bearer and transmitter of all knowledge and skills. The visual work itself, including drawing, modeling, application, contributes to the diversified development of the child's personality.

According to the Explanatory Dictionary of the Russian Language, creativity is the creation of new artistic or material values ​​by design.

The encyclopedia gives the following definition: creativity is an activity that generates something qualitatively new and is distinguished by uniqueness, originality and cultural and historical uniqueness. Creativity is specific to a person, because presupposes a creator - a subject of creative activity.

VN Shatskaya emphasized: "We consider it (children's artistic creativity) in terms of general aesthetic education rather as a method of the most perfect mastery of a certain type of art and the formation of an aesthetically developed personality, than as the creation of objective artistic values."

E.A. Fleerina pointed out: “We understand children's art as a child's conscious reflection of the surrounding reality in drawing, modeling, construction, a reflection that is built on the work of the imagination, on the display of his observations, as well as the impressions received by him through words, paintings and other types of art. The child does not passively copy the environment, but processes it in connection with the accumulated experience, the attitude towards the depicted. "

AA Volkova wrote: “The upbringing of creativity is a versatile and complex impact on a child. We saw that the mind (knowledge, thinking, imagination), character (courage, perseverance), feeling (love of beauty, passion for an image, thought) take part in the creative activity of adults. We must educate the same aspects of personality in the child in order to develop creativity in him more successfully. To enrich the child's mind with a variety of ideas, some knowledge is to provide abundant food for the creativity of children. Teaching them to look closely, to be observant means to make their ideas clear, more complete. This will help children to more vividly reproduce in their creativity what they have seen.

Creating an image, the child comprehends the qualities of the reproduced object, remembers the characteristic features and details of different objects, his actions, thinks over the means of transferring images in drawing, modeling, application.

What characterizes the creative activity of a child? Let us turn to the work of B.M. Teplova: “The main condition that must be ensured in children's creativity is sincerity. Without it, all other virtues lose their meaning. " This condition is met by those intentions that are the inner need of the child. But systematic pedagogical work, according to the scientist, cannot be based on this need alone. It is not observed in many children, although with organized involvement in artistic activity, these children sometimes reveal extraordinary abilities. Consequently, a big pedagogical problem arises - to find stimuli for creativity that would give a child a genuine desire to “compose”.

L.N. Tolstoy, teaching peasant children, proposed one of the possible solutions to the problem of developing creative abilities. This technique consisted in the fact that Tolstoy and his students began to write on the same topic “Well, who would write better? And I am with you. " “Who can learn to write from whom ...” So, the first way the writer found was to show the children not only the product, but also the processes of writing, drawing, etc. As a result, the students saw how "it's done."

Pedagogical observations of the process of children's artistic creation show that, as a rule, a child accompanies the creation of an image with speech. Little artists name the objects being reproduced, explain the actions of the characters depicted, describe their actions. All this allows the child to understand and highlight the qualities of the depicted; when planning your actions, learn to establish their sequence. Researcher of children's art E.I. Ignatiev believed: “The upbringing of the ability to reason correctly in the process of drawing is very useful for the development of an analytical and generalizing vision of an object by a child and always leads to an improvement in the quality of the image. The earlier reasoning is included in the process of analyzing the depicted object, the more systematic this analysis is, the sooner and better the correct image is achieved ”.

Live communication of children should be maintained! Unfortunately, the opposite process often occurs in practice; conversations are suppressed, cut off by the teacher.

E.I. Ignatiev wrote: “From a simple enumeration of individual details in a drawing, the child proceeds to an accurate transfer of the features of the depicted object. At the same time, the role of the word in the visual activity of the child also changes, the word more and more acquires the meaning of a regulator that directs the image process, controls the techniques and methods of image ... ". Pedagogical research has shown that children readily remember clearly formulated rules for working with visual materials and are guided by them.

2. In kindergarten, visual activities include activities such as drawing, modeling, applique and construction. Each of these types has its own capabilities in displaying the child's impressions of the world around him. Therefore, the general tasks facing the visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it.
Drawing is one of the favorite activities of children, which gives a lot of scope for the manifestation of their creative activity.
The theme of the drawings can be varied. Children draw everything that interests them: individual objects and scenes from the surrounding life, literary characters and decorative patterns, etc. They can use the expressive means of drawing. So, color is used to convey a similarity to a real object, to express the attitude of the drawing person to the image object and in a decorative plan. Mastering the techniques of composition, children begin to reflect their ideas more fully and richer in plot works.
However, the awareness and technical mastery of drawing techniques are quite difficult for a small child, so the educator should approach the subject of the work with great attention.
In kindergarten, mainly colored pencils, watercolors and gouache paints are used, which have different visual capabilities.
A linear shape is created with a pencil. At the same time, one part after another gradually looms, various details are added. Then the line image is colored. This sequence of creating a picture facilitates the analytical activity of the child's thinking. Having drawn one part, he remembers or sees in nature which part should be worked on next. In addition, linear paths help in coloring the drawing by clearly showing the boundaries of the parts.
In painting with paints (gouache and watercolors), the creation of a form comes from a colorful spot. In this regard, paints are of great importance for the development of a sense of color and shape. Using paints, it is easy to convey the color richness of the surrounding life: clear sky, sunset and sunrise, blue sea, etc. These themes are laborious when performed with pencils and require well-developed technical skills.
The kindergarten program defines the types of graphic materials for each age group. For senior and preparatory groups, it is recommended to additionally use a charcoal pencil, crayons, pastels, sanguine. These materials enhance the visual capabilities of children. When working with charcoal and sanguine, the image turns out to be one-color, which allows you to focus all attention on the shape and transfer of the texture of the object; crayons make it easier to paint over large surfaces and large shapes; pastel makes it possible to convey a variety of shades of color.
The peculiarity of modeling as one of the types of visual activity lies in the volumetric method of image. Modeling is a type of sculpture that includes working not only with soft material, but also with hard material (marble, granite, etc.) - Preschoolers can master the techniques of working only with soft plastic materials that are easily influenced by the hand - clay and plasticine.
Children sculpt people, animals, dishes, vehicles, vegetables, fruits, toys. The variety of topics is due to the fact that modeling, like other types of visual activity, primarily performs educational tasks, satisfying the cognitive and creative needs of the child.
The plasticity of the material and the volumetricness of the depicted form allow the preschooler to master some of the techniques in modeling rather than in drawing. For example, the transfer of movement in a drawing is a complex task that requires a lot of training. In sculpting, the solution to this problem is facilitated. The child first sculpts the object in a static position, and then bends its parts in accordance with the plan.
The transfer of the spatial relationships of objects in sculpting is also simplified - objects, as in real life, are placed one after another, closer and further from the center of the composition. Prospect issues in sculpting are simply removed.
The main tool in creating an image in sculpting is the transfer of volumetric shape. The color is used to a limited extent. Usually those works are painted that will subsequently be used in children's games.
Clay, as the most plastic material, takes the main place in modeling lessons. Well cooked, it lends itself easily to the hand of even a 2-3 year old child. Dried clay works can be stored for a long time. Plasticine has less plastic capabilities. It requires preliminary warming, while in a very heated state it loses its plasticity, sticks to the hands, causing unpleasant skin sensations. Preschoolers work with plasticine mainly outside of group lessons.
In the process of applique work, children get acquainted with the simple and complex shapes of various objects, parts and silhouettes of which they cut and paste. The creation of silhouette images requires a lot of work of thought and imagination, since the silhouette lacks details, which are sometimes the main features of the subject.
Applique classes contribute to the development of mathematical concepts. Preschoolers get acquainted with the names and signs of the simplest geometric shapes, get an idea of ​​the spatial position of objects and their parts (left, right, in the corner, in the center, etc.) and sizes (more, less). These complex concepts are easily learned by children in the process of creating a decorative pattern or when depicting an object in parts.
In the course of classes, preschoolers develop feelings of color, rhythm, symmetry, and on this basis, artistic taste is formed. They don't have to make up the colors themselves or paint over the shapes. Providing children with paper of different colors and shades, they are taught the ability to select beautiful combinations.
Children become familiar with the concepts of rhythm and symmetry already at a young age when distributing decorative pattern elements. Applique classes teach kids to the planned organization of work, which is especially important here, since in this type of art the sequence of attaching parts is of great importance for creating a composition (first large forms are glued, then details; in plot works - first the background, then the background objects, obscured by others, and last but not least, foreground objects).
Execution of applicative images contributes to the development of arm muscles, coordination of movements. The child learns to use scissors, to correctly cut out forms by turning a sheet of paper, to lay out the forms on the sheet at an equal distance from each other.
Constructing from various materials is more related to the game than other types of visual activity. Play often accompanies the construction process, and crafts made by children are usually used in games.
The following types of construction are used in kindergarten: from building material, sets of constructors, paper, natural and other materials.
In the process of designing, preschoolers acquire special knowledge, skills and abilities. When constructing from building material, they get acquainted with geometric volumetric forms, get an idea of ​​the meaning of symmetry, balance, proportions. When designing from paper, the knowledge of children about geometric planar figures, the concept of a side, corners, and center is clarified. The children get acquainted with the methods of modifying flat forms by bending, folding, cutting, gluing paper, as a result of which a new volumetric form appears.
Working with natural and other materials allows children to show their creativity and acquire new visual skills.

3. The pre-pictorial stage in the development of children's artistic abilities begins from the moment when a child first gets into the hands of a pictorial material - paper, a pencil, a piece of clay, cubes, crayons, etc. something to portray. This period plays an essential role. The child gets acquainted with the properties of materials, masters the various hand movements necessary to create pictorial forms.
The pre-imaging period is very important for the development of the child's further abilities.
On their own, few children can master all the movements and necessary forms available to them. The teacher must lead the child from involuntary movements to their limitation, to visual control, to a variety of forms of movement, then to the conscious use of the acquired experience in drawing and modeling.
The associative stage consists in the emergence of the ability to depict objects, conveying their expressive character. This indicates the further development of abilities. Children, through associations, learn to find similarities in the simplest forms and lines with any object. Such associations can arise in them involuntarily when one of the children notices that his strokes or a shapeless piece of clay resemble a familiar object. They can be caused by different qualities of a drawing, a sculpted product - color, shape, compositional construction.
Usually the child's associations are unstable; in the same drawing, he can see different objects. In his mind, when drawing, there is still no lasting trace, which is formed by the general work of representation, memory, thinking, imagination. A simple drawn shape can resemble many objects approaching it.
Associations help you move to work by design. One of the ways of such a transition is the repetition of the form that he got by chance.
Having recognized an object in the drawn lines, the child consciously draws again, wanting to depict it again. Sometimes such initial drawings by design have less similarity to the object than the associated form, since the association happened by chance, the child did not remember the movements of the hand as a result of it, and again makes any movements, thinking that it depicts the same object. Nevertheless, the second drawing still speaks of a new, higher stage in the development of visual abilities, since it appeared as a result of an idea.
Sometimes there may not be a complete repetition of the entire image, but the addition of some details to the associated form: arms, legs, eyes - for a person, wheels - for a car, etc.
An important role in this process belongs to the educator, who, by asking questions, helps the child to become aware of the image, for example: what did you draw? What a nice ball, draw another one like this.
With the advent of the conscious image of objects, the pictorial period in the development of abilities begins. The activity takes on a creative character. Here, the tasks of systematic education of children can be set.
The first images of objects in drawing, modeling are very simple, they lack not only details, but also some of the main features. This is explained by the fact that a small child still lacks analytical and synthetic thinking, and, consequently, the clarity of the reconstruction of the visual image, coordination of hand movements is poorly developed, and there are still no technical skills.
At an older age, with properly set upbringing and educational work, the child acquires the ability to convey the main features of the subject, observing their characteristic form.
In the future, with the accumulation of experience by children, the mastery of visual skills, they can be given a new task - to learn how to depict the features of objects of the same type, conveying the main features, for example, in the image of people - the difference in clothes, facial features, in the image of trees - a young tree and an old one, different the shape of the trunk, branches, crown.
The first children's works are distinguished by the disproportion of parts. This is explained by the fact that the child's attention and thinking are directed only to the part that he depicts at a given moment, without connecting it with others, hence the disparity in proportions. He draws each part of such a size so that all the details that are important to him fit on it at once.

4. Conditions for the creative development of preschoolers in the process of productive activity.

1. An important condition for the development of the creative abilities of a preschooler is the organization of purposeful leisure activities of older preschoolers in a preschool institution and a family: enriching it with vivid impressions, providing an emotional and intellectual experience that will serve as the basis for the emergence of ideas and will be the material necessary for the imagination to work. The common position of teachers, understanding the prospects for the development of the child and the interaction between them is one of the important conditions for the development of children's creativity. Mastering creative activity is unthinkable without communication with art. With the correct wagging of adults, the child understands the meaning, the essence of art, figurative and expressive means [A.A. Venger. Ability Pedagogy].

2. The next important condition for the development of creative abilities is taking into account the individual characteristics of the child. It is important to take into account the temperament, and the character, and the characteristics of some mental functions, and even the mood of the child on the day when work is to be done. An indispensable condition for creative activity organized by adults should be an atmosphere of creativity: “I mean the stimulation by adults of such a state of children, when their feelings, imagination are“ awakened ”, when the child is carried away by what he is doing. Therefore, he feels free, comfortable. This is not possible if an atmosphere of trusting communication, cooperation, empathy, faith in the child, and support for his failures reigns in the classroom or in independent artistic activity. " [Venger A.A. Ability Pedagogy].

3. Also, a condition for the development of creative abilities is learning, in the process of which knowledge, methods of action, and abilities are formed that allow the child to realize his plan. For this knowledge, skills must be flexible, variable, skills - generalized, that is, applicable in different conditions. Otherwise, in older preschool age, children experience a so-called "decline" in creative activity. So, a child, realizing the imperfection of his drawings and crafts, loses interest in visual activity, which affects the development of the creative activity of the preschooler as a whole.

4. The most important condition for the development and stimulation of creative abilities is the complex and systematic use of methods and techniques. Motivation for a task is not just motivation, but a proposal for effective motives and behavior of children, if not to independently formulate, then to accept the task set by adults.

5. Creative visual abilities - these are the individual characteristics of a person's quality, which determine the success of his performance of creative activities of various kinds.

B.M. Teplov divided abilities and inclinations into innate, physiological characteristics of a person, which serve as the basis for the development of abilities. However, the data of modern psychological research indicate that the abilities measured by tests have a higher coefficient of determination than their supposed psychophysiological inclinations - the properties of the nervous system of abilities.

Distinguish between general and special abilities.

General abilities include a high level of sensory organization, the ability to see problems, build hypotheses, solve problems, critically assess the results, perseverance, emotionality, hard work and others. For special ones - those that are necessary for activities only in certain areas, for example: artistic taste and ear for music, etc.

Methods for organizing productive activities in a preschool educational institution.

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

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

3. Structure of the lesson.

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

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

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

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

2. Lessons in drawing, modeling, applications are part of multifaceted work in a group, therefore, visual activity is closely related to all aspects of educational work (getting to know the environment, playing games, reading books, etc.), in the process of which children receive a variety of impressions and knowledge. For the image, I choose the most striking phenomena from the life of children, so that the proposed topic is familiar to them, arouses their interest, a positive emotional attitude, a desire to draw, sculpt or cut and paste.

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

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

a) "Jointly - individual" - characterized by the fact that the participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage, the work of each becomes part of the overall composition. The task is given to everyone at once, at the beginning of the work individually and then it is adjusted depending on what has been done by others. In doing his part of the work, the child knows that the better he himself does what he is entrusted with, the better the work of the team will be. This, on the one hand, creates conditions for the mobilization of the child's creative abilities, and on the other hand, it requires their manifestation as a necessary condition. The advantages of this form of organization of activity include the fact that it allows a rather large group of children who have no experience of joint work to be involved in collective creative activity.

b) "Jointly - sequential" - involves work on the principle of a conveyor belt, when the result of the actions of one participant is closely related to the results of the previous and subsequent participants.

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

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

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

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

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

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

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

3. The structure of the lesson on visual activity:

Part I of the lesson - explanation of the assignment:

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

Part II of the lesson:
Independent performance by children of a visual task.
The teacher's use of individual work techniques: showing ways of depicting, explanations, instructions, advice, encouragement.

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

Methods and techniques of teaching productive activities of preschool children.

1.Classification of methods and techniques.

characteristics of children.

4. Use of game techniques of training and development in different age groups.

1. Methods of teaching visual activity and design is a system of actions of a teacher who organizes practical and cognitive activities of children, which is aimed at assimilating the content determined by the program of education and training in kindergarten.

Learning techniques are building blocks

Method classification

by the nature of cognitive activity

(Lerner I.Ya., Skatkin M.N.)

Information-receptive method;

Reproductive method;

Heuristic method;

Research method;

Problem statement method.

2. Information-receptive method - is that the educator communicates ready-made information by various means, and the children perceive it, realize it and fix it in memory.

Survey;

Ready-made samples;

Showing ways of action;

Explanation, teacher's story.

A) Examination is a process of object perception organized by the teacher. The organization consists in the fact that the teacher, in a strictly defined sequence, distinguishes the sides and properties of the object, which are necessary for its image.

Survey structure:

1. holistic perception of the subject;

2. analysis of the perceived object;

3. re-perception of the object.

B) Ready-made samples - as a teaching method, it is used in those types of activity where the main goal is not to consolidate impressions from the perception of the environment, but the task is to develop individual moments of this activity (more often in decorative and constructive work).

C) Showing methods of action is a visual-effective method aimed at teaching children to consciously create an image of an object based on their specific experience.

Display types:

Full show;

Partial display.

D) Explanation, story, explanations, instructions - verbal teaching methods aimed at clarifying the ideas of children on the topic or familiarizing them with new techniques of the image.

Reproductive method - consists in the activities of the teacher, aimed at consolidating knowledge, developing skills and abilities.

Practical exercises.

Heuristic and research methods are aimed at teaching the search for an independent solution to the visual problem.

The heuristic method assumes element-by-element teaching of creative activity.

The research method involves the performance of a creative task by children: the transfer of the plot of a literary work, the implementation of their own plan.

3. The choice of methods and techniques for organizing and carrying out productive activities of preschoolers depends on a number of circumstances. First of all, the goals and objectives of a particular lesson are determined. The selection of methods requires taking into account the specifics of the type of activity, as well as knowledge of the age characteristics of children and the level of their mastery of specific activities.

4. The inclusion of game techniques in the visual activity should not disrupt its natural course. The image is a kind of center of the game. Playful actions can be organically included in the pictorial process or complete it. They are very similar to "director's games" and represent an individual storyline game, but not with ordinary toys, but with images. The child assigns certain roles to the newly created or already completed drawings, sometimes takes on a role or performs various actions for them.

In the classroom for visual activity, the teacher can apply the following types of game techniques:

Playing with objects, toys, paintings;

You can even beat visual material (brushes, paints, pencils, etc.) with brushes on pencils, you can consult, talk, teach them to draw ("run on a flat path", "ride" down a slide, etc.)

When playing around with objects, toys, game actions can be very diverse in content and method of execution: find out the mood of the character (conversation, dialogue); regret, stroke, catch leaves (gesture); depict movements (imitation of movements with a toy). This technique is used in all age groups, as it allows one to take into account the gradually changing interests of children to their surroundings and the methods of play action available to them. The teacher uses it before the start of the lesson or at the beginning of it in the course of a conversation aimed at forming the idea of ​​a future drawing. This technique allows you to solve several problems: to draw the child's attention to the depicted object, to consider, examine it; interest in the upcoming work; explain the techniques of the image. (Teachers are invited to give an example of using the technique of playing around with objects, toys, pictures)

Playing with the completed image;

This technique is used at the end of the lesson, when the image has already been completed. The resulting image is used as a kind of game object. The content of the game actions depends on the image. (Teachers are invited to give an example of using the technique of playing around the finished image). For example, children painted a park: autumn, winter, they are invited to walk in the park, listen to birds, sing songs, etc. If a bird is reproduced, then it can "fly", "peck" the grains.

Playing with an unfinished image at the time of its execution:

This technique is aimed not only at the development of the concept of the drawing, but also at the development in children of the ability to perform it by various pictorial means. The methods of performing game actions in this technique are also varied. They can be expressed in words, for example, a teacher, seeing a girl depicted in the picture, asks her, "Are you cold without a hat?" Thus, he unobtrusively prompts the possibility of drawing.

Game situations with role-playing behavior of children and adults.

In this case, the visual activity is correlated with the corresponding activity of adults - artists, potters, photographers, builders, etc. These activities are often collective. For example, children in the role of artists draw illustrations for a fairy tale. When performing the undertaken, the child is especially keen on the job, the most depictive.

Application of game techniques

In the second younger group, the teacher sets himself the task of arousing in children an involuntary interest in the lesson. Play techniques are used to arouse and support kids' interest in activities aimed at mastering basic knowledge and skills, and developing activity. Quite often the whole lesson is carried out in the form of a game. (Teachers are encouraged to give examples of the use of play techniques at a younger age)

For example, a teacher says: "Children, a matryoshka has come to visit us. Here it is, beautiful and smart!" Matryoshka greets the kids, shows off her apron and handkerchief. In a playful way, the teacher encourages children to examine the matryoshka, to determine what color and shape it is. Turning to the doll, the teacher continues: "Why are you, matryoshka, so boring? Tell us. Maybe we can help you?" - Leans over to the matryoshka, listening to her answer. Then he again turns to the children: "Children, it turns out, the matryoshka is bored alone. Let's draw her girlfriends. And then the matryoshka will become" more fun. We can do a whole round dance of matryoshkas! "

Having received the task, expressed in such an entertaining form, the kids willingly get to work. (Teachers are encouraged to first offer their own answers to the question of how can you use play techniques to improve the quality of children's work?)

And in order for the children to draw accurately, to show diligence, to strive to achieve a high-quality result, the teacher warns: "Matryoshka will be offended if her girlfriends are ugly. Try, please the matryoshka. Look how you should draw." The described technique leads to a positive result: children listen carefully to the teacher's explanations, and then, in independent activity, they show perseverance, accuracy, diligence.

A number of other examples can be cited, a variety of tasks on visual activity for children of primary preschool age, which allow children to get significant results, despite the fact that they have only the most elementary skills.
This is, for example, the task of sculpting posts for a fence that will protect animals from the evil wolf. The instruction of the teacher to sculpt the columns straight, even so that the fence does not fall, is readily accepted by children who easily enter a play situation. So, in a veiled form, the children simultaneously face two tasks: to perform the task qualitatively and learn how to roll clay.

In the younger groups, playing techniques are widely used throughout the entire lesson. This gives the teacher the opportunity to switch the attention of children from one task to another.

In the middle group, playing techniques also occupy a large place. Often, the whole process of activity in the lesson is clothed in the form of a game. For example, a teacher organizes a game in an art workshop that makes or paints a Dymkovo toy. At the same time, the educational task - to teach children to draw elements of decorative painting - is masked by a game action; entering the role of an artist, the child seeks to do the job as best as possible (he is an artist!), shows diligence, persistently strives to obtain a high-quality result. Here is a snippet from this lesson:
“Children, look at the toys I brought,” says the teacher. “They are made of clay and painted with bright colors. These toys were created by folk craftsmen. To make the toys elegant, beautiful, and delight us, they were painted with different patterns. (This is followed by an examination of patterns, an explanation of how to make them.) Today, a toy workshop will also open in our group, and all of you will become master craftsmen. (Children eagerly accept the offer of the teacher.) You, too, will paint each of your toys.

Next, the teacher distributes to the children the outlines of Dymkovo toys cut out of paper. Along with a specific educational task, he sets the task of forming creativity in children. To encourage pupils to invent patterns on their own, the teacher suggests:
- Try to come up with different patterns. In an art workshop, each master draws the pattern that he invented himself.

Play techniques are also extremely effective in cases where a learning task requires multiple exercises. They provide sufficient activity for children, prevent fatigue from repetitive actions.

In older groups, play techniques are used to arouse preschoolers' interest in the proposed tasks.

Already on the new program content, solving new educational problems, the teacher continues to present the children with tasks that are difficult for them in a playful way; introduces motives that encourage preschoolers to do their work efficiently.

For example, in a lesson in art, forming in children the ability to choose a theme, a pattern, consolidating the skills of drawing elements of decorative painting, the teacher uses the following technique: (first, teachers are also invited to give their examples of using play techniques in working with children)
- Guys, let's imagine that we are in the "Tissue" store. Let's look at the patterns on the fabrics so that later you can come up with a pattern for mom's dresses yourself.

The teacher pulls back the curtain, behind which are scraps of fabric (or prepared in advance multi-colored strips of paper with patterns drawn on them in various combinations, familiar to children).

And now let each of you choose the color of the dress for mom (children are offered the outlines of dresses of different colors cut out of thick paper) and make such a beautiful pattern himself so that mom will love this dress, so that it is elegant, beautiful. To do this, you need to choose a background, come up with a pattern, and determine the combination of colors.

In this example, the need to do a good job is reinforced by an offer to do something nice for mom. The motive put forward by the teacher makes children want to make efforts, to try.

A playful technique is also effective in cases where the task turns out to be difficult for children, and many of them make mistakes. Emotional form will help the child to better understand the cause of the mistake, will make him want to cope with difficulties.

In the preparatory group for school, play teaching methods are also used, but their share is significantly reduced, giving way to other methods that allow children to form a conscious attitude to the learning task. The most often used technique is play situations with role-playing behavior of children and adults. Play techniques are used in conjunction with problem situations.