The goal is the formation of creative activity. Development of creative activity of students. Possibilities of additional education in the development of the creative activity of the individual

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

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

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

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

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

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

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

The objective conditions are as follows:

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

Subjective conditions include:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 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.

Ludmila Teleshenko
The essence and ways of forming the creative activity of children

Modern society needs a person who is capable of self-improvement and self-development, effectively and innovatively solving new problems. life problems. Therefore, it is very important to educate a spiritually rich person, paying special attention to the development creative activity younger preschoolers.

development problem creative personality, we consider in the context of the development of the real abilities of a growing person, which formed and are embodied in various types cognitive and creative activity. The result of this activity does not always have obvious social value, but participation in its process is of paramount importance for children. In the course of this process, independence, initiative are manifested, creative potential of the individual.

Modern education is aimed at the overall development of the child's personality. The basis of comprehensive development is creative activity, that's why formation of creative activity students is one of the urgent problems of the younger generation. Meaning we see the formation of creative activity, first of all, in the fact that in the process creative activity in the child is brought up love for serious, thoughtful work, perseverance in achieving the goal.

No manifestation creative activity the cognitive abilities of the child cannot be successfully developed. creative activity the child takes center stage in formation of strong-willed, purposeful, comprehensively developed personality.

For effective development creative activity of children it is important to define the essential aspects of the concept " creative activity", to uncover way development of the considered personality quality in the learning process.

History of problem research creative activity shows us its inseparable connection with the problem personality activity in general.

Activity- not just activity, not its type and state. Scientists consider activity as a characteristic of the personality, its initiative, the incentives of which are the content and nature of the activity itself. It is self-activity that creative potential, since it is dictated not only by external necessity, but by an initiative from within.

Activity is a multifaceted concept. It is no coincidence that therefore the problems associated with its study are considered by philosophy, pedagogy, and psychology.

Much attention is paid to the study of the problem in the philosophical literature. Already in the studies of Plato and Aristotle there are attempts to find mechanisms personality activity leading to creativity.

Activity, according to N. A. Berdyaev, as a philosophical category reflects "the ability of objects of inanimate and living nature and subjects social life to spontaneous, intensively directed and conscious interaction" with the environment, changing and transforming it and oneself, as well as "the intensity of this process, its measure." One of the very important issues of child psychology and pedagogy is the question of creativity in children. Creativity is a complex phenomenon, complex, due to many socio-pedagogical and psychophysical prerequisites.

Children's Researchers creativity celebrate that high achievements are associated with factors such as the level of imagination in gaming activities (J. Moran, J. Sawyers, as well as with various social abilities: communication, role-taking (J. Connelly, A. Doyle, 1984, use of language and the desire for leadership (W. Fu, H. Kennedy, 1982), the possibility of self-expression, the interests and educational level of parents (T. Kovacs, 1982). According to P. Smith (1983, for the development of children creativity it is necessary to provide children with materials for classes and the opportunity to work with them, to encourage creative interests of the child; one should also strive for his inner looseness and freedom.

P. Torrens identified the components creative thinking are factors of creativity.

These include:

intellectual creative initiative - focus on going beyond the given tasks and requirements;

Fluency of thinking - the richness and variety of associations, the number of connections formed;

Originality of thinking - independence, unusualness, witty solutions.

A scientist defines creativity through characteristics creative process . Creative the way to solve a problem is that a person tries to avoid the generally accepted and obvious solutions, explores the problem, putting forward many hypotheses, testing his guesses until he finds a solution.

A. N. Leontiev, considering the components creativity, highlighted in block diagram motivational and operational aspects creativity.

V. P. Zinchenko and V. M. Munipov propose to supplement this scheme with emotional and ideological components. Considering this, the structure creativity can be represented as a combination of worldview, motivational, content-operational and emotional-volitional components.

The ideological component, according to scientists, determines the position of the individual in the process of activity and in assessing its results. To the main worldview properties of the individual, contributing to creative activities refer:

1) awareness by the individual of his worldview properties;

2) the ability to defend one's own creative positions.

The next one is the motivational component, which includes a system of motives that express a person's conscious motivation for activity, including creative, the totality of those mental moments that determine his behavior as a whole, that which induces his activity, for the sake of which it is performed.

In our work creative activity is considered as a quality that is simultaneously inherent in both the personality itself and its activities. creative activity involves a theoretical understanding of knowledge, an independent search for solutions to problems.

Development creative activity personality requires the teacher to create such an atmosphere when there is curiosity and interest, the need to defend their creative positions, a sense of passion, a desire for creative achievements, a situation of success is created in creative activity.

In this way, creative activity of children in the learning process is connected with all parties the emerging personality of the child: needs, interests, inclinations, abilities, volitional manifestations, emotional attitude to activity. Intellectual, emotional and volitional components in creative activities are inseparable, because not a single emotion, not a single volitional decision and action arises outside of human activity.

Development process creative activity involves quantitative and qualitative changes occurring in the structure of the personality and in the system of its interaction with the surrounding reality, which can be correlated with some points on the scales of development of the main parameters creative activity.

To identify levels of development creative activity of children it became necessary to develop indicators formation of creative activity.

Researchers identify the following levels creative activity: problematic level (M. I. Makhmutova); the formation of creative learning activities (I. Ya. Lerner); intellectual activity with levels included creative activity(D. B. Bogoyavlenskaya).

So, Z. V. Bayankina puts forward a classification creative activity by degree of mastery creativity, highlighting levels: adaptive, search, research, creative. Yu. V. Naumenko builds a classification according to the constancy of manifestation operating component creativity, thereby defining different levels creativity. E. N. Tupichkina, L. N. Petrova singles out the classification creative activity to develop interest in creativity, highlighting levels: zero, low, medium, high.

D. B. Bogoyavlenskaya believes that independence is a quality included in activity. P. Ya. Galperin says that in the change of independence, on the one hand, the dynamics of the current level of development are manifested, on the other hand, the process formation of creative activity, which is the quality of activity.

Article on psychology. Features of the development of creative activity of children of senior preschool age

Artwork description: I propose an article about the features of the development of creative activity of children of senior preschool age. This article will be useful to teachers - psychologists, educators kindergarten, students.

Creative activity of older preschoolers

In the Concept of long-term social economic development Russian Federation for the period up to 2020, it is emphasized that today it is required to ensure maximum accessibility of cultural goods and education for Russian citizens, including the improvement of the system for supporting children's and youth creativity, as well as maintaining the creative activity of young people. Also Federal State Educational Standard preschool education, among the many tasks that it solves, highlights the following:
- Preservation and support of the individuality of the child, the development of the individual abilities and creative potential of each child as a subject of relations with people, the world and himself.
A favorable period for the development of creative activity from a psychological point of view is preschool childhood because at this age children are extremely inquisitive, they have a great desire to learn the world. In the studies of L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontiev, they find confirmation of the idea that at the senior preschool age new type activities - creative. And its originality lies in the fact that it gives rise to the opportunity to go from thought to situation, and not vice versa, as it was before. However, teachers and psychologists note the specificity of this activity in children of older preschool age. So, many of the components of creativity at this age are just beginning to develop, although subjectively the child is constantly discovering something new.
In studies devoted to the problems of the development of children's creativity, it is noted that at preschool age, a child manifests a number of features that characterize him as a creator. This is a manifestation of activity and initiative in the application of already mastered methods of work in relation to new content, finding original ways to solve the tasks, the use of different types of transformations.
It is known that the psychological basis of creative activity is imagination - a mental process that consists in creating images of objects and situations based on the results of their perception and comprehension. Imagination in preschool childhood is manifested in three stages of development, and at the third stage, at senior preschool age, children develop creative imagination.
At the senior preschool age, logical thinking begins to form intensively. As if defining thereby the immediate prospect of creative development. The accumulation of experience in practical actions, a certain level of development of perception, memory, and imagination create a situation of confidence in one's goals. A child of 6-7 years old can strive for a distant (including imaginary) goal, while maintaining strong volitional stress for quite a long time.
The analysis of scientific literature allowed me to highlight the indicators of the creative activity of children:
1. High level of interest.
2. The ability to fantasize, imagine and model.
3. The manifestation of ingenuity, ingenuity and the discovery of new knowledge, methods of action, the search for answers to questions.
4. The manifestation of joyful emotions in the process of work.
5. The ability to experience a situation of success, to enjoy the creative process.
6. Striving for originality.
7. Manifestation of independence in work.
8. Ability to overcome the difficulties that have arisen.
The upbringing of creative activity in older preschoolers has its own features, due to the psychological and physiological characteristics of their development.
Studies of teachers and psychologists have established that the child's creative activity in various areas depends on the specifics of age development, and is fully determined by it.
There are optimal sensitive periods for the formation of the ability to be creative. These include, as studies show (L.S. Vygotsky, L.V. Zankov, V.V. Davydov, D.B. Elkonin, A.Z. Zak), senior preschool age, because it is during this period that psychological basis for creative activities.
One of essential mechanisms successful creative development of the child is a teacher. The role of the teacher is to promote the child's own creative activity. This is possible under the condition of interaction, which implies authenticity (sincerity), unconditional acceptance of the child and the ability for empathic understanding (empathy) on the part of the teacher. Without these conditions, it is impossible to talk about the creative development of the child. The main task of the teacher is the ability to interest him, ignite hearts, develop creative activity in him, without imposing his own opinions and tastes. The teacher must awaken in the child faith in his creative abilities, individuality, originality, faith that doing good and beauty brings people joy.
One of the determining factors in the creative development of children is the creation of conditions, the creation of such an atmosphere when children have curiosity and interest, the need to defend their creative positions, a sense of enthusiasm, the desire for creative achievements, a situation of success in creative activity is created.
Thus, summarizing all of the above, we can conclude that the senior preschool age is a sensitive period of development. logical thinking, creative imagination and creative activity.
In a holistic pedagogical process the formation of creative activity is necessary condition comprehensive development of the individual, which can be carried out in various activities. One of these types is project activity.

Topic: "Developing the creative abilities of students."

Speaker: teacher Gorchunova G.S.

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

AT modern psychology There are two perspectives on creativity.

1. All thinking is creative.

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

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

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

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

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

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

Creative abilities are based on general mental abilities.

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

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

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

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

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

The learning process can proceed with various application of forces, cognitive activity and student autonomy. In some cases it is imitative in nature, in others it is exploratory and creative. It is the character educational process influences its final result - the level of acquired knowledge, skills.

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

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

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

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

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

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

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

“Give 3 explanations – “why?”

"Why do you think…?"

" What is the difference…?"

“Explain why…?”

“Why do you think…?”

“Guess if there will be…?”

" Is it true…?"

“Do you agree…?”

" Will it…?"

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

Stimulate students and creative tasks for composing questions.

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