Formation of creative activity of younger schoolchildren. Development of creative activity of children in the process of additional education Shulpina Lyubov Nikolaevna Development of creative activity

Studies of children's creativity make it possible to single out at least 3 stages in the development of creative thinking: visual-effective, causal, and heuristic.

Visual Action Thinking is born from action in the younger and early age. In the process of developing visual-effective thinking, the child develops the ability to single out in an object not just its external properties, but precisely those that are necessary to solve the problem. This ability develops throughout life and is absolutely necessary for solving any, the most complex problems.

The development of causal thinking in children begins with awareness of the consequences of their actions. In a child of 4-5 years old, cognitive interests shift from individual objects, their names and properties to the relationships and connections of phenomena. They begin to be interested not just in objects, but in actions with them, the interactions of people and objects, the relationship of causes and effects. First, children learn to plan actions on real objects, then with language material: a word, a statement, a text. Foresight and planning are at the heart of creativity at the stage of cause-and-effect thinking. This is how the plots of fantastic stories and fairy tales are born.

Refracting with age, changing in significance, these types of development of thinking continue to develop even during the period of study in primary school. Moreover, the study of the cognitive activity of children shows that by the end of primary school there is a surge in research activity.

"The research activity of children at the stage of causal thinking is characterized by two qualities: the growth of independence of mental activity and the growth of critical thinking" .

Thanks to independence, the child learns to control his thinking; set research goals, put forward hypotheses of causal relationships, consider the facts known to him from the standpoint of the hypotheses put forward. These abilities are, without a doubt, the basic prerequisites for creativity at the stage of causal thinking. Critical thinking is manifested in the fact that children begin to evaluate their own and other people's activities in terms of the laws and rules of nature and society.

Since, as children grow up, they encounter a large number of situations where it is impossible to single out one cause of an event, in these cases causal thinking will not be sufficient. There is a need for a preliminary assessment of situations and a choice among the many options and the abundance of facts that have a significant impact on the course of events. In this case, the choice is made based on a number of criteria that allow narrowing the “search area”, making it more abbreviated and selective. Thinking, which, based on the criteria of selective search, allows you to solve complex, problematic situations, is called heuristic. It is formed approximately by the age of 12-14.

Thus, by gradually forming all types of thinking with the development of a child's creative approach to any task, it is possible to give him the opportunity to grow up as a thinking and creative person.

Also one of the most important conditions for the formation of a young child school age is an creative imagination . True assimilation of any academic subject is impossible without the active activity of the imagination, without the ability to imagine what is written in the textbook, what the teacher says, without the ability to operate with visual images.

In the process of developing the imagination at primary school age, the recreating imagination is improved, associated with the presentation of previously perceived or the creation of images in accordance with a given description, diagram, drawing, etc. Creative imagination as the creation of new images, associated with the transformation, processing of impressions of past experience, combining them into new combinations, combinations, also receive further development.

It is widely believed that the imagination of a child is richer, more original than the imagination of an adult, that Small child generally lives half in the world of his fantasies. However, already in the 1930s, A. V. Vygotsky showed that the child's imagination develops gradually, as he acquires certain experience. Therefore, it is hardly fair to say that the imagination of a child is richer than the imagination of an adult. It's just that sometimes, not having enough experience, the child explains in his own way what he encounters in life, and these explanations often seem unexpected and original to adults. But if a child is given a special task to compose, invent something, then many children are lost and refuse to do it or perform the task traditionally and uninterestingly. Only very few children can complete the task creatively. That is why a child's creative imagination needs to be developed.

Describing the imagination of children, L.S. Vygotsky spoke of the need to understand the psychological mechanism of imagination, and this cannot be done without clarifying the connection that exists between fantasy and reality. “The creative activity of the imagination,” writes L.S. Vygotsky, - is directly dependent on the richness and diversity, the previous experience of a person, because this experience is the material from which the constructions of fantasy are created. The richer the experience of a person, the more material that his imagination has at his disposal. This idea of the scientist should be emphasized especially, because it is too widely known abroad, and in our country, that the child has a violent, unlimited imagination, is capable of generating bright, inorganic images from the inside. Any intervention of an adult, a teacher in this process only fetters and destroys this fantasy, the richness of which cannot be compared with the fantasy of an adult. At the same time, it is quite obvious that the poverty of the child's experience also determines the poverty of his imagination. As experience expands, a solid foundation is created for the creative activity of children.

2 Means of development of creative activity junior schoolchildren

2.1 The concept of creative activity of younger students

Analysis of the main psychological neoplasms and the nature of the leading activity of this age period, modern requirements for the organization of education as a creative process, which the student, together with the teacher, in a certain sense build themselves; orientation at this age on the subject of activity and ways to transform it suggest the possibility of accumulating creative experience not only in the process knowledge but also in activities such as creation And transformation specific objects, situations, phenomena, creative application knowledge gained in the process of learning.

In the psychological and pedagogical literature on this issue, definitions of creative activities are given.

Cognition- "... the educational activity of the student, understood as a process of creative activity that forms their knowledge" .

transformation- creative activity of students, which is a generalization of basic knowledge that serves as a developing beginning for obtaining new educational and special knowledge.

Creation- creative activity, involving the design of educational products by students in the areas studied.

Creative application of knowledge- the activity of students, involving the introduction by the student of his own thoughts in the application of knowledge in practice.

All this makes it possible to define the concept "Creative activity of younger students": a productive form of activity of elementary school students, aimed at mastering the creative experience of knowing, creating, transforming, using objects of material and spiritual culture in a new quality in the process educational activities organized in collaboration with the teacher.

The cognitive motivation of the younger schoolchildren's creativity manifests itself in the form of search activity, higher sensitivity, sensitivity to the novelty of the stimulus, situation, discovery of the new in the ordinary, high selectivity in relation to the new (subject, quality) being studied.

Scientists note the dynamics of the very research activity of the child's creativity. By the age of 7-8, the creativity of a younger student is often expressed in the form of independently posed questions and problems in relation to the new, unknown, and the research range of students is expanding.

This leads to the fact that already at primary school age, the main component of creativity becomes problematic, which ensures the child's constant openness to the new and sharpens the desire to search for inconsistencies and contradictions.

The solution of the proposed and independently (seen) problems in a creative child is often accompanied by a manifestation of originality. This is another important component of creativity, expressing the degree of dissimilarity, non-standard, unusual.

2.2 Conditions for the development of creative abilities of younger students

In psychological and pedagogical science, it has been repeatedly noted that now, in the conditions of rapidly growing information, the development and activation of creative thinking is of particular importance. Indeed, in any activity it becomes especially important not just to acquire a certain amount of knowledge, but to choose the most significant of them, to be able to apply them in solving a variety of issues.

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

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

Set the truth of statements;

Find errors, etc.

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

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

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

Tasks with verbal-logical constructions of the mathematical language.

Bibliographic list

1. Zhurko V.I. Methodological foundations for assessing the quality of education in high school// Proceedings of the Russian State Pedagogical University im. A.I. Herzen. - 2010. - No. 5. - S. 23-25.

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

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

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

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

A.M. Kasimov

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bibliographic list

1. Arefieva G.S. Society, knowledge, practice / G.S. Arefieva. - M., 1988. - S. 138.

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

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

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

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

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

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

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

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

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

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

12. Kuzin V.S. Fine Arts and Methods of Teaching in Primary Classes / V.S. Kuzin. - M., 1984. - S. 127.

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

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

15. Mordkovich V.G. Activity as a philosophical category // Socio-political activity of workers. - Sverdlovsk, 1970. - S. 18.

16. Ovchinnikov V.F. Reproductive and productive activity as a factor in human creative development / V.F. Ovchinnikov. - M., 1984. - S. 121.

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

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

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

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

21. Shatsky S.T. Pedagogical essays in 4 volumes / S.T. Shatsky. - M., 1959. - T. 2. - S. 450.

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

ON THE. Kolesnikova

MODELS OF INTERACTION OF STATE AUTHORITIES AND CIVIL SOCIETY STRUCTURES

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

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

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

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

In order to understand how to correctly define the term "creative activity", we turned to numerous works that explore the problem of the formation of creative activity in preschool age. These are the works of Yu.B. Boreva, A.I. Lilova, E.A. Anufriev and others. The psychological studies of L.S. Vygotskaya, A.N. Leontieva and others.

Most of the works studying creative activity emphasize the word "activity" in this term. In defining this concept, many tend to philosophical view to the fact that this is a quality that is inherent in the material, and which is manifested in the ability for self-development, independent change and independent movement.

Different scientific sources define this term in different ways.

Domestic researchers in the field of pedagogy and psychology often understand activity as a certain measure of activity, or the ability to interact with other subjects.

It is believed that activity is one of the stable personality traits. We believe that for a more objective assessment of activity, it is also necessary to consider its psychological component.

There are definitions that indicate that activity is the ability to transform something in the world, which develops as a result of a person's spiritual and material wealth and which is expressed in creativity.

The activity of a person depends entirely on his internal motivation, on how a person relates to it. For the formation of creative activity, the motivational component means a lot.

It is believed that creativity is the highest form of activity that a person is capable of. Creativity can be different - it can be not only artistic, but also scientific and technical. Moreover, each area of creative activity has its own specific features. Therefore, we believe that the two terms "activity" and "creativity" are two concepts that interact with each other and have a mutual influence on each other.

Let us now consider in more detail the term "creativity" and its meaning. According to various scientific sources, we can find a lot of definitions that differ from each other in essence and content. Consider the term mono both from the point of view of philosophy and from the point of view of psychology.

Psychology makes it possible to look at creativity as a process, as a kind of mechanism through which creativity flows.

According to Petrovsky, creativity is a human activity that generates something new, something that has never existed before.

Also, some dictionaries give a more meaningful explanation of this concept. Creativity should be understood as an activity, as a result of which something new appears in material or spiritual terms. A person uses his knowledge and skills in the process of creativity in order to create a new, original and unique product. For creative activity, intuition and imagination, mental activity are involved. Thus, a person can reveal his existing and expand his new capabilities.

According to Dahl's dictionary, creativity is a property of activity, such as creation or creation.

Despite the fact that many different studies have been devoted to creative activity, the development of this kind of activity in children still requires careful research and development.

Begin in preschool childhood.

Usually scientists, when trying to define creative activity, simply list its components. According to V.D. Bayankina, creative activity should be manifested as a result of one's own initiative, as a result of which a person receives and transfers new knowledge, seeks to cooperate in this with other people, and shows a steady interest in new knowledge.

V.D. Maksimova tries to take into account the person's interest in this matter, what part he takes in it, whether he takes the initiative during preparation and during the activity itself, whether the person helps those with whom he works together. As a result, creative activity is considered as a complex of different components that make up the child's activity, as a kind of collection of many features of his personality. Of course, this cannot be called a mistake. However, this approach has its drawbacks. The very term creative activity is divided into small components and its essence as a whole is lost.

L.G. Veselova offers her own version of the definition of creative activity. According to the author's works, this type of activity is a way to satisfy a person's need for new knowledge and positive emotions associated with it. Also, creative activity allows a person to change existing knowledge in such a way as to express his attitude towards them using various techniques.

Yu.N. Ryumina also describes her vision of the phenomenon. According to her works, creative activity is a state of personality, manifested in actions that characterize a person’s desire to transform something or create new value from the point of view of the material or spiritual world.

We believe that all these definitions do not fully reveal the essence of the phenomenon under consideration. Especially when we are talking especially for preschool children. Today, there are trends in the problem of preschool creativity and in the study of the potential of preschoolers, which are not taken into account by any of the authors listed above.

The last twenty years have marked for the system preschool education new approaches to the development and diagnosis of children's creative activity.

We believe that the main attention for understanding the essence of creative activity in preschool age should be given to the works of V.A. Petrovsky.

According to his works, there is a so-called supra-situational activity. Such activity is the result of a person setting a goal that is excessive in relation to the requirements of the current situation. That is, a person is not limited only by his current needs, but acts, as it were, "above the threshold of the necessary." He himself decides what his super-goal should be. He decides that the entire responsibility for achieving this goal lies with him, despite the fact that he is not able to program the result in advance.

If a person is able to take responsibility for the outcome of activity unknown to him in advance, then this is a sign of self-generation of the person as a subject. And I. Kovalev believes that this is precisely the creative activity of the individual.

After analyzing the research in the field of the formation of creative activity, as well as studying in detail the structure of this phenomenon, we concluded that there are two components, each of which will now be briefly discussed.

The first component is emotional-motivational. It includes: 1) high motivation, which manifests itself in the presence of an attitude to change the current situation or any object, as well as to create an alternative to the existing reality; 2) high intuition, which manifests itself in the fact that a person is able to see the final whole earlier than its individual parts; 3) in the predominance of positive thinking, in the harmony of the personal sphere.

The second component is intellectual and creative. It includes: 1) the ability of a person to solve current problems with the help of mental simulation of conditions (a person mentally conducts experimentation and sees the results); 2) the ability of a person to mentally transfer the properties of an object to a different situation and realize this situation with help.

So, we will understand creative activity as an initiative that a person takes to obtain and transfer new knowledge, the ability to cooperate with other people in the process of cognitive search.
The degree of development of creative activity is expressed in how its structural elements are formed.

The problem is that schooling can not always create conditions for the development of such abilities. That is, knowledge gained in one area, students are not able to use in another. Turns out that training in Russian school blocks the normal development of the student.

At the heart of the concept educational process - recognition of the need to include schoolchildren in the process of active creativity through the ability to make a choice of content and type of activity, acquire the necessary knowledge in dialogue-cooperation with the teacher and peers, in the search for non-standard solutions. This implies significant changes in the organization and management of the educational process that ensure the development of the creative activity of schoolchildren, the transformation of the subject method into a means of solving some independently set tasks.

Working for more than 30 years in a rural school, I often encountered low cognitive activity of children. The fact that our students have never won prizes in subject Olympiads and competitions for two decades made me think about the problem of developing the creative potential of rural students. There was a need to create conditions for the activation of educational and cognitive activity.

The active learning strategy focuses on improving the creative potential of each student. It is necessary to provide opportunities for the student to consciously develop his activity. How to do it? I found the answer: fill with new content and radically change the structure and methodology of conducting classes in subjects.

At the same time, it should be borne in mind that if the goals of learning change, then the class-lesson system should also change. The change in the forms of schoolchildren's activity in itself leads to the emergence of new forms of organization of educational work. Experience shows that the use of student-centered learning technologies contributes to the development of creative activity even in those classes where there are many students with a low level of cognitive independence. Made sure that if you create certain conditions, then educational and practical activities allows you to increase cognitive activity and bring it to creativity in some students.

Let me show you this with an example from 2011. The guys came to me in the 8th grade. 67% of students - with a low level of motivation. In order for the learning goals to be achieved as far as possible by all students, I decided to use the following method of enhancing cognitive activity: variety of genres of lessons.

I began to combine and apply algorithms of several pedagogical technologies in my lessons: integration, laboratory classes, pedagogical workshop, research methods and problem-based learning. Moreover, the “Concept for the Modernization of Russian Education” draws serious attention to these approaches to training and education:

personality-oriented;
integrated and, as its element, competence-based;
non-violent ways of interaction in a multicultural world;
use of interactive methods and means of education.

In order to develop the creative activity of students in this class, new ways had to be found. I decided to pay serious attention to the lessons of speech development. A figurative language, a sharp eye, a tenacious memory for details, good taste will never appear from scratch. All this is developed over the years and thanks to a variety of techniques and means that activate the cognitive activity of students.

Therefore, I determined for myself the necessary conditions for the development of cognitive and creative activity of students in the lessons of speech development:; creating a favorable atmosphere; use of differentiated and individual approaches; pedagogical cooperation; the opportunity for each student to see their own growth; posing problem questions; the use of tasks aimed at the development of creative thinking.

Among them, I especially want to highlight the various techniques of technology for the development of critical thinking (associations, mixed up logical chains, insert, marking table, two-part diary, table of arguments, cluster, cinquain, fishbone, prediction tree, cross discussion).

It has long been noted that interest in a subject is also developed by differentiated creative tasks. Working in groups according to levels of cognitive activity takes on real meaning. Opportunities for working with strong students are noticeably increasing. No need to reduce general level requirements, look back at students with a low level of learning. The use of differentiated tasks in the classroom allows us to highlight a number of positive aspects that increase the interest of students in educational activities:

problem-search setting of educational tasks, which requires not the perception of the material, but active mental activity;
the role of the teacher is reduced to a guiding and organizing function;
systematic control over the development of skills and abilities independent work through oral and written differentiating tasks.

Combination of elements of different methods and technologies helps students to penetrate deeper into the structure of the language, to realize its enduring values. I developed a series of such author's lessons, shared my experience at a professional regional review-competition of methodological and didactic teaching aids on one of the most difficult topics "Analysis of a poetic text as the art of figurative speech."

The main task of the teacher is to make students think in any way. The opportunity to look at the studied material from a new angle- one of the ways to get the student to be active in the lesson. The study of any text, an attempt to penetrate into the depths of the language is the subject laboratory work which can be successfully applied in the lessons of speech development. Each student has the opportunity to demonstrate the ability to generalize the material. The simplest technique is to compile reference notes in a laboratory map based on the conclusions obtained as a result of observations. At first it's difficult. When work is carried out in the system, most students can handle it.

The sequence of actions in the implementation of the educational process plays the most important role. The preparatory stage, the stage of organizing the joint activities of the teacher with students; the stage of debriefing, analysis, should be thought out and worked out.

I believe that such an organization of educational work has changed the situation for the better. An indicator of student activity is the attitude of students to the subject. We were diagnosing with a psychologist. The students were given a questionnaire with multiple choice answers.
Comparative analysis showed that students in the 10th grade like the Russian language more than those in the 8th grade. These indicators are reflected in the diagram.

Attitude towards the subject of students.

Target: explore the attitude of students in grades 8 and 10 to subjects
Diagnostics shows that the percentage of a positive attitude towards the subject among tenth graders has increased compared to their own attitude towards the Russian language in the 8th grade. There is not a single student who is always bored in class.
The following diagram indicates an increase in the level of cognitive activity.

The level of development of cognitive activity of students

(diagnostics prepared by the head teacher for UVR)
Purpose of diagnosis: on the basis of the identified criteria and indicators to conduct comparative analysis formation of students' cognitive activity.
The diagram shows positive changes. The number of students at the middle level has increased, and, conversely, the number of students at the low level has decreased. The transition of students from a low and average to a high and average level indicates the correctness of the chosen methodology.
The increase in the cognitive activity of students in the classroom also influenced the development of the creative qualities of the individual. This was also shown by the questionnaire for identifying the creative qualities of students (according to the method of V.I. Andreev). What qualities of a creative personality have developed in students is shown in this graph.

The development of the creative qualities of the individual

(diagnostics prepared by the school psychologist)
Target: explore the development of the creative qualities of each student
The graph of the development of personal qualities shows that the use of forms and methods of student-centered learning contributes to the formation of students' creative qualities. The level of formation of creative qualities in the tenth graders is higher than that of the same pupils in the 8th grade.
Creating an environment for the development of mental abilities, individually differentiated and activity approaches, focusing on the zone of proximal development of the student, the situation of success in the classroom - all this contributed to the development of creative abilities of students with a high level of cognitive independence. This is evidenced by the achievements of the 2011 graduates.

Working on the development of the creative activity of rural schoolchildren, I noticed how many had a steady interest in the subject, the level of independence and inventive activity increased. Analysis of the results indicates that the active learning strategy forms a positive motivation for students to study, and therefore contributes to the development of creative activity. creative works students of the 2011 graduating class were repeatedly noted at the district and regional levels. The number of winners and prize-winners at the school and municipal stages has increased.

A comparative analysis of the best USE results in the Russian language shows a positive growth trend, the average score has increased from 72 to 95. The number of students with the best USE results has increased 3 times. Average score in Literature by USE results amounted to 73 points, which is significantly higher than municipal, regional and territorial values.

An analysis of the study conducted on the basis of this class showed that the combination of traditional and new methods, forms and means of education based on the introduction of individual technologies of student-centered learning in the classroom contributes to the growth of students' creative activity. The idea was confirmed: the driving force behind the development of creative activity is the formation of motives that stimulate a person to any independent creative actions, the inclusion of students in the search for non-standard solutions.

Each teacher has his own pedagogical means and techniques to achieve the learning goals. In what forms to do this, everyone decides for himself, since this is connected with the characteristics of the personal qualities of students and the teacher himself, with the capabilities of a general education institution. The main condition for increasing the effectiveness of training is the desire to increase one's teacher's efficiency, increase student's efficiency, change the potential towards practical.

As I understand from my experience, to teach absolutely all schoolchildren to solve practical problems in the classroom, to form creative abilities in each student is a very difficult task. Studying the world from textbooks, we, teachers and students, in general, do not come close to understanding it. It turns out that understanding cannot be assimilated or learned - it can only be suffered ... on oneself, on one's own skin. The latest pedagogical technologies have allowed me to unlock the potential of more students than ever before. I am glad that today I can contribute to a greater extent to the formation of independence and creativity among schoolchildren, although much remains to be learned.

Sometimes I hear from colleagues: “There was nothing before: no computers, no Internet, and the students studied, no technology or innovation for you.” The new appears because the old is no longer acceptable. Previously, we did not talk about the shortcomings of the traditional approach because there was no point in criticizing something that could not be offered an alternative. Now it's just a different time, different needs, different children, that's why WE MUST TEACH DIFFERENTLY.

Bibliography
1. Antonova E.S. How to organize research in a Russian language lesson. - Russian language at school, 2007, No. 7. S. 3 - 6
2. Prishchepa E.M. "Student research activity" Library of the journal "Literature at School". - No. 12, 2004.
3. Polivanova K.N. Project activity of schoolchildren: a guide for the teacher. - M .: Education, 2008.
4. Celestine Frenet Grammar on four pages and school printing (translated by Rustam Kurbatov). - Publishing House "First of September" / Russian language, 2009, No. 13. S. 9-11.
5. Matyushkin A.M. Development of students' creative activity / Nauch.-issled. in-t general and educational psychology Acad. ped. sciences of the USSR. -M.: Pedagogy, 1991.

Specialty HAC RF13.00.01
Number of pages 142

Chapter 1. Creative activity of children in the educational process as a pedagogical problem

1.1. The essence of the creative activity of children

1.2. Opportunities additional education in the development of the creative activity of the individual

Chapter 2. Pedagogical conditions for the development of children's creative activity in the process of additional education

2.1. The state of development of children's creative activity in the process of additional education

2.2. Characterization and implementation of pedagogical conditions for the development of children's creative activity in experimental work

2.3. The results of experimental work on the development of creative activity of children in the system of additional education

Recommended list of dissertations

Additional education of children as a means of their creative development 1998, candidate of pedagogical sciences Berezina, Valentina Alexandrovna
Development of the personality of a junior schoolchild in the system of additional education for children 2007, candidate of pedagogical sciences Ganina, Svetlana Alexandrovna
Program and methodological conditions for the integration of basic and additional education in primary school: On the example of artistic and creative classes with younger students 2004, candidate of pedagogical sciences Sanina, Elena Vladimirovna
Development of creative activity of younger schoolchildren in music classes in conditions of additional education 2004, candidate of pedagogical sciences Konovalova, Svetlana Aleksandrovna
Pedagogical conditions for the formation of creative activity of schoolchildren in musical and aesthetic additional education 2002, candidate of pedagogical sciences Peredreeva, Oksana Borisovna

Introduction to the thesis (part of the abstract) on the topic "Development of creative activity of children in the process of additional education"

The development of a creative personality in the process of education and upbringing is one of the socially significant tasks of modern Russian society. The formation of a self-developing and self-determining personality capable of open creative interaction with the environment and society is defined as the highest goal of education.

Pedagogical science considers the influence of education on the creative development of the individual as one of the central problems. Even K.D.Ushinsky, S.T.Shatsky, P.P.Blonsky and other teachers noted the importance of the unity of education and upbringing in the educational process, taking into account the interests, abilities, capabilities and needs of the child.

One of the priority tasks of pedagogical science at present is the study of qualitatively new relations between the individual and society, the search for the most optimal ways of educating, teaching, and creative development of children.1

Recently, a special place in the system of continuous education belongs to additional education, which acts as a means of motivating the development of the individual to knowledge and creativity through a wide variety of activities. The development of the child is reinforced by the opportunities to create a situation of success and the freedom to change the type of activity. It is additional education that is designed to satisfy the constant needs of children, to help reduce the negative consequences of children being unemployed after school hours, the growth of crime, vagrancy, and to increase attention to socially disadvantaged children.

Special meaning for personal development have preschool and primary school age, when the foundation of the personality is laid, intensively

1 Hereinafter, the term "children" refers to children of primary school age. socially significant qualities, the foundations of a worldview, habits are formed, cognitive abilities develop, diverse relationships with the outside world are formed. These problems were studied by: Ya.A. Komensky, I.G. Pestalozzi, K.D. Ushinsky, L.N. Tolstoy, S.T. Shatsky, Sh.A. .Dmitriev, S.P. Baranov, L.I. Bozhovich, L.S. Vygotsky, V.V. Davydov, L.V. Zankov, E.V. Zvorygina, L.F. Obukhova, A.I. Savenkov , L.S. Slavina, V.A. Sukhomlinsky, S.L. Novoselova.

The task of the creative development of the individual cannot be accomplished by the efforts of the school system alone; additional (out-of-school) education with extensive experience in our country is called upon to participate in its implementation, designed to meet the constantly changing individual socio-cultural and educational needs of the child. Naturally, the very history of the development and formation of this education provides a lot of material for its improvement. In the works of modern researchers (E.V. Bondarevskaya, A.K. Brudnov, B.Z. Vulfov, O.S. Gazman, M. B. Koval, S. V. Saltseva, A. I. Shchetinskaya, etc.) a deep analysis of various aspects of (out-of-school) additional education of children was carried out. At the same time, a number of unresolved issues remain: the place of out-of-school additional education of children in the general system of lifelong education; the main directions of additional education of children and their development in educational institutions of all types and kinds; the influence of additional education on the creative development of the child's personality and his self-determination.

As practice shows, the real possibilities of the majority modern schools insufficient to solve the problem of developing the creative activity of the child's personality, his self-determination. A number of contradictions arise between: the growing requirements of life for the formation of a creative, initiative personality and the lack of a system of special pedagogical work that ensures this process; the mass education system and the individual nature of the process of development of the child's creative activity; the objective necessity of innovative and integration processes in the educational sphere and the lack of specialists prepared for this activity teaching staff; the existing experience of many years of work in this direction and the lack of evidence-based mechanisms for using it in mass practical activities.

The additional education of children can contribute to the resolution of these contradictions. Having the main goal of creating pedagogical conditions for self-education, self-education and self-realization of the personality, additional education is a specific environment for the child, important both for his creative development, socialization, formation life experience, and for self-determination (E.V. Bondarevskaya, V.G. Bocharova, B.Z. Vulfov, L.S. Vygotsky, O.S. Gazman, V.V. Davydov, V.A. Karakovsky, M. B. Koval, D. I. Latyshina, A. V. Mudrik, L. I. Novikova, A. V. Petrovsky, S. D. Polyakov and others). At the same time, the current state of education gives rise to another contradiction: between the need to integrate basic and additional education in the interests of the development of the child's personality and the underestimation of the role of the teacher.

Of course, significant transformations are taking place in modern education, not only its individual aspects are changing, but also the general conceptual approaches. One of the effective ways to solve the problem of the creative development of the child's personality is the integration of basic and additional education, the implementation of personality-oriented, personality-activity approaches that can play a significant role in a child's life in reaching the heights of his creative development, determining his life path (Sh.A. Amonashvili, V.V. Davydov, L.V. Zankov,

I.A. Zimnyaya, V.A. Karakovsky, V.M. Korotov, A.V. Mudrik, L.I. Novikova, A.V. Petrovsky, V.A. Petrovsky, I.S. Yakimanskaya, E.A. Yamburg and others).

It should be emphasized that this relationship is able to solve the strategic tasks of modern education:

Ensure continuity of education;

To fully develop the technologies and ideas of personality-oriented education;

Implement programs of social and psychological adaptation;

Carry out career guidance;

To develop the creative abilities of the individual and create conditions for the formation of the experience of creative amateur performance and creative activity of the child.

The study of philosophical and psychological-pedagogical literature shows that science has paid and is paying close attention to the development of the creative potential of the individual. However, the problem of the formation of the creative activity of children in institutions of additional education has not yet been the subject of a special scientific research. Meanwhile, additional education is designed to solve this problem.

First, as shown by the statistics provided by the Ministry of Defense of the Russian Federation, a significant number of children and adolescents (up to 60% of the total number of schoolchildren) study in institutions of additional education in Russia.

Secondly, the research materials show that the need of children to realize their interests is not fully satisfied by the family and school. Additional education institutions, providing the child with the opportunity to actively participate in various activities, opening up space for him to perform various social roles, including him in diverse relationships with the outside world, can and should become full-fledged factors in the realization of children's interests.

Thirdly, institutions of additional education, having qualified personnel and a material base, are able not only to satisfy, but also to develop the needs and interests of the child.

At the same time, the analysis of psychological and pedagogical literature shows that so far there have been no special studies on the development of children's creative activity in the process of additional education. The problems of special pedagogical conditions and features of the development of children's creative activity in the process of additional education remain little studied.

Based on the foregoing, it can be argued that, on the one hand, there is an objective need to develop the creative activity of children in the conditions of additional education, and on the other hand, the problem has not been sufficiently developed in pedagogical theory. This circumstance led to the choice of the research topic: "The development of children's creative activity in the process of additional education."

The problem of this study: What are the pedagogical conditions for the development of children's creative activity in the process of additional education?

Solving the problem raised is the goal of the study.

The object of the research is the development of creative activity of younger schoolchildren.

The subject of the research is the process of developing the creative activity of children in institutions of additional education.

The hypothesis of the study is based on the assumption that additional education, as a certain system, can have a significant impact on the development of a child's creative activity in the presence of appropriate pedagogical conditions: the creation of variable additional education programs that ensure the creative development of children with their free choice of areas of their activity; the teacher's orientation towards the development of the creative potential of each child in his chosen field of activity, carried out through a special selection of forms and methods of work; selection of teachers with creative abilities and the ability to direct the efforts of children to non-standard solutions in the chosen type of activity;

Ensuring a positive attitude of the family towards the child's creativity, expressed in support for the child's voluntary choice of the type of activity, providing the necessary materials for it, emotional support for his success.

In accordance with the problem, purpose, object, subject and hypothesis of the study, the objectives of the study were defined:

1. Reveal the essence, content and structure of the creative activity of children.

2. To reveal the possibilities of developing the creative activity of children in the process of additional education.

3. To identify the pedagogical conditions that contribute to the development of creative activity in the process of additional education.

4. Experimentally test the effectiveness of the proposed pedagogical conditions for the development of children's activity in the process of additional education.

The methodological basis of the study is: psychological and pedagogical ideas and concepts about the essence and nature of a person as a subject: non-activity and attitude (Yu.K. Babansky, L.I. Bozhovich, I.F. Gerbart, A. Diesterweg, Ya.A. Komensky, I.G. Pestalozzi, S.L. Rubinshtein, K.D. Ushinsky,

V.D. Shadrikov and others), about the leading role of activity as a source of personality formation (P.P. Blonsky, L.S. Vygotsky, V.V. Davydov, N.K. Krupskaya, A.N. Leontiev, A. .S. Makarenko and others); theory of personality development (A.G. Asmolov,

A.V. Petrovsky, I.I. Rezvitsky, V.I. Slobodchikov, D.I. Feldshtein and others); psychological and pedagogical research in the field of the formation of the personality and the processes of self-determination of the child (A.A. Bodalev, Yu.P. Vetrov, W. Glasser,

V.S.Ilyin, E.A.Klimov, I.S.Kon, E.I.Malikina, A.V.Mudrik, G.P.Nikov, V.F.Safin, V.Frankl, G.I. Schukin and others).

The general pedagogical foundation of the work was the provisions of the theory of educational systems (Yu.K. Babansky, I.F. Gerbart, V.A. Karakovsky, L.I. Novikova, K.D. Ushinsky and others); methodological principles pedagogical research(F.D. Botvinnikov, V.I. Zagvyazinsky, V.V. Kraevsky, V.M. Polonsky, M.N. Skatkin and others), modern concepts for the development of additional education for children (E.V. Bondarevskaya, A. K. Brudnov, M. B. Koval, D. I. Latyshina, A. I. Shchetinskaya and others).

To solve the tasks and test the initial assumptions, the following research methods were used: theoretical - theoretical analysis, generalization and interpretation of scientific data, retrospective analysis; empirical - observation, questioning, conversation, analysis of scientific psychological and pedagogical literature and teaching practice, study and generalization of pedagogical experience in the field of additional education of children; experiment, as well as methods of mathematical statistics.

Experimental research base: studying the experience of forming children's creative activity in the system of additional education, determining the formation of creative activity, implementing pedagogical conditions were carried out on the basis of the Houses of Children's Creativity No. 1 and 2, the Palace of Children's Creativity in Penza, secondary schools No. 57, 63, 68, 74.

Main stages of the study: The study was carried out in several stages.

The first stage (1996 - 1998) - search. The study of philosophical, methodological, psychological and pedagogical literature on the research problem. Analysis and assessment of the current state of the problem in theory and practice. Conducting a stating experiment to identify the levels of formation of creative activity in children. Development of the scientific research apparatus.

The second stage (1998 - 2000) is experimental. Refinement of the hypothesis. Conducting a formative experiment, using pedagogical conditions in the process of developing the creative activity of children,

The third stage (2000 - 2001) - generalizing. Completion of the formative experiment. Correction, systematization and generalization of its results. Approbation of the main ideas and provisions of the study.

The scientific novelty and theoretical significance of the study is as follows: for the first time, the essence is revealed, the content and structure of the creative activity of younger schoolchildren in the process of additional education are determined; the components of creative activity are revealed and the levels of its development are determined. The pedagogical conditions necessary for the development of creative activity of younger schoolchildren in the process of additional education are determined, substantiated and experimentally confirmed, the components of creative activity are identified and the levels of its development are determined. The pedagogical conditions necessary for the development of creative activity of younger schoolchildren in the process of additional education (variability of the content of education, selection of forms and methods of working with children adequate to the content, creativity of the teacher of additional education, positive attitude of the family to the creativity of the child) are determined, substantiated and experimentally confirmed. And

The practical significance of the study lies in the fact that, in accordance with substantiated theoretical provisions, the pedagogical conditions for the development of children's creative activity are determined, experimentally tested and confirmed in the practice of additional education.

Scientific and methodological recommendations developed in connection with these conditions for teachers of additional education have been put into practice. The program of the special course "The role of the teacher of additional education in the development of the creative activity of children" for students of the Pedagogical University, Pedagogical College, which reflected the theoretical conclusions and recommendations of the author, was created and tested.

The results of the study can be used in higher and secondary special educational institutions when studying the course of pedagogy.

The reliability of the study is ensured by a methodological approach based on the provisions of philosophy, psychology and pedagogy on the essence and role of creativity, the concept of personality development; using a methodology adequate to the subject and objectives of the study; a combination of qualitative and quantitative analysis, the representativeness of experimental data, a variety of research procedures and techniques, their complementarity, numerous data validation, as well as statistical methods for processing and analyzing data.

Testing and implementation of research results.

The main provisions and results of the study were discussed at meetings of the Department of Pedagogy of Primary Education of the Moscow Pedagogical state university; at the All-Russian scientific-practical conference "Additional education of children - a factor in the development of a creative personality" (St. Petersburg, 1998); at the All-Russian scientific-practical conference "Additional education of children in Russia: state and development prospects in the XXI century" (Moscow, 2000).

The following provisions are put forward for defense:

1. The development of the creative activity of children in additional education is aimed at solving the problems of preparing them for creativity in conscious life and involves the voluntary inclusion of younger students during extracurricular time in artistic and aesthetic, sports and recreational, environmental, biological, tourist or technical classes and receiving them productive results.

2. The structure of the creative activity of a younger student consists of motivational, content-operational and emotional-volitional components; the pedagogical guidance of children in the process of additional education is aimed at their development, and their presence ensures the success of the activities of younger students.

3. Pedagogical management of the development of creative activity in the process of additional education is carried out differently for each child, depending on the level of formation of this personality trait in him.

4. The development of the creative activity of children in the process of additional education is ensured by the presence of the following conditions: the creation of variable additional education programs that ensure the creative development of children with their free choice of areas of their activity; the teacher's orientation towards the development of the creative potential of each child in his chosen field of activity, carried out through a special selection of forms and methods of work; selection of teachers with creative abilities and the ability to direct the efforts of children to non-standard solutions in the chosen type of activity; ensuring a positive attitude of the family towards the child's creativity, expressed in support for the voluntary choice of the type of activity, providing the necessary materials for it, emotional support for his success.

Dissertation structure. The work consists of an introduction, two chapters, a conclusion, a list of references, including 226 titles of works by domestic and foreign authors, and appendices containing test tasks for diagnosing creative activity in younger schoolchildren and a special course "The role of a teacher of additional education in the development of creative activity of children in the process of additional education." The main text of the dissertation is presented on 118 pages, contains 11 tables. The total volume of the dissertation research is 142 typewritten pages.

Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code

Pedagogical foundations for the formation of a system of additional education in modern educational institutions 1998, candidate of pedagogical sciences Gribov, Dmitry Nikolaevich
Pedagogical conditions for the orientation of adolescents to personal achievements in the institution of additional education for children 2002, Candidate of Pedagogical Sciences Bikteeva, Anisya Damirovna
Organizational and pedagogical conditions for advanced training of a teacher of additional education 2000, candidate of pedagogical sciences Kalish, Irina Viktorovna
Pedagogical support for the process of self-development of lyceum students in the conditions of additional education of children 2004, candidate of pedagogical sciences Gorokhova, Svetlana Alexandrovna
Preparation of a primary school teacher for creative pedagogical activity in institutions of additional education for children 2006, candidate of pedagogical sciences Seidniyazova, Natalia Vladimirovna

Dissertation conclusion on the topic "General pedagogy, history of pedagogy and education", Shulpina, Lyubov Nikolaevna

Conclusions on the second chapter

The conducted experimental work confirmed the hypothesis put forward at the beginning of the study that additional education as a certain system has a significant impact on the development of the creative activity of the child's personality in the presence of appropriate pedagogical conditions: the possibility of variability in the content of additional education for children to freely choose areas of creative activity, suggesting a variety of programs and their corresponding logistics; adequate content selection of forms and methods of work that meet the needs of each child, and focused on the individual development of his creative potential in his chosen field of activity; the presence of creative abilities of a teacher of additional education, providing opportunities to direct the efforts of children to * non-standard original solutions in the chosen type of activity; the positive attitude of the family towards the child's creativity, expressed in support for the child's voluntary choice of the type of activity, providing the necessary materials for it, and emotional support for his success.

The tasks assigned to the experimental work were completely solved. Experimental work was carried out for 5 years. At the stage of the formative experiment, a system of pedagogical conditions was introduced to develop the creative activity of children. During the entire formative experiment, the pedagogical conditions described above were implemented with the help of pedagogical technologies. Among them: technologies based on didactic improvement and reconstruction of the material; technologies of joint work of parents, teachers and children; game and group technologies; management technologies. % We judged the success of the process of developing the creative activity of children in the process of additional education by changes (in the direction of increase) in the levels of manifestation of the creative activity of the participants in the experiment.

The control cut was carried out according to the same methods as during the ascertaining experiment. We carried out the transfer from one level to another on the basis of the qualitative characteristics of the levels in accordance with the indicators of the manifestation of the creative activity of children described above (Chapter 1, § 1).

The dynamics of the development of children's creative activity in the process of additional education is reflected in Table 11 (Chapter 2, § 3).

The results of processing the control section, made at the end of the formative experiment, indicate the differences between the children of the experimental and control groups in terms of levels of creative activity. More significant changes in the levels of creative activity occurred in the experimental groups. The use of the Student's t-test confirmed the effectiveness of the methodology we developed for the development of children's creative activity at a 95% confidence level.

We judged the results of experimental work not only by quantitative indicators of the formation of levels of creative activity, but also by qualitative changes in its components.

Thus, the data obtained allow us to assert that the experimental work carried out gave positive results and contributed to a change (in the direction of increase) in the levels of creative activity of children in the experimental groups. These changes are more significant than those that occurred in the control groups.

The sufficient effectiveness of experimental work on the development of children's creative activity in the process of additional education is confirmed by the effective implementation of its results in the practice of additional education institutions in the city of Penza and the region.

CONCLUSION

The democratization and humanization of the education system in the Russian Federation made it possible to consider additional education as a sphere that objectively combines upbringing, training and development into a single process. Additional education deepens and expands the knowledge, skills and abilities provided by the main general educational and professional programs; forms a positive motivation of schoolchildren to creativity, knowledge; introduces students to personally significant socio-cultural values, the need for which is not satisfied general education; introduces students to national cultural customs, traditions of their people; generalizes the experience of social activity of schoolchildren; organizes useful and interesting leisure activities for children and adolescents; prepares students for professional and other types of life self-determination; contributes to the replenishment of the psychophysical strength of children, the correction and rehabilitation of their health; expands the scope of communication and relationships of children and adolescents; supports the individuality and originality of the child; creates situations of success, including for socially disadvantaged children.

The system of additional education for children at the turn of the century provides ample opportunities for the development of the child's creative abilities in various activities and fields of knowledge.

The development of a creative personality, ready for the implementation of significant social functions, for social transformational activities, is one of the essential tasks of modern society.

The focus of additional education on the development of the child's personality requires the identification, determination of those of its properties, the impact on which contributes to the development of the personality as a whole. As one of them, creative activity is considered, which is a system-forming property of a personality, a defining characteristic of its movement towards self-improvement, a condition for realizing oneself as a person at all stages of ontogenesis.

The performed research, as well as the study of special literature on this issue, give grounds to conclude that the development of children's creative activity has theoretical and practical significance.

The formulation and preliminary study of the problem of the development of children's creative activity in the system of additional education revealed its versatility, complexity and insufficient development in the theory and practice of education.

Despite the fact that a significant number scientific works is devoted to the study of the problem of developing the creative potential of the individual, such issues as the formation of the creative activity of children in the system of additional education in the presence of appropriate pedagogical conditions have not been sufficiently developed and require further study.

This study is devoted to identifying and substantiating the system of pedagogical conditions that ensure the effectiveness of the process of developing the creative activity of children in the system of additional education, in order to eliminate the corresponding gap in pedagogical theory and practice.

The study of psychological and pedagogical literature, the study showed that the concept of creativity is a fruitful theoretical basis for the development of children's creative activity in the system of additional education through the implementation of a system of pedagogical conditions.

An analysis of the formation of the creative activity of children in the system of additional education allows us to state that all children at one level or another show this quality. At the same time, the results of the ascertaining experiment show that the creative activity of most children in the system of additional education is characterized by low and medium levels of its formation, which implies huge reserves for a more intensive development of this quality in the subjects.

The study made it possible to:

1. To characterize the creative activity of children as a stable integral quality of a personality, expressed in a purposeful unity of needs, motives, interests and actions, manifested in a conscious search for creative situations.

2. Describe the structure of children's creative activity through a system of motives, creative abilities, skills of creative activity, combine them into three components: motivational, content-operational and emotional-volitional.

3. Select indicators of children's creative activity for the purposeful development of this quality, give qualitative characteristics of four different levels of its formation: low, medium, insufficiently high and high.

4. Determine the pedagogical conditions that ensure the effectiveness of the methodology for the development of children's creative activity based on the study of the features of the system of additional education and the results of the ascertaining experiment.

In determining these conditions, we proceeded from the main psychological and pedagogical ideas and concepts, about the essence and nature of a person as a subject of activity, about the leading role of activity as a source of personality formation, about the development of a system of additional education for children and others.

5. To put into practice the system of pedagogical conditions with the help of a number of pedagogical technologies.

The results of the study on the influence of pedagogical conditions on the development of children's creative activity in the process of additional education made it possible to solve the tasks and prove the hypothesis put forward.

The study confirmed the hypothesis and made it possible to draw the following conclusions:

Creative activity is an integral quality of a person, expressed in a purposeful unity of needs, motives, interests and actions, characterized by a conscious search for creative situations. The structure of creative activity includes the unity of motivational, content-operational and emotional-volitional components.

The development of the creative activity of children in the process of additional education occurs effectively when the following pedagogical conditions are implemented: the variability of the content of education, the selection of forms and methods of working with children adequate to the content, the creativity of the teacher of additional education, the positive attitude of the family to the creativity of the child.

The study was not only experimental in nature. It made a number of practical recommendations for teachers of additional education on the development of children's creative activity.

Further search required effective methods, ways and means of developing the creative activity of children. In particular, the further deeper development of the system of pedagogical conditions for the development of creative activity in children of adolescence and youth deserves attention. The system of training future teachers of additional education, who own the methodology for developing the creative activity of children, needs special development.

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