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Independence is one of the most important qualities of a leader. To be successful in the future, the child needs to be helped to develop personality. The formation of independence and initiative expands the possibilities of cognition and preparation for school. This manual helps to identify the features of the development of independence in the process of mastering the educational field "Artistic and aesthetic development" and initiative, directly related to the manifestation of curiosity, inquisitive mind, thinking, etc. For preschool teachers, preschool children and their parents.

A series: Library of the educator (Sphere)

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by the LitRes company.

Educational area "Artistic and aesthetic development"

Ways to support children's initiative and independence

For creativity, you can use everything that is at hand in the room and even in the kitchen, what can be found on a walk on the street. Therefore, it makes no sense to list these materials.

Some teachers, speaking about the creative development of children, often have in mind activities related to modeling, drawing and appliqué. If you think the same, we will try to dissuade you from this. Creativity is, first of all, originality, the desire for knowledge, creativity, originality, independence, non-standard thinking. Science experiments, culinary shows, puppet play, theater, role-playing games - all this creativity! Even a walk is creativity! After all, there are so many interesting things around: autumn maple leaves - green, yellow, crimson; trees with bizarre bends of branches; and stumps with their growth rings? All these are small joys around us, they only need to be seen and taught to children to notice the beautiful.

A creative approach to the tasks of any educational field will ensure their successful solution. Studies by child psychologists and educators show that children engaged in creativity are distinguished by originality of thinking, curiosity, are interested in innovations, inventions, and create their own base of creative ideas. These are signs of a successful and harmonious personality. Creativity is increasingly being cited as the key to success.

Creativity is a very capacious and universal concept, and yet there are definitions that reflect the essence of this concept:

- activities that lead to the creation of a new one;

– discoveries, generation of ideas, the ability to find new solutions that are different from existing ones;

- the ability to independently, without fear of being misunderstood, without templates to convey the "movement of one's own thought";

- victories and records, originality, something unusual and extraordinary!

What does creative development entail?

Gradually, step by step, creativity helps development:

- imagination, fantasy, fine motor skills (preparing the hand for writing, working with dough and plasticine);

- finger dexterity (the ability to hold scissors (Appendix 1), to tear paper for application (Appendix 2));

- leadership qualities (the ability to make a choice, make a decision);

– self-confidence (Appendix 3);

– flexibility of mind, thinking and curiosity;

- the ability to process the information received and independently apply it in activities;

- social and communicative qualities.

Where to begin?

Probably with the creation of a creative atmosphere. There is no need to hide in lockers and put on shelves what a child can use for creative self-expression. On the contrary, let everything lie in accessible and open places: on the table, floor, windowsill. Let sheets of paper, paints, crayons, cereals, brushes, glue, pencils be available for children ...

Speaking about creative development, it should be noted that the development of independence and initiative is facilitated by the use of non-traditional methods and materials in creative activity. As practice shows, unusual materials and techniques attract children with their eccentricity and freedom, help relieve stress and fears, develop confidence ("I can"), encourage search ("I'm interested"), develop imagination and curiosity ("I want to know") , develop creative abilities, motor skills ("I did"). In general, creativity is interesting! And non-traditional creativity is doubly attractive, because children are interested in everything unknown.

Modern teachers and parents often use drawing in the style of J. Pollock for children of early and preschool age. Note that Pollock did not use an easel, and reduced the drawing process to the simplest technique. His technique is painting by spraying paint on a large Whatman paper, canvas, using sand or some other objects.

For children, you can use unnecessary wallpaper and even white fabric, such as a sheet. The bottom line: the paint drips, splatters from above (without touching the paper with a brush), or simply splatters on the surface. Naturally, it is better to do it on the street. Spots of paint spread, create bizarre patterns. It is necessary to fill (dripping) the entire canvas. As they say, Pollock's paintings were simply gigantic!

From the memoirs of photographer H. Namuth: “Wet, splattered canvas covered the entire floor ... There was complete silence ... Pollock looked at the work. Then he suddenly picked up the jar and brush and began to move around the canvas. As if he suddenly realized that the work was not finished. His movements, slow at the beginning, gradually became faster and more like a dance, he threw black, white and rust paint on the canvas. He completely forgot that Lee and I were present at this, it seemed that he did not hear the clicks of the lens shutter ... I was shooting all this time while he was working enthusiastically, maybe half an hour had passed. All this time, Pollock did not stop. When did he have the strength? Then he said, "That's it."

And this style is very fond of children. Probably because it was very correctly noticed by someone: this is action painting. By the way, Pablo Picasso and Wassily Kandinsky wrote in this manner.

Little advice for those who "risk" to draw with children using the Pollock method

First, do not forget that such games develop motor skills and creativity, the ability to control your own body (after all, you can draw not only with your hands).

The easiest way to paint using the Pollock method is to cover the surface used, for example, with oilcloth or film, you can use an old cloth.

Instead of traditional paint, use water-soluble and easy-to-wash creative paints.

If possible, it is better to play such games on the street.

Use aprons or clothes that you don't mind throwing away.

A simple preparation and the delight of the child is guaranteed to you!

Let's try to find the unusual in the ordinary and the ordinary in the unusual art. For example, the art of ebru. In the modern world, a new drawing technique has appeared, very similar to abstraction, called "ebru". This is a whole direction in art. In the Ebru technique, pictures are painted on water, transferring them to paper or fabric. Therefore, the world of abstractions is the first step for beginners "Ebrists".

The magical world of abstractions, or just ebru

"What is ebru?" -

Mom asked me.

"Ebru? It's a zebra"

I thought quickly.

Mom was surprised

And she told me:

“No, daughter, ebru -

Drawing on the water!

Now I'm surprised:

“You can’t draw on water!

How to draw a zebra?

Where can you get these paints?

And the drawing on the water, where?

Thickener, paints and paper

Appeared on the table.

Mom began to draw

Comb on the water.

And I boldly drove with a brush -

Got a queen!

Ah, how fun it was!

Hung a masterpiece on the wall!

Now I can say everywhere

That ebru is not a zebra,

This is water painting!

Ebru… What a soft, unusual, disturbing imagination word. Until recently, we didn't know what it was. And today even kids can say that ebru is drawing with special paints on water. Some preschoolers have already tried to draw in this technique in kindergartens, children's centers, and the most creative and talented teachers have mastered the technique of traditional Turkish fine art of painting on water, followed by transferring the image to paper or fabric. Interestingly, special paints do not dissolve in water, but spread over its surface without mixing with each other. Paints seem to be superimposed on one another, forming bizarre shapes.

Drawing on water is not difficult at all. True, in order to achieve a plot drawing, you need to study for a long time. But everyone can get a multi-colored abstraction and even bizarre landscapes, the likeness of flowers, animals.

Ebru is a unique drawing. Children even from 3 years old can draw with “dancing colors”. This is a positive charge, positive emotions and a lot of pleasant impressions!

The art of drawing on water gives children the opportunity to plunge into the interesting world of creativity. And the drawing cannot fail. Everyone will be able to draw an original and interesting picture.

Ebru art is limitless and unique. It is impossible to draw two identical drawings. The combination of colors can change every second.

The most interesting thing is that ebru masters use special phrases that characterize the movement of colors that they use when drawing: clouds and wind, fireworks, a nightingale's shawl, etc. True, beautiful words and phrases? I just want to pick up a brush, paints, pour water into the tray and draw ... But, you can’t rush. We need to prepare.

To make a drawing using the Ebru technique, you need to buy a set of special paints, a thickener for water, a tray into which “magic water” will be poured. To prepare it, you need to dissolve the thickener in water, following the instructions, wait a bit, pour it into a special tray and you can start creating. The thickener can be prepared by dissolving 3 tsp. in 1 liter of warm water or buy a ready-made solution. And in order for the thickener powder to dissolve completely, you need to leave it for 10–12 hours. The solution looks like an odorless white jelly. In general, as the manufacturers write, paints and thickeners for ebru are non-toxic and completely safe. Ready solution at a temperature of 4 to 10 ° C can be stored for 2 months.

They draw on the water using various tools (Fig. 1-4).

What do you need? Combs, awls, brushes. You can use toothpicks, skewers, brushes and even a plastic fork. The tray can be replaced with a container or a plastic plate.

Let's start creating!

How to do?

On the base - "magic water" - we apply a few drops of paint and form a pattern with the help of tools. Several layers of multi-colored paint form an interesting backdrop. You can use the spray method with a brush. As soon as you understand that you have achieved some result and enjoyed the overflow of colors, take a piece of watercolor paper and carefully place it on the water (Fig. 5). After a few seconds, lift it by the corner, put it on a flat table surface, admire the masterpiece and wait for it to dry completely (Fig. 6).

Rice. one

Rice. 2

Rice. 3

Rice. 4

Rice. 5

Rice. 6

What difficulties in drawing ebru can arise with preschoolers?

It is necessary to tell what the surface of the water is. Do an experiment with water. Tell which objects sink in water, which float. Why is this happening. Talk about the properties of water.

Prepare “Magic Water” with the children so that they understand that they did not pour ordinary water into the drawing tray, but dissolved a special thickener in it. The water became like jelly. It's not simple, but magical!

To give children the opportunity to practice before the process of drawing ebru, try to paint with a brush on the surface of plain water. Teach children not to drown the brush, but to gently drive it over the surface.

Prepare wet wipes in case someone gets their hands dirty.

And the most interesting begins after the sheets dry. Abstraction turns into multi-colored drops that can decorate the interior of the room. Ebru masterpieces can be turned into an unusual ebru zoo, space distances, a bizarre aquarium with fish ...

Each ebru drawing is a small game, a wonderful world of fantasy and imagination, unique and magical, which gives children joy and positive emotions, amazement and surprise, because the child sees the result and gladly recognizes himself as a master. The great thing about painting on water is the development of the imagination. The motifs resulting from mixing paints after drying can be finished.

The tandem of experimental activities (in this case, experiments with water) and children's design (ebru) is a solution to one of the problems of forming the integrative qualities of preschoolers. Ebru design technology, combined with experiments and experiments (with water), involves several types of preschool activities: design, inventive, artistic and constructive, etc.

Children's design in the form of drawing on water is an accessible, interesting and unusual means of creative development, a new type of activity in preschool development, and life itself dictates its implementation in preschool education.

Modern preschool education strives to form a design culture, which helps every child, regardless of age, to unleash their creative potential, develop non-standard thinking, spatial imagination, and creative abilities. The word “design” is defined as “intention, idea”, but ebru paintings are impossible to predict. Each painting is individual and unique. And with the direct help of teachers, a simple abstraction turns into a children's exhibition. Little authors are proud of their paintings, because, working in the ebru technique, they make many discoveries and see the product - their own unique picture!

But such an “ebru-tree” has grown in children studying in the studio of early and preschool development with the teacher of the ShRR “Azbuka” Y. Lobovikova (Fig. 7).

Rice. 7

The leading teacher of the ShRR "Azbuka" I. V. Agapova traveled with children around the countries where such fantastic "ebru-birds" live (Fig. 8). And the children did experiments with water and learned a lot about it.

Rice. eight

Children and their parents visited Ebru Zoo, the teacher of the Azbuka ShRR O. Yu. Novichkova.

The unusual “ebru-aquarium” of the art teacher of the School of Early Development “Azbuka” S. N. Basova and her pupils pleased children and their parents in Krasnogorsk for a long time.

Experimental activities with preschoolers

Master class "Ebru" and the properties of water

The presented material will help clarify and consolidate children's knowledge about the properties of water, teach how to use pictures-diagrams or models when summarizing the results of experiments, develop mental activity, the ability to put forward hypotheses and draw conclusions independently.

Target: instilling interest in research activities, familiarization with the art of Ebru through non-traditional creative techniques.

Tasks:

- develop cognitive interest through experimental activities, learn to work with pictures-diagrams;

- be able to work in pairs, draw conclusions together;

- repeat the safety rules during experiments;

- to develop independence, the ability to negotiate.

Preliminary work: learning poems, reading fairy tales about water, talking about the benefits of water.

Dictionary activation: laboratory, transparent, form, reflection, colorless, ebru, thickener.

Teacher. Guys, today I want to invite you to the laboratory. Who can say what a laboratory is?

Children. This is the place where scientists conduct experiments.

Teacher. Let's become scientists today and conduct experiments. I have a magic wand (everything is magical today) that will turn you into scientists.

One, two, turn around

Become a scientist!

Children wear scientist hats.

To carry out the experiments, we need some materials. You need to sit at the laboratory tables in twos. Choose your seats.

Tables are covered with napkins.

You are ready? Now take off your napkins and see what's on your table?

Children list.

There are objects on the table, but with what will we conduct experiments? What do you think? Try to guess the riddle.

If our hands are in wax,

If there are blots on the nose,

Who then is our first friend,

Will it remove dirt from the face and hands?

What Mom Can't Do Without

No cooking, no washing

Without what, we will say directly,

Man to die?

To make it rain from the sky

To grow ears of bread

For ships to sail

We can't live without... (water).

Correctly.

Diagrams or pictures “Water flows, spills” are hung on the board.

Children. Water.

Teacher. What is she doing?

Children. It flows, it spreads.

Teacher. Today we will continue experiments with water. Let's remember the safety rules in the laboratory: carefully use a container of water. If you spill something, wipe it off with a tissue. Keep order on the table. When working in pairs, do not interrupt your neighbor. Dare to listen. Help each other, consult.

Experience 1. Water is liquid, it can flow

Teacher. Pour water from one container to another. Is the water pouring? Why?

Conclusion: liquid water, it pours, flows.

Experience 2. Water has no shape

Children have dishes of different shapes.

Teacher. Guys, who knows what shape the ball is?

Children. Round.

Teacher. And the cube?

Children. Square.

Teacher. What is the shape of the water?

The children answer.

Let's check this and conclude what shape the water is.

Children examine and compare containers of different shapes.

Compare the shape of the water in your glass with the shape of your neighbor's water.

If you pour water into different dishes, the water will take its shape.

The teacher shows it.

What can you say about the shape of water?

Findings. Water is a liquid. It can be poured into dishes of various shapes. Water takes the shape of the container in which it is poured. This means that water has no form.

Experience 3. Water is a solvent

Teacher. Take a spoon and very carefully pour salt (or sugar) into one glass of water, and the same amount of clay (or crushed chalk) into the other. Stir the water.

What did you notice? What conclusion can be drawn?

The water dissolved the salt (sugar), and the chalk (clay) settled to the bottom. This means that water is a solvent. But, as we have seen, not all substances dissolve in it.

Children throw coins and papers into the water. They make a conclusion.

Conclusion. Water is a solvent, but not all substances dissolve in it.

Experience 4. Water has no smell

Teacher. Tell me, when can we smell?

Children. When grandmother bakes a cake, mother uses perfume, smoke comes out, flowers smell fragrant.

Teacher. Smell the water. Does she smell like something? Does she have a scent?

The teacher asks one of the children to help her squeeze orange juice into a glass of water.

Now smell the water.

Conclusion. Water has no smell, but it can change the smell.

Experience 5. Reflection in water

Teacher. What is reflection? Where can you see it?

Children. In the mirror, window glass, car window.

Teacher. You know that in the old days, a long time ago, when there were no mirrors and glasses, people looked at themselves, bending over a bucket or barrel of water. Who knows why?

Conclusion. Objects are reflected in the water.

Experience 6. Water has no taste

Teacher. Do you know the taste of salt, sugar, lemon, onion? What salt? And the lemon?

Taste the water in a glass. Can it be called salty, bitter, sweet, sour? None of the familiar tastes can be attributed to water, which means that water has no taste.

Let's dissolve sugar (lemon juice) in water, let's try the water? What has the water become?

Conclusion. Water has no taste, but it can change it.

Experience 7. Water is clear

Teacher. Guys, what does transparent mean? Try to find a transparent object around you.

Prove that the water in front of you in the glass is clear. Don't know how? Before you are two glasses: with water and milk, buttons (pebbles, coins). What kind of milk?

Children. White.

Teacher. Place pebbles in both glasses. In which glass are they visible, and in which not?

You can put tubules or teaspoons in both glasses.

Why do you think a pebble is not visible in a glass of milk, but is visible in a glass of water?

So the water is clear. And when does she get ugly?

Conclusion. The water is transparent, so you can see things through it. Milk is opaque, it is white, cloudy, so objects cannot be seen through it.

What color is the water?

Children. Colorless.

Teacher. How did you know?

Children. As a result of experience.

Teacher. I have prepared multi-colored stripes for you. With their help, you can also determine the color of the water.

Children take strips and apply to a glass of water. Compare.

Can we say the water is red? Blue? Yellow? White? Why?

Children. The color of the water does not match the color of the stripes.

Teacher. So what color is the water?

Conclusion. The water is colorless.

Experience 8. Colored water

Teacher. The water is colorless, but look, I'm showing you green, purple water. How did I do it? What color is the water in your glass?

Children. Transparent.

Conclusion. The color of the water depends on what kind of paint is added to the water.

Water can be easily dyed any color. Tell me, is it possible to draw something on the water with paints? Try it? Does not work? Why?

Children. The colors dissolve.

Teacher. But it turns out that you can draw on the water. True, this water is a little magical. See what beautiful pictures you can draw on water and transfer the drawing to paper. This ancient art is called ebru. Shall we try?

Children draw in ebru technique.

Guys, today we learned about the properties of water. To consolidate our knowledge, let's repeat and fill in the "Properties of Water" clip-card.

What do you remember the most?

The children answer.

Well done, thank you for your work. You have succeeded.

And think, please, what will happen to water if it is put in a severe frost or in the refrigerator? What happens to ice if you put it on the stove?

We will talk about what kind of water happens in the next lesson.

Learning physics by playing

What is a tumbler? Why is this the name of the doll that we will make today from balloons (Fig. 9)? Why is she called a roly-poly?

That's a stubborn man!

Do not force to lie down forever!

He doesn't want to sleep at all

I put it - rises again

And it stands, swings.

What is it called?

(Vanka-vstanka.)

Rice. nine

The roly-poly toy appeared in Russia and still pleases many generations of children. But they say that the prototype of our tumbler was Japanese dolls - Daruma, which appeared in the 6th century. BC e. The Japanese still believe that this wooden (or papier-mâché) doll with a round shape without arms and legs is endowed with the power of wish fulfillment and is able to increase wealth. Interestingly, Japanese tumblers are sold with unpainted pupils of the eyes. Why? The one to whom the doll was given made a wish and painted over one eye. When the wish was fulfilled, he painted over the other eye. So the Japanese tumbler gradually "opened her eyes." But if the wish was not fulfilled for a long time, the doll was destroyed on New Year's Eve.

The roly-poly appeared in Russia a very long time ago, some sources say that more than 200 years ago. They made dolls from wood, painted them with paints and called them “somersaults”. Usually, the tumbler was passed down from generation to generation, because it was associated with steadfastness, inflexibility of the spirit.

In America, there is also a tumbler called Bob of toy.

Let's assume that the roly-poly toy cannot be laid horizontally because there is some heavy object inside it that does not allow it to "sleep". Let's do an experiment with an egg.

What do you need? Raw egg (can be replaced with a Kinder Surprise container), wax candle (can be replaced with sand, grits, sand with a heavy stone).

How to do?

Adults are in action. Children only watch as the experience is not safe.

Take an egg, make a hole with a needle and extract its contents. We will have an empty egg.

Melt the candle in the microwave and pour the melted wax into the hole of the egg halfway. The egg must be set evenly and wait until the wax hardens. Let's try laying the egg on its side. Does not work? Doesn't want to sleep? Rises? So, the tumbler turned out!

Now you can make a roly-poly bunny, a roly-poly hen, a roly-poly cat by painting the egg with paints.

Let's answer the question, why can't we put a tumbler? The hardened wax inside the egg serves as a weight that prevents the egg from taking a horizontal position. Experimentally, we proved that the tumbler cannot be put down due to the load inside.

Fragment of the experimental and creative game session "Tumbler toy"

Tasks:

- to acquaint children with the history of the origin of the roly-poly;

- to teach them to independently put forward hypotheses and conduct research, draw conclusions;

- replenish vocabulary with new words;

- learn how to make a tumbler out of balloons;

- develop cognitive processes;

- introduce poems and riddles about a roly-poly;

- learn to conduct independent research.

Equipment: various toys covered with cloth, egg shells, glue, plasticine.

The teacher tells the children that today they will go to visit the toy. Offers to guess which one. Children name toys. But they don't talk about the tumbler. Then the teacher makes a riddle.

teacher

Here's a stubborn toy

Don't put it on a pillow.

She doesn't want to sleep at all

I put it - it rises again!

Standing and swinging

What is the name of?

The children answer.

That's right, it's a tumbler. Look how many toys are on the table, but they are all covered with a cloth. Can you guess where the tumbler is without lifting the fabric? How did you guess?

Children describe the toy. In chorus they repeat the name of this doll. The teacher asks to show how the tumbler rings and sways.

The teacher takes the doll in his hand and greets the children. On behalf of the tumbler, he tells the story of its appearance.

Round dolls, red shirts! They want dolls to take a walk, invite all the guys.

There is a musical game with a roly-poly.

Why do you think tumblers don't like to sleep? They cannot be placed.

The children answer.

Or maybe because there is something heavy inside the tumbler? Let's check?

An experiment is being done with an egg. The teacher first breaks the egg into two parts. Yolk and white are not needed. Washes halves of eggs, dries, gives to children. Children drip a little glue on the bottom of the shell and glue a piece of plasticine. Carefully glue the halves of the egg with glue or tape. Check if the egg is worth it? Can it be laid on its side?

Let's make a tumbler out of balloons.

End of introductory segment.

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The following excerpt from the book Support for children's initiative and independence based on children's creativity. Part 3 (N. A. Model, 2016) provided by our book partner -

Educational institution: MAOU of Krasnoyarsk "Secondary school No. 148 named after the Hero of the Soviet Union I.A. Borisevich, a structural subdivision of Kindergarten.

Annotation. GEF DO defines the support of the initiative as a condition necessary for creating a social situation for the development of children, which is especially pronounced in gaming, experimental and visual activities. The activity is focused on the needs of children. It provides for independent and subgroup visual activity, which allows you to solve the creative and personal needs of each child.

Explanatory note

During the academic year, the use of the "Funny Prints" manual solves the problems of thematic planning. This type of activity helps to maintain children's initiative and independence in art activities. The didactic manual solves the following tasks: it allows you to freely express your mood and intention on a piece of paper, while experimenting with the subject, the child expresses his need to find ways to solve his own problems according to the plan. Children with disabilities draw with enthusiasm without experiencing difficulties in using the "Funny Prints" tools, which helps to relieve their emotional stress and fear that I will not succeed.

Relevance

GEF DO defines initiative support as a condition necessary for creating a social situation for the development of children, which is especially pronounced in gaming, experimental and visual activities. In classes with children in drawing, using non-traditional techniques, their increased interest in this type of activity was noted. The children enthusiastically interacted with various means of drawing, it became necessary to make the material for drawing extremely accessible and mobile in action, thereby creating conditions for the manifestation of initiative and independence, the development of creative abilities, conditions for experimenting with various materials.

The purpose and objectives of the project

Target: creation of conditions for supporting children's initiative and independence in creative activity, through the development of a didactic manual "Funny seals".

Tasks:

1. Collect funds (brushes, pencils, cotton buds, plastic forks, swabs, buttons, etc.) for drawing with non-traditional techniques.
2. Together with parents, fill out the manual with various means for printing and drawing.
3. Invent and make prints for drawing.
4. Teach children how to use the drawing guide.
5. To promote the manifestation of children's initiative and independence through experimentation with the "Funny Signets" drawing tools.
6. To present the experience of working with the Funny Signets drawing guide for the educational community.

Project stages

First stage

1. Determine the necessary resource for the development and creation of a drawing manual.
2. To create conditions for the children's initiative to develop the Funny Prints manual.
3. At the initiative of the children, together with their parents, fill the manual with various means for printing and drawing.
4. Collect funds for painting with non-traditional techniques.
5. Invent and make prints for drawing together with children and parents.
6. Draw up a drawing guide "Funny seals".

Second phase

1. To organize in the space of the group a center for art activities and a "Wall of Creativity" for exhibition works.
2. Teach children how to use the tools of the drawing manual.
3. To promote the manifestation of children's initiative and independence through experimentation with the materials "Funny Signets".
4. To support the motivation of children to use the Funny Prints allowance due to the changeability and variety of the contributed drawing tools.

Third stage

1. Present the experience of working with a manual for the teaching community.

Practical significance

• conditions have been created conducive to the manifestation of initiative and independence, the development of children's creative abilities;
• conditions have been created for experimental activities with the objects of the box;
• children are able to use various tools and drawing techniques at their own discretion;
• work with the manual helps to relieve emotional stress, anxiety, behavioral difficulties;
• work with the manual contributes to the expression of emotions and feelings associated with experiencing their problems, oneself;
• work with the manual contributes to an active search for new forms of interaction with the world and confirmation of one's individuality, uniqueness and significance;
• and, as a consequence of the previous three, increasing adaptability in an ever-changing world (flexibility).
• work with the allowance is used as one of the ways of social adaptation (this is most important for children with disabilities status);
• using the manual as a means of non-verbal communication (important for children who find it difficult to express their thoughts in words).

Conclusion

After working for a year, it can be said that the practice of supporting initiative and independence in art activity, organized in this way, has a great influence on the artistic and aesthetic development of children, contributes to an active search for new forms of interaction with the world and confirmation of one's individuality and originality.

Irina Zhizhina
Development of initiative in young children in visual activity

"Development of initiative in young children in visual activity"

According to the Federal State Educational Standard for Preschool Education, which came into force on January 1, 2014, one of the principles of preschool education is the principle of supporting children initiatives in various activities, as well as the conditions necessary to create a social situation child development corresponding to the specifics of preschool age, suggest support for individuality and children's initiatives through: --Creation of conditions for free choice by children activities, joint activities; -creation of conditions for children to make decisions, express their feelings and thoughts; - non-directive assistance to children, support for children initiatives and independence in various forms activities(game, pictorial, research, cognitive). Slide #2

Development of children's initiative one of the hot topics today. Even though we have children early age, small, they still do not succeed in many things and they love to draw very much, with interest and great desire often in their free activities are asked to give them the opportunity. Slide #3

We try to encourage this initiative we help to organize the work place: draw paint and use gouache. 1One of the conditions deployment children of independent activities- equipping the group with the necessary equipment. All means and materials for art activities are in an easily accessible location. Slide number 4 Fine motor skills of the hand children are not yet fully developed, we train, of course, so it’s easier and easier to create something familiar, close with paints. Especially when we use traditional drawing methods. Slide number 5; - unconventional ways drawing: fingers, palms, pokes, stamps, cotton swabs, etc. Slide No. 6;

In free activities we consolidate previously acquired knowledge and skills during GCD. For children not only the final result is important, but also the drawing process itself, they are interested in how gouache dissolves in water, how paint is picked up on a brush, how a brush leaves its mark on paper, etc. children on NOD(continuous educational activities if the necessary conditions are created for this. It is very important to trust the child with those tasks that he can do and which he performs willingly at an early age.

Development of children's initiative and independence is especially effective when solving problems in the educational field "artistic and aesthetic development» . In our work, we use the partial author's program by I. A. Lykova "Colored palms", the purpose of which is to form children of early and preschool age aesthetic attitude and artistic and creative abilities in visual activity through the use of non-traditional drawing techniques. Slide number 7; Program objectives "Colored palms" create conditions for free experimentation with artistic materials and tools, as well as the cultivation of artistic taste and a sense of harmony. We also use traditional methods. images of Komarova T. WITH.

With the help of only traditional forms, it is impossible to fully solve the problem of a creative personality, therefore it is advisable to organize work with children using non-traditional methods.

Unconventional technique does not allow copying the pattern, which gives an even greater impetus to development of the imagination, creativity, independence, initiatives manifestation of individuality. The child gets the opportunity to reflect his impressions of the world around him, to convey images of the imagination, turning them into real forms with the help of various materials. And most importantly, non-traditional technology plays an important role in the overall psychological child development.

In order to lure a child, it is imperative to use game techniques, fabulous images, the effect of surprise, a desire to help. All this helps to interest the child, set him up for creative activity.

The child needs to be helped to learn different ways visual activity and to give an idea of ​​the different techniques Images. Each of these techniques is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, gives complete freedom for self-expression.

Toddlers perceive creative activity as a new, unusual and interesting experience.

At first, a small child is little interested in the result, he is interested in the process itself. Nevertheless, even such a toddler is already able to appreciate the beautiful in his own way and is ready to create his own work of art.

With younger children age we started our work with drawing with fingers and palms. Slide number 8. This is a very exciting activity. Children with pleasure begin to explore with their fingers a new material for themselves - gouache, create colorful works. Starts develop children's imagination.

So for young children suitable finger painting.

The therapeutic effect of finger painting is observed not only at the time of creation, but also in the future, being a powerful positive dominant. As psychologists assure, in a child this process stimulates development of freedom of thought, imagination. During operation, it activates development mental processes, motor skills are improved (fine movements of the fingers, hands, visual-motor coordination are differentiated, creative potential is revealed children). One of our first works was finger painting "Flowers in Summer", "Colorful Autumn", "It's snowing".

Drawing with a palm evokes no less vivid emotions in children, so with the help of magic palms the following works were created "Elephant in Summer", "The bird is swimming". Slide number 9. Regular "imprinted" palms, by drawing some small details, turn into animals, birds and more. Introduced to the simplest technique: drawing with cotton swabs, printing with potato stamps. Thus, whole pictures are created. Non-traditional techniques provide an opportunity to get a beautiful, unusual result in fairly simple ways, a huge opportunity for children think, try, search, experiment, and most importantly, gives more chances for self-expression, and develop fine motor skills, imagination, memory, these are ways to create a new, original.

Necessary condition development of initiative behavior is to educate him in conditions developing, not authoritarian communication. Pedagogical communication based on the principles of love, understanding, tolerance and orderliness activities, will become a condition for the full development positive freedom and independence of the child.

Initiative the child must be able to realize his activity creatively to be active in learning. Children's product novelty activity has a subjective, but extremely important for child's personality development. Development creativity depends on the level development of the cognitive sphere, level development of creative initiative, arbitrariness activities and behavior, freedom activities provided to the child, as well as the breadth of his orientation in the world around him and his awareness.

There are several techniques for drawing using the finger technique. painting: finger drawing is possible on sand, semolina, one of our first works is finger drawing on semolina "The sun is smiling" Slide number 10.

With surprise and delight, children perceive such a technique as an emerging drawing.

Disclose pictorial the possibilities of certain materials, their diversity and combination options should be gradual, but in such a way that the child, if possible, has the feeling of meeting with a miracle. This increases the interest of the children in the process. visual activity and its results. One of these works "Rain" Slide number 10.

This is a mixed media painting technique. The main goal is to get acquainted with the properties and characteristics of materials.

In free activities children most often use mixed media painting techniques. Slide number 11.

Drawing with cotton swabs Slide number 12.

Forming at children skill, to work independently, to create, to think, to fantasize, we contribute to the fact that the life of a child becomes more interesting, meaningful, rich. I really want our children to look and see the world through the eyes of a creator and creator.

Unconventional way drawing: printing potatoes, carrots with stamps, children are very curious and interested in creating a new picture Slide No. 13.

Thus, child support initiatives in visual activity contributes to the formation of social - normative age characteristics in different forms activities, which in and GEF DO is presented as a target. Slide number 14.

A properly organized subject environment and its content, a number of effective methods and techniques, close interaction with parents, organization of joint practical activities of adults and children are important conditions for maintaining and development of children's initiatives. Slide number 15.

Related publications:

Tasks: To acquaint children with the upcoming holiday "International Women's Day"! to form the moral qualities of preschoolers. Develop.

Preschool age is a special period, at this time, visual activity can captivate not only gifted children, but everyone.

Municipal Budgetary Preschool Educational Institution "Kizner Kindergarten No. 4" Project leader: educator for Fine Arts.

Designing play activities to support and initiate preschool children The relevance of supporting children's initiative In our society as a whole and in the system of education in particular, unfortunately, there is an attitude.

Ushakov D.N.

The current guidelines for the modernization of the Russian education system - accessibility, quality and efficiency - place increased demands on preschool education.

The purpose of preschool education at the present stage is not only the formation of a certain amount of knowledge, but also the development of the basic abilities of the individual, his social and cultural skills, the foundations of culturally appropriate behavior, and a healthy lifestyle. Therefore, the development of a strategy for the development of preschool educational services in preschool educational institutions is an urgent and important task at this point in time.

In the context of the implementation of the Federal State Educational Standard for Preschool Education, the task of educating an initiative, independent, creative personality is one of the priorities.

Psychological research proves that during this period favorable opportunities open up for the formation of the foundations of independence and creativity (Alexander Vladimirovich Zaporozhets, Alexander Grigorievich Kovalev, Alexei Nikolaevich Leontiev, Anna Alexandrovna Lyublinskaya). According to scientists, visual activity at preschool age is the most effective for the development of initiative and independence of children. Visual activity, arising at the initiative of the child himself, expresses his interests, inclinations, and most importantly, contributes to the manifestation of his abilities. Independent artistic and creative activity contributes to the development of independence, initiative, activity, creative manifestations, interest in one's own artistic activity.

The main types of visual activities of preschoolers are drawing, application, design, modeling and manual labor. Each of these types has its own capabilities in displaying the child's impressions of the world around. Therefore, the general tasks facing visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it. The use of various types of visual activity gives the child a wide opportunity in the manifestation of their creative inclinations, in the formation of an initiative, independent, individual personality.

So in drawing, working on the thematic block "Landscape", we start looking at landscapes with children from the early preschool age. Children have a desire to draw and they embody their emotions from what they saw and experienced in their first landscapes, so landscape sketches appear: “Buds and leaves”, “Rain, rain: drip-drip-drip!”, “Wind”, “Blizzard- zavirukha”, “Bad weather”, etc. Children already in their early preschool age show independence in choosing different materials and show initiative in depicting elements of landscape painting. The need for independence arises in a baby very early, it is important not to miss this moment, to help the child show his individuality, give him a choice and help discover what is inherent in every baby by nature. In children of older preschool age, individuality in the depiction of the landscape manifests itself more clearly. Each child sees changes in nature in his own way, feels the beauty and uniqueness of nature at different times of the year and reflects this in his work. This is how children of older preschool age depict nature in transitional seasonal states: the beginning of autumn, golden autumn, late autumn. Individuality is also manifested in the expressive means of painting - color, composition, drawing. One child depicts a snow-white winter, while the other has a purple winter. Individuality is also manifested in the construction of the composition. To support children's initiative and independence, we use the technique of unfinished compositions, experimenting with color, where children independently mix paints and find the right shade, choose a background and material to convey the image. Children's independence and initiative is supported through collective compositions, where children choose a partner, work in pairs, subgroups.

In children's works, you can see what kind of wind blows, how autumn leaves fly and spin, they are carried by a light cool breeze or a piercing evil north wind. Children independently come up with the names “Tender Morning”, “Terrible Whirlwind”, “Northern Lights”, etc. for their works. The result of the work done to familiarize preschoolers with landscape painting was the exhibition of children's works “Beautiful corners of our city”. In their works, the children showed individual style, independence in choosing the plot, materials and means, the ability to interpret artistic images. The choice of plot is not accidental either, each child depicts his favorite corner of the city, which means that he develops love and a sense of patriotism for his native land. Each type of visual activity, along with a general aesthetic impact, has a specific impact on the child. As the experience of our kindergarten teachers shows, the use of non-traditional techniques in the application contributes not only to the development of artistic imagination and aesthetic taste, creative thinking, spatial perception, but also to the development of children's initiative and independence. We use different types of appliqué, which differ in shape (volumetric, flat), color (one-color, two-color) and theme (subject, decorative, plot). To create them, we use colored paper, plasticine, fabric, straw. Children are happy to use the origami technique in combination with the application. As unusual materials for the application, we use adhesive modules: adhesive sheets and adhesive tapes, paper mosaic. Children with the help of flowers, arrows, stars make out both voluminous and flat applications, themed postcards, wall panels. Working with unusual material allows preschoolers to show imagination, creativity, creative approach, teaches them to think outside the box.

Modeling is of interest to almost children of all ages. The teachers of our preschool educational institution use various materials: plasticine, dough, gypsum, clay and various techniques for working with these materials. The non-traditional technique for working with plasticine "Plastilinography" is actively used in the practice of our preschool educational institution. (“Plasticineography” (“graphics” - to create, depict, “plasticine” - the material with which the execution of the plan is carried out). The principle of this non-traditional technique is to create a stucco picture depicting convex, semi-volumetric objects on a horizontal surface. The subject material of the classes is a sequence of carefully selected, gradually becoming more complex products. Each new image is based on what has already been studied, contains familiar forms and is performed with techniques already known to the child, but at the same time supplemented with new, more complex elements that are not yet familiar to him. Topics are close and understandable to the child - these are objects that he encounters daily and knows well: toys, sweets, vegetables, fruits, mushrooms, insects, birds, ancient and fabulous animals, inhabitants of the underwater kingdom. Children are happy to independently come up with new, interesting themes for pictures. The first successes will surely make children want to create compositions in their own, independent creativity, to show initiative, individuality, as this technique is unusual, attracting attention and interest. In our work we use such types of plasticineography as reverse plasticineography, plasticine mosaic, modular plasticineography. Children are provided with a large selection of various plasticine. In plasticineography, we use the same techniques as in modeling: pressing down, smearing, smoothing, flattening. The colors are easy to mix with each other and additional shades are obtained, which helps the child to develop color perception. Parents, having visited the exhibition of three-dimensional paintings in the kindergarten, actively responded and attended master classes, where together with the children they created plasticine masterpieces. Many of the parents created their own corners of creativity at home, which led to the manifestation of independence in the creativity of children. Systematic and step-by-step work with plasticine when creating three-dimensional paintings allows children to show originality, independently bring the matter to a completed end.

We bring to your attention a master class on the topic "Plasticineography"

This master class can be useful for parents, educators and teachers in working with children of senior preschool and primary school age.

Target: development of independence, initiative, individuality through plasticineography.
Material for work: plasticine; colored cardboard; markers; rods from a ballpoint pen; stack photo frames.

Choose unfinished compositions for yourself, if you wish, you can apply your drawing: an object, a flower, a mushroom, a butterfly and plasticine. In this case, we provide a large selection of plasticine. Now I will talk about several types of plasticineography, and you yourself choose the type that you like best.

1. Reverse plasticineography - an image of a stucco picture on the reverse side of a transparent surface or stained glass.

This type of plasticineography is used on glass, the image is obtained from the other side, therefore it is called reverse plasticineography. Because preschool children cannot work on glass; plastic or plexiglass can be used.

With reverse plasticineography, the surface to work must first be thoroughly washed with soap or glass cleaner. Transfer the drawing to the surface with a marker or stained glass outline, and then fill in the elements of the drawing with plasticine. To do this, you need to pick up a piece of plasticine in size and knead it well in your hands, and then smear it on the glass. You can smear it with your fingers or with a stack, carefully pressing it to the surface to get a thin layer. The new color must be applied sequentially and separately. Along the contour, the resulting work can be pasted over with strips to make a neat frame, or inserted into a finished frame.

2. Modular plasticineography - an image of a stucco picture using various elements - rollers, balls, braids, disks.

This technique is more complex, since it requires mastery of all modeling techniques. First you need to transfer the drawing you like to a sheet of cardboard and fill each section of the picture with plasticine of the corresponding color, which can be done with small balls, flagella or whole parts, giving the edges the desired shape with the help of a stack.

3. Mosaic plasticineography - the image of a stucco picture using balls of plasticine or ball plasticine.

This technique is the simplest, since the elements are all the same - plasticine balls. It is only necessary to beautifully combine colors and carefully fill the space without going beyond the outline. You can get to work and choose any technique of plasticineography.

While our colleagues are working, I will talk about other types of plasticineography.

There are several other types of plasticineography.

3. Direct plasticineography - the image of a stucco picture on a horizontal surface.

Mostly all children work in this technique, starting from an early age. For an early age, you can prepare a simpler outline drawing, without small details, and at an older age, children can apply more complex compositions on their own, with small details. The drawing is filled with softer plasticine, such as wax. It spreads well and blends beautifully. This technique must be performed on a sheet of thick cardboard, but in this case it is necessary to first paste over the surface with tape. It is best to smear plasticine on cardboard with your hands, since the material under pressure lies in an even layer on the surface, thus achieving the effect of a smear with oil paints.

4. Contour plasticineography - an image of an object using flagella.

This technique is more like for older people, as it requires perseverance and painstaking work. The contour drawing is filled with flagella, which are pre-rolled by the child himself or prepared in advance by the teacher. To do this, place the plasticine in a syringe, and place the syringe in hot water so that the plasticine melts. After 2-3 minutes, plasticine can be squeezed out, so you can prepare exactly the same flagella, which subsequently fill the space.

5. Multilayer plasticineography - a three-dimensional image of a stucco painting with successive application of several layers. The advantages of this technique are that a very beautiful and vivid plot can be performed on a plane. This technique is suitable for depicting the sky, mountains, forests and other landscape scenes, when one layer is covered from above by another. Some details of the plasticine picture may have a complex contour. In this case, you need to apply a plasticine cake and remove excess plasticine with a stack.

If the picture contains elements that are difficult to fashion, then they are repeated with a thin layer of plasticine on paper, cut out with scissors and stuck to the base using thin plasticine rollers, thus achieving a 3-D effect.

6. Textured plasticineography is an image of large areas of a painting on a horizontal surface with a more convex image (bas-relief, high relief, counter-relief)

Slides captions:

Plasticineography Educator: Skiba O.A.

What is "Plasticineography"? Plasticineography is an unconventional modeling technique, which is expressed in the “drawing” of more or less convex (bas-relief) images on a horizontal surface with plasticine.

What is plasticine? Plasticine (Italian plastilina, from other Greek πλαστός - stucco) - material for modeling. It is made from purified and crushed clay powder with the addition of wax, lard and dyes. Serves to perform various shapes and images.

Materials used in plasticineography Plasticine (different colors). Plastic boards for work. Stacks. Cardboard (plain and color), preferably dense. You can also creatively use any dense surface: wood, glass, plastic. Waste material - for creating game fantasy images: paper of different textures, candy wrappers, seeds, grains, buttons, plastic containers, etc.

Ball clay Floating clay Modeling mass

improve visual perception. promote cognitive-creative and sensorimotor development: develop the perception of shape, texture, color, weight, plasticity of the material; develop fine motor skills of the hand, synchronization of the actions of both hands; develop fantasy, imagination, spatial thinking; to form the emotional-volitional sphere of children, to develop the skills of self-control over the actions performed. contribute to the socialization of children: the development of their labor skills in planning work to implement the plan, the ability to foresee the result and achieve it, if necessary, to make adjustments to the original plan. Tasks:

Direct plasticineography - an image of a picture on a horizontal surface; Reverse - an image on the other side (stained glass)

Contour plasticineography - an image of a picture along the contour, using flagella Multilayer - applying plasticine in several layers

Modular plasticineography - application of many ready-made elements Mosaic - application of identical elements (balls)

Textured - a more convex image (relief, bas-relief)

* You can paint over the template with plasticine; * scratch with a toothpick a drawing on a layer of plasticine; * sculpt a three-dimensional picture - a bas-relief; * make a plasticine picture. Sometimes it is convenient to use ready-made durable forms for modeling - jars, bottles, plastic eggs, boxes. They serve as a solid and comfortable base. It also helps to avoid redundant work. Sculpting in the form Drawing with plasticine

When the image is created from separate parts, as from the details of the designer (hence the name). In this way, they begin to sculpt as early as 2-3 years old (pyramid. beads. Fence, well) Combines two methods: constructive and sculptural. They call it plastic or modeling from a whole piece, when the child models the shape - the basis with various movements: pulls, bends, crushes, pinches where necessary: ​​from above, on the sides, from below. Constructive method Sculptural method Combined method The modeling technique is varied, but at the same time it is accessible even to small children.

Rolling Rolling Retracting Flattening Indentation Bending Handling

“The ABC of Modeling” - a technique for rolling the shape of a ball: we play “Magic Bun” with plasticine. Slightly stretch on both sides and roll out an ovoid or ellipse - a balloon, a melon. Pull off on one side - pear, matryoshka. Flatten between the palms into a disk-wheel, flat cake. Roll into a cone - ice cream, pyramid. Flatten on one side into a hemisphere - gingerbread, beetles. Make a depression with your fingers or a pencil - a mushroom cap, a cup, a vase.

“The ABC of Modeling” - a technique for rolling out the shape of a cylinder: we play with a “sausage” Together with the children, we perform movements with the palms of our hands forward and backward (until the part of the desired shape and size is obtained) while pronouncing the following text: “The locomotive is driving, driving - two pipes and 100 wheels: "Choo, choo, choo, choo, choo!" ”(especially relevant at the initial stage of mastering the basic form-building movements).

Stage 1 Visual-tactile examination of an object - determination of the features of its structure: parts and details of which it consists.

Sketching the image, determining the amount of plasticine Stage 2

Stage 3 Direct creation of a plasticine image, using the techniques of the ABC of Modeling and the techniques of plasticineography derived from them.

FINAL PART In order to complete the lesson, a brief summary must be summed up Self-assessment of the work with the help of: cards - symbols; scheme; emoticons, etc. Creation of a plot composition, exhibition and general evaluation of work by a teacher Evaluation of work by a neighbor; a hero from a surprise moment

Thank you for your attention!

List of sources "Plasticine country Lepilka" Selivon V.A. Minsk: "Poppuri", 2010. "Program 4 types", ed. Plaksina L.I. http: //www.Lenagold.ru http: //strandetstva.ru "Plasticineography: animalistic painting" Davydova G.N., publishing house: Scriptorium 2003. Year of issue 2008. http: //detskiysad.ru