Artistic work as a means of comprehensive development of preschool children. Artistic labor is a means of developing the creative abilities of children of senior preschool age Tasks of labor education

14.01.2022

1.Introduction2

2. Characteristics and significance of manual and artistic labor for the formation of the personality of preschoolers3

3.Methodology of organization and management of manual and artistic work in different age groups6

4.Conclusion9

Introduction

Labor is a purposeful human activity aimed at modifying and adapting natural objects to meet their needs.

K.D. attached great importance to labor education. Ushinsky - "Education should not only develop the mind, arm with knowledge, but also kindle a thirst for serious work in a person ...".

A.S. attached great importance to labor. Makarenko, N.K. Krupskaya, V.A. Sukhomlinsky. Throughout the development of preschool education, much attention has been paid to the problem of labor education of preschoolers:

It was considered important and obligatory to introduce self-service work, work in the garden and in the garden, manual labor with various materials.

Leading tasks were identified - to learn to work with joy; learn to work well.

Since 1964, systematic in-depth studies of the problem of labor education began: V.G. Nechaev, G.N. Godina, D.V. Sergeeva, R.S. Bure, A.D. Shatova and others.

Their research gave an answer to the question about the content, means, methods and forms of labor organization and its role in educating the personality of a child of childhood.

The absence of a labor component in the educational process can lead to a delay in the development of the individual.

Characteristics and significance of manual and artistic labor for the formation of the personality of preschoolers

The manual labor of children is an independent production of crafts using the simplest tools. This work, as a rule, carries a practical, to a certain extent useful orientation. Children's awareness of the expediency of their labor activity has a significant impact on its quality, on the attitude of each child to the process and result of labor. The individual nature of manual labor (meaning that even in collective work, each of the children performs some part of it with his own hands), subject to the consistent involvement of all children in it, makes it possible to fix and correct some shortcomings. Labor becomes an effective means of educating and developing a personality only when it is naturally included in the daily life of a kindergarten, is aimed at satisfying children's interests, is feasible for a child,

The implementation of collective tasks develops in children the ability to negotiate among themselves, to subordinate their interests and desires to a common goal, instills a sense of camaraderie, mutual assistance, responsibility, develops initiative, ingenuity. In the process of performing collective tasks of a visual nature, children learn to independently plan the upcoming work, coordinate their actions with the general plan, think over the sequence of its implementation, select and use the necessary visual material. At the same time, in collective work, the individual characteristics of children are clearly revealed, and creative abilities are formed.

Artistic labor is the labor of a child with various materials in order to create useful and artistically and aesthetically significant objects and products to decorate his life, games, work and recreation. This child labor is a decorative, arts and crafts activity, since the child, when creating beautiful objects, takes into account the aesthetic qualities of materials based on his ideas, knowledge and practical experience acquired in the course of labor activity. Properly organized manual and artistic labor gives children knowledge about the quality and possibilities of materials, stimulates the desire to master the peculiarities of craftsmanship, and introduces them to decorative and applied arts.

The formation of a child's personality is impossible without labor education. In the senior and preparatory groups, the main role is played by manual labor with elements of creativity. The manifestation of creativity of preschoolers is determined by the nature of the performance of the mental tasks offered to them. It is important that children can release their creative energy. In terms of practical significance, the basic skills and abilities acquired in needlework classes are necessary for every person. Many important qualities are brought up in these types of labor: the habit of effort, the ability to overcome obstacles, responsibility, the ability to plan work and foresee the stages in the sequence of its implementation.

In particular, beadwork is a type of needlework with which you can solve the following tasks:

instill interest in the culture of their homeland, in the origins of folk art, cultivate an aesthetic attitude to reality, diligence, accuracy, perseverance, patience, the ability to complete the work begun, mutual assistance in doing work, an economical attitude to the materials used, instill the foundations of a culture of work.

· to develop motor skills, imaginative thinking, attention, imagination, creativity, to form an aesthetic and artistic taste.

In the process of classes, children develop attention, observation, imagination, fantasy, creativity. In each task, in each lesson, children are given the opportunity to dream up, the introduction of their own images into the work is encouraged. Practical work on beadwork develops the eye, fine motor skills of the hands, which is the most important element of general labor training.

In the process of doing artistic work in children of senior preschool age, all mental processes are formed, creative abilities and a positive-emotional perception of the world around develop. N.K. Krupskaya: "Classes in artistic manual labor should be gymnastics for the eyes and touch, establish the coordination of visual impressions of motor reactions, give a concrete acquaintance with the world of things."

Teaching classes in artistic and manual labor is impossible without the formation of such mental operations as analysis, comparison, generalization. In the process of observation, when examining objects and their parts, the size and location of the parts in the object, the color image of objects of different shapes, their comparison and the establishment of differences. At the same time, children learn to compare objects, phenomena and distinguish between common and different in them, to combine objects by similarity.

In the classroom for artistic work, the speech of children develops: the assimilation of the names of forms, colors and their shades, spatial designations that contribute to the enrichment of the dictionary.

A child who can do a lot feels confident among his peers. He is desirable in their games as well. In their little deeds. All this provides the child with a comfortable position among children and adults, contributes to the manifestation and formation of such an important personal quality as independence. The child becomes more sensitive to the beauty in the surrounding life, in objects created by hands, people. The child begins to appreciate the results of the work of not only his own, but also someone else's.

Methods of organization and management of manual and artistic labor in different age groups

junior groups. It is necessary to arouse interest in the "research" of the material and work with it, to help gain confidence in their own abilities, to enjoy the result of their work. It is necessary to promote the development of spatial relations between objects and certain physical laws by children, the knowledge of the properties of materials. To form in children the basic practical skills of working with materials and tools.

Middle group. Here, paper design is already being taught: bend a rectangular sheet of paper in half, combining sides and corners, glue to the main shape of the part. You can teach how to make crafts from natural material: bark, branches, leaves, cones, chestnuts, etc. The teacher teaches you to use glue, plasticine to fix the parts; use coils, boxes of various sizes, plastic bottles, etc.

Senior group. There is an improvement in the ability to work with paper: bend the sheet four times in different directions; work on the finished pattern. Children learn how to create three-dimensional figures from paper: divide a square sheet into several equal parts, smooth out the folds, cut along the folds. The training continues to create toys, souvenirs from natural materials (cones, branches, berries) and other materials (coils, colored wire, empty boxes), firmly connecting the parts. Skills are being formed to independently make toys for role-playing games; souvenirs for parents, kindergarten employees; Christmas tree decorations. It is good to involve children in making manuals for classes, and independent activities, repairing books, board-printed games.

School prep group. Here it is already possible to divide the work of the educator into several types:

Working with paper and cardboard - continue learning to fold paper in a rectangular, square, round shape in different directions; use paper of different textures, make markings using a template; create fun toys; creating objects from strips of colored paper, selecting colors and their shades in the manufacture of toys, souvenirs, costume details and decorations for the holidays; formation of the ability to use the sample; creating a variety of voluminous origami toys.

Work with fabric - teach how to thread a needle, tie a knot, sew on a button, a hanger, sew the simplest products with a “needle forward” seam; teach how to make an appliqué using pieces of fabric of various textures, apply a contour with a crayon and cut it out in accordance with the intended plot.

Working with natural material - creating figures of people, animals, birds from acorns, cones, seeds, etc., conveying the expressiveness of the image, creating general compositions.

Conditions for independent creative activity of preschool children:

· subject-developing environment, saturated with materials and various materials for children's artistic creativity;

free access to materials and the possibility of experimenting with them;

Availability of samples of products and handicrafts;

The use of art products created by children for the design of a preschool institution, the preparation of performance attributes, the organization of exhibitions, and participation in competitions;

creation of a museum of children's crafts, albums, books;

direct involvement of parents in the process of creative activity with children.

For successful training of preschoolers in manual and artistic work, it is necessary to carry out certain preliminary work:

creation of exhibitions

creation of collections (candy wrappers, buttons, shells, stones, etc.)

creation of albums (samples and schemes of crafts, types of fabrics, herbarium, etc.)

experimentation

viewing filmstrips

reading literature

looking at pictures

· excursions

collages

Materials and tools necessary for manual and artistic labor in the preschool educational institution:

natural material (cones of spruce, pine, cedar, needles of coniferous trees, bark, leaves, bones of fruits and berries, eggshells, pebbles, cereals, seeds of vegetables and flowers)

junk material (boxes and jars of different sizes, discs, lids, tubes, candy wrappers, etc.)

paper (plain, corrugated paper, napkins, newspapers, cardboard, foil)

fabric, wire, cotton wool, cellophane, beads, foam rubber, buttons, etc.

scissors, glue, plasticine, brushes, sewing needles.

Conclusion

Manual and artistic labor - according to its purpose, is labor aimed at satisfying the aesthetic needs of a person.

With the results of their work, children delight other people by creating gifts for them.

Artistic work in a preschool institution is presented in two directions: children make crafts and learn to decorate the group’s premises for the holidays with their products, arrange exhibitions, etc.

Separate elements of manual and artistic labor can be introduced already in the younger groups.

The participation of an adult is required. More precisely, children help an adult in creating crafts. And although the activity of children of this age is minimal, it is very useful to get involved in such interesting work.

The kid sees how in the hands of the teacher a simple wand suddenly turns into a doll, and a ball into the head of a funny clown. This "magic" fascinates children, delights and encourages them to their own activities.

Bibliography

1. Bondarenko T. The introduction of preschoolers to work. Methodological guide: - Method; 2014, 208 pages

2. Bure R. Preschooler and work. Theory and methods of labor education. Manual for preschool teachers: - Mosaic-Synthesis; 2011

3.Dmitriev Yu.A. Preparing students for the labor education of preschool children // Lecturer XXI century. No. 1, 2013, p. 104-109

4. Karpyuk G.A., Shabalin E.S. To educators about the organization of interaction with parents on the labor education of preschoolers // Doshkolnik. methodology and practice of education and training. No. 4, 2012, p. 54-56

5. Kutsakova L.V. Design and manual labor in kindergarten. Program and methodical recommendations. For children 2-7 years old: - Sphere, 2011

6. Saygusheva L. I. Technologies for introducing preschoolers to work: Phoenix, 2013, 221 p.

7. Saygusheva L.I. Education of labor activity in children of senior preschool age: LAP LAMBERT, 2012, 219 p.

8. Semenova N. A. Possibilities of organizing research activities in the process of labor education of preschoolers // Kindergarten: theory and practice. No. 8, 2011, p. 70-75

9. Khlybova G.V. Labor education of preschool children (from work experience). Collection of proceedings of the conference "Education: Traditions and Innovations". 2014, p. 450-452

Sections: Working with preschoolers

The development of children's creative abilities for creative search and transformation of reality is helped by artistic work, which is perceived by children with pleasure as an exciting game, and not study.

Classes in art, modeling, layout are an important area for the development of children's creative abilities, they give freedom to creative self-expression, it is good when elements of creativity are present in all types of children's activities: in the classroom, in games, in communication, this activates creative abilities. If the results of the artistic work of children are carefully stored and filled, form the aesthetic environment of life, then there is a creation of conditions that dispose children to creativity.

Pedagogical studies of a long-term nature confirm that it is artistic and aesthetic education and artistic work that contribute to the introduction of the child into the world of art, which is emotionally connected with the world of personal experiences, observations, and thoughts of the children themselves. The child enters this world through independent creative activity. When a child cuts, glues a model, folds paper, etc., he uses both hands, and this contributes to the activation of both hemispheres of the brain. Thus, there is a development of the left hemisphere, which is associated with the ability to speak,

count, think logically, etc. At the same time, the right creative hemisphere develops, which is responsible for imagination, the development of musical and visual abilities, the spatial perception of objects, etc. Thus, artistic work is one of the important means of personal development; it helps children develop psychological confidence and a holistic perception of the world.

Of great importance in creative classes is the creation of an atmosphere of spiritual freedom, situations of success, conditions conducive to the maximum realization of the child's capabilities, as well as his formation as a unique holistic harmonious personality. Freedom in artistic creativity is conditioned by the needs, interest and creative possibilities of the artist. It is necessary to give the children the right to free choice, to perform tasks by various means (appliqué, manual labor, embroidery, origami, etc.), the right to creative search and to make a mistake.

Today, the problem of creative development has acquired particular relevance. This is due to the contradiction characteristic of the modern period between the need of society for an educated, cultured, creative thinker, on the one hand, and a decrease in the general level of culture and education of society as a whole, on the other hand.

The rapidity of scientific and technological progress, the acceleration of the pace of life, a powerful information flow, etc. lead to psychological, physical overload and stress. A person can not cope with the solution of modern problems. Therefore, it is necessary from childhood to prepare the child for making independent, creative decisions, the ability to navigate in the modern world. In order for him to creatively develop himself, adults need to create such conditions for his life that would cause in children the need for creativity, the transformation of themselves and the environment.

Classes in art, modeling, layout are an important area for the development of children's creative abilities, they give freedom to creative self-expression.

Introducing children to folk culture is a necessary condition for the effectiveness of artistic work. From time immemorial, people spent long evenings doing needlework, adults and children weaved, embroidered, danced together and sang in chorus. They carefully kept and passed on from generation to generation songs, epics and myths, as well as techniques, methods, methods - the secrets of mastery. Folk craftsmen, studying the experience of generations, created works of art, bringing their personal perception, feeling, understanding from the standpoint of modernity, investing a piece of their talent. Folk culture is a nourishing basis for the creative self-development of a person.

In direct contact with authentic folk crafts, the guys discover the most characteristic features of folk art. Children will learn special techniques with which craftsmen achieved the greatest artistic expressiveness, high aesthetics.

It is very useful for children at the initial stage of classes to study and even copy samples, training their hand and eye, but then, according to their own sketches, perform compositions and “in style”. The main goal of doing work “in style” is not to accurately repeat the details, but to carefully preserve the spirit. So that the tradition lives and revives not in external form, but in spirit.

The most significant condition for the effectiveness of the process of artistic work is the psychological and pedagogical support of the child. Psychological support is defined as understanding, recognition, praise.

One of the main tasks of the teacher is to help, support and teach the child to be creative in the process of his growing up and development. Pedagogical support softens the entry of the child into the world of knowledge, creativity, contributes to the acquisition of social activity and such moral qualities as love, sympathy, gratitude, the ability to see beauty. It is necessary to stimulate original, non-standard solutions of children in order to promote the development of the child's creative potential. Adults should show benevolence, tolerance and caution in evaluating children's work, organize a discussion of the options proposed by children.

In the classroom of creative artistic work, one cannot do without the study and application of the main artistic and expressive means and techniques of composition. Therefore, it will be necessary to explain to children such terms and concepts as harmony, proportionality, dynamics, contrast, nuance, rhythm, etc.

Creation acts only as an indicator of the assimilation of knowledge, but also as a springboard for their correction. Classes in artistic work enable the children "here and now" to participate in the full cycle of the cognitive process from the acquisition, transformation of knowledge to their application and preservation in mental and tactile memory.

One of the important problems of education is the result of creative activity. It is important what and how they create. It is in creative classes that the basics of a common culture and aesthetic taste are laid down and practically fixed. Artistic work involves a process of creation that is commensurate with cultural requirements and traditions.

The teacher, as a participant in co-creation, should always remember the huge educational impact on a person of the world of everyday culture, because it is in the world of things that the materialization of the worldview and worldview takes place.

When performing tasks, it is necessary to pay due attention to the design of the appearance of products, treating this problem not as a simple decoration, but as an integral part of creating a single aesthetic image of the model.

The main result of artistic work is not so much finished products, and even the environment created with their help, but the changes that occur in the children themselves. The children begin to actively perceive and understand the subject-spatial environment and independently, artistically organize, aestheticize the environment of their life. Children learn to create their own projects of non-standard form, combine details and composition options, feel the features of the material, they have a need for creative work.

Based on the above, I compiled the stages of work on this topic ( Attachment 1).

Bibliography

Vetlugina N.A.

. Artistic creativity and the child. - M., 1972.
Komarova T.S.
. Folk art crafts of Russia. - M., 1983.

children of senior preschool age

Maley Galina Alekseevna,
educator GBDOU kindergarten No. 73
combined view of the Krasnoselsky district of St. Petersburg

“... Fantasy is subject to paper sheets -
For home and as a gift, and just for the game.
But the main wealth that creates beauty,
A simple piece of paper will help you create yourself!”
/ON THE. Kolesova/

The formation of a creative personality is one of the most important tasks of pedagogical theory and practice at the present stage. The person of the future must be a creator, with a developed sense of beauty and active creativity.
The task of the teacher is to awaken the creative activity of children, stimulate the imagination, the desire to be involved in creative activity. A unique opportunity for the implementation of this task is provided by such an educational area as "Artistic Creativity". One of the types that make up this educational area is artistic work.
Artistic work is a creative, socially motivated activity that gives preschool children the opportunity to maximize their playing interests and desires. Children have the opportunity to create funny toys, figures, sculptures, souvenirs and gifts for loved ones.
Artistic work is a productive and at the same time instrumental activity in which the child masters tools (scissors, stapler, needle ...), explores the properties of various materials (paper, foil, fabric, leaves, dough ...) and transforms them in order to obtain a specific product. And this product has two unique features - benefit and beauty.
Artistic work has a developing and healing effect on the child's body. Studies of outstanding teachers of the past Ya.A. Comenius, I.G. Pestalozzi, F. Frebel testify to the benefits of artistic activities, as they perform a therapeutic function, distract children from sad and sad events, relieve nervous tension, and provide a positive emotional state.
V.S. Sukhomlinsky wrote: "The more skill in a child's hand, the smarter the child." Developed fine motor skills of the fingers is one of the indicators of the child's intelligence. It is in the process of creative activity that figurative, constructive, analytical thinking, imagination, visual memory develop, i.e. the personality of the child is revealed, the ease and speed of mastering knowledge and skills are brought up, the ability to use them to solve problems in various, including non-standard situations.
Artistic work contributes to the development of visual perception, the formation of sensory standards (shape, color, size), graphomotor skills and the creation of conditions for the formation of purposeful activity and the development of general intellectual skills.
N. N. Gusarova notes that in the process of making handicrafts, children gradually form systems of special skills and abilities: the development of visual perception, the eye, fine motor skills of the hands, perseverance, and independence.
The goal of artistic work is the directed and consistent education of aesthetic and everyday culture in children, the promotion of personal growth and the formation of an emotionally valuable attitude to the world around.
Main goals:
1. Disclosure of the essence of artistic work as a creative activity of a person who equips life and organizes his life according to the laws of expediency, harmony and beauty.
2. Disclosure of the specifics of artistic work - the unity of utility and beauty.
3. Development of aesthetic perception, creative imagination, flexible thinking, universal artistic abilities.
4. Education of the qualities of human labor - diligence, responsibility, the ability to bring the work begun to the end.
5. Enrichment of the experience of artistic and productive activity at all its levels: perception - performance - creativity.
6. Mastering artistic techniques (technologies), developing fine motor skills of the hands and general manual skill.
7. Development of the ability to plan, create crafts according to the model, according to the condition, according to operational and technological maps.
8. Promoting the knowledge of the properties of the material, the desire to experiment with them.
9. Education of aesthetic taste and development of the ability to create artistic images.

In my practice of doing artistic activities with children, I pay special attention to mastering non-traditional techniques for working with paper of different textures (colored cardboard and paper, napkins, foil, corrugated cardboard, candy wrappers, old magazines ...), often in combination with fabrics, natural material...
The paperwork technique that I use in my work with children is different: origami, modular origami, quilling, appliqué, volumetric appliqué, trimming, collage, paper construction.
- Working with paper, cardboard (application from paper of different textures, making decorative panels, volumetric and planar objects and structures for decorating a group room, holidays, entertainment).

Volumetric appliqué is a type of appliqué created by gluing ready-made volumetric forms folded from paper onto a prepared background.

Making and designing postcards. Postcards toys. Holiday postcards. A postcard is an independent art form, with its own history. You can make it yourself for your family and friends. By making a postcard, you can continue creative experiments on your own and create your own work not only for the holiday, because a beautiful postcard can also serve as a wall decoration in any room.

Origami (jap. “folded paper”) is the ancient art of folding paper figures. In this technique, you can make applique work, independent toys, various frames, rugs, pictures. It contributes to the development of fine motor skills of the child's hands, constructive thinking, imagination and creative abilities of preschool children.

Quilling is the ability to twist strips of paper of different lengths and widths into rolls, modify their shape and make volumetric and planar compositions from the resulting parts. This develops fine motor skills of the hands, forms spatial thinking, develops perseverance, determination, curiosity, awakens fantasy and imagination, teaches to observe, compare, analyze, present the final result, see similarities with real objects.

Collage is a fun and unpredictable technique. It uses and combines elements that were not originally intended for each other.
Candy wrappers, old newspapers, pieces of fabric, ribbons, nets, flat plastic toys and packaging from them, tree leaves.
The more unusual the materials, the more interesting the results. Work in this technique can be compared with the game. It helps to show imagination and patience, develop imagination, the ability to compare, cultivate perseverance.

Facing: This technique is based on the creation of images and objects using three-dimensional paper elements. The volume element of trimming is called "trimming" or "butt". It is a piece of soft paper compressed in the form of a funnel or cone.
With the help of facing, you can create amazing three-dimensional paintings, mosaics, panels, decorative interior elements, postcards. The unusual effect of "fluffiness", which gives the trimming, and the simplicity of execution is very attractive to children.

In the process of doing artistic work, I am guided by the main didactic principles: scientific, accessible, visual, consistent (from simple to complex), systematic, individual approach and use visual (sample, examination, display), verbal (explanations, description, encouragement, persuasion, use proverbs and sayings), practical (examination, joint actions, game situations) methods and techniques.
I divide the educational cycle into three stages: acquaintance with the material and its properties; training in techniques and techniques; craft making.
I build my work on the principles of revealing the personality and individuality of the child, the development of his creative potential, free without pressure from an adult, based on the child's self-expression, on cooperation and co-creation, using humane methods and techniques. I encourage the child for independent thoughts and actions; I do not interfere with the desire of the child to do something in his own way; I respect the point of view of the pupil, as a creator, as an artist, whatever it may be; I do not impose my idea, on the contrary, I try to understand the logic of the child's creative imagination; I create a situation in the pedagogical process that provokes the child to creativity.

The use of various techniques for working with paper, both in direct educational activities and in the free activities of children, has a positive effect on the development of creative abilities in older children and motivation to achieve success.
Creating crafts with their own hands, seeing the result of their work, children experience positive emotions, rejoices that the toy made with their own hands works: the spinner spins in the wind, the boat floats in the stream, the panel decorates the wall of the room, etc. So, through various actions with paper, in the process of processing it, using different methods and techniques, children learn to aesthetically comprehend the images of familiar objects, convey them in visual activity, emphasizing the beauty and color of the external appearance in a transformed form.

Literature
1. Magazine “Color World. Fine Art and Design in Kindergarten, Primary School and Family”. - ICHORAO: No. 1/2012.
2. Wonderful paper crafts: a book for kindergarten teachers
3. Internet resources.

Features of manual labor in preschool age, forms of organization of work with children, the importance of artistic labor in the development and upbringing of children. Materials for the manufacture of crafts, criteria for evaluating children's work. Traditions of arts and crafts, artistic hand weaving.

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Consultation for educators

Tutor Bulankina T. A.

Features of manual artistic labor in preschool age.

Hand labor of childrenis an independent production of crafts using the simplest tools. This work, as a rule, carries a practical, to a certain extent useful orientation. Children's awareness of the expediency of their labor activity has a significant impact on its quality, on the attitude of each child to the process and result of labor.

The individual nature of manual labor (meaning that even in collective work, each of the children performs some part of it with his own hands), subject to the consistent involvement of all children in it, makes it possible to fix and correct some shortcomings.

Labor becomes an effective means of educating and developing a personality only when it is naturally included in the daily life of a kindergarten, is aimed at satisfying children's interests, is feasible for a child,

For example, a rug, tablecloth, path will be a good gift for decorating a play corner for kids. Any decorative collective work should be distinguished by clarity and simplicity of composition, simplicity of content, and presented in the following sequence: creating the psychological readiness of children for the upcoming activity, planning activities, preparing the workplace, making crafts, including teaching technology and control organization, maintenance of results, summing up .

Artistic manual laborthere is the work of a child with various materials, in order to create useful and artistically - aesthetically significant objects and products to decorate his life, games, work and recreation. This child labor is a decorative, arts and crafts activity, since the child, when creating beautiful objects, takes into account the aesthetic qualities of materials based on his ideas, knowledge and practical experience acquired in the course of labor activity.

In the formation of traditional types of artistic work of preschoolers, the role of arts and crafts is great.

Decorative and applied art has a well-established tradition in its development. True craftsmen, masters of their craft, on the basis of traditional canons, create masterpieces of national culture, which more than one generation of people are proud of. Applied art, preserving the features of distant centuries, brings into the present a peculiar beauty of the past. Folk embroidery, weaving, wood painting, intricate birch bark, bone, wood carving. Ceramics and porcelain products contain pictorial elements that were carefully selected by the performers and passed down from generation to generation, like fairy tales, epics, songs, legends.

The transfer of craft skills, the creative process of making products under the guidance of adults contributed to the consolidation of positive emotions, the desire to learn and master the specifics of craftsmanship, and the formation of initial ideas about folk decorative art. The concept of heritage, tradition in teaching art has always been important. The most valuable was considered the product of labor, which accumulated not only individual creativity, but also the inherited experience of previous generations, assimilated in the process of practical actions.

Introducing the child to labor activity in folk pedagogy has evolved over the centuries. The formation of handicraft skills has always been associated with the manufacture of necessary and useful household items. In the family, the elders taught the younger various elements of the labor process until the hand was “set correctly”. The main prerequisite for such a teaching was the conditions of the surrounding life.

The activities of children with various materials in folk pedagogy were classified as follows: work with natural material; processing of flax, wool, yarn and weaving; carving on wood, stone, bone, leather; chasing for metal, working with clay; manufacture of ceramic products.

Decorative and applied work of children aged 5-7 is aimed at creating original, simple crafts, different in quality, expressiveness, and texture of materials. So that the passion for applied arts is not episodic, the teacher creates optimal conditions for the creative activity of each child who wants to test his strength in the room and on the site of the kindergarten. The atmosphere of "interesting things" is influenced by the organization of exhibitions of children's works with their subsequent use in interior decoration, in puppet and living corners, in setting a dinner table, in decorating a hall and in a theatrical performance, etc. To demonstrate the most rational decor techniques, the teacher can periodically organize exhibitions of art objects (folk and modern).

L.V. Panteleeva, E. Kamenova emphasize the leading role of the educator, who not only explains to the child the techniques of handling various materials, but also systematically, purposefully teaches to understand the beautiful, cultivates a careful attitude to folk experience and traditions.

An adult involved in the development of artistic creativity of children of senior preschool age in applied art must:

* to teach children to determine the aesthetic (artistic) goals of the design of the product, as the end result of their work;

* master the technical skills of working with materials and tools in order to be able to convey your idea without distorting it.

By showing children the simplest methods of working with paper, cardboard, clay, thread, natural material in the modeling, appliqué, and design classes, the teacher solves not only artistic, but also general educational and educational tasks (teaches to compare, analyze, show independence and activity in work, help comrades, to bring the work to the end, to keep order in the workplace).

Each of the activities is unique, has its own special qualities and therefore has its own, irreplaceable influence on the personality of the child, obliges the pedagogical process to be built in such a way that the characteristic features of these activities are sufficiently developed and used for educational purposes.

It is especially important that the knowledge acquired by children in the classroom be included in children's everyday life, serve the development of labor, play, and communication. Properly organized manual labor gives children knowledge about the quality and possibilities of materials, stimulates the desire to master the peculiarities of craftsmanship, and introduces them to decorative and applied arts. When organizing artistic manual labor in kindergarten, it is necessary: to teach preschoolers to determine and implement the idea (sketch) of a product, to be able to plan the final result of their work; to instill skills in working with materials and tools (paper, cloth, thread, glue, needle, etc.). At the same time, the following criteria for assessing the quality of children's handicrafts are put forward:

* product functionality, i.e. the possibility of its practical application;

* compliance with the shape, color, proportions of the texture of the material;

* use of national symbols;

expressiveness, figurativeness, decorativeness of the product.

These criteria apply to work with fabric, threads (decorative applique from fabric, weaving, weaving, making panels, doll clothes, costume details for games, theatrical performances, table setting items, souvenirs).

To work with natural material (making small and large sculptures, decorative collages and three-dimensional compositions from dry plants, straws, weaving products from twigs, dry grass, making decorative bouquets from dry and living plants, decorating a living corner).

To work with paper, cardboard (application from paper of different textures in combination with fabrics, natural materials, making decorative panels, volumetric and planar objects and structures for decorating holidays, entertainment, decorations, souvenirs, models, doll rooms).

Woodworking (crafting and assembling wooden toys, souvenirs, making small sculptures using elements of natural material, doll furniture, small household items).

To work with clay (creating decorative ornaments, ceramic panels for interior decoration, making wall inserts, small sculptures of souvenir toys, doll dishes).

To work with artificial materials (knitting and weaving from synthetic yarn, polymer film, decorative braid, colored cellophane soft wire, making decorative ornaments and household items, toys and souvenirs from synthetic flap and fur).

Artistic hand weaving has long been known in Russia. In the old days, home weaving was widespread in peasant life. Various raw materials were used for weaving: flax, wool, hemp, which were manually processed in every peasant house. Factory-made dyed threads in hand-made home weaving began to appear only towards the end of the 21st century. The weaving process was almost ritualistic, stretched out in time - in the summer the raw materials for weaving were grown, in the winter, when field work was suspended, it was processed and woven. Girls gathered together, twisted threads on hand spinning wheels. They were assisted in their work by younger sisters. On home wooden looms, which were available in every peasant family, they began to slowly weave canvases. Closer to spring, they were laid out on green, sun-warmed grass for bleaching. Various clothes, linen were sewn from these fabrics, household items were made - towels, tablecloths, curtains, valances. The ancient clothes of Russian peasant women in many regions of Russia can be considered the true art of manual artistic creativity. Sundresses, ponev skirts, zapons - aprons, shirts with patterned trims along the hem and collar, outer summer clothes - shushpans lived from woven fabric.

The principles of folk art weaving do not fade away, they develop in modern decorative art, becoming increasingly important in the preservation and development of national traditions, in the emergence of new types of products that form the objective world of modern man. Today we look at this type of applied art as a living and inexhaustible source of folk craftsmanship, wisdom and beauty. Experts believe that weaving is one of the most diverse types in modern folk art. It is no coincidence that it attracts and captures many people, regardless of their profession.

Russian patterned weaving, having passed a long way of its development and having not lost the traditions accumulated for centuries, is now filled with new content. Traditional weaving is gaining more and more recognition as one of the wonderful handicrafts of mankind.

The most widely used types of weaving, such as hand carpet weaving, tapestry, macrame.

Education in artistic weaving can be started already at preschool age, in order to master this interesting and exciting activity, one must have an idea about the process of weaving itself, which has a number of technological features that should be familiarized, first of all, with a teacher-educator working with children. And so the weaving process is carried out on a manual Tatian loom or frame using two threads - the warp (weft) that form the fabric. The simplest weave is plain weave, in which the warp and weft threads are intertwined alternately.

With the skillful systematic guidance of a teacher, children can master traditional and modern types of decorative work, perform creative tasks, applying their knowledge of composition, color combinations, and the ability to present the finished product in its final form. During manual labor, they develop visual memory, imaginative thinking, static taste, which, in turn, affects the clarity and accuracy of task execution, and the quality of work.

Sections: Working with preschoolers

Classes in art, modeling, layout are an important area for the development of children's creative abilities, they give freedom to creative self-expression.

Based on the above, I compiled the stages of work on this topic ( Attachment 1).

Bibliography

Vetlugina N.A.

. Artistic creativity and the child. - M., 1972.
Komarova T.S.
. Folk art crafts of Russia. - M., 1983.