Work program on the topic: Work program of extracurricular activities "Artistic work". Manual and artistic labor as a type of labor of preschool children
Olga Razdaibedina
Artistic labor Is a productive activity in which a child creates a specific product - sculpts a cake or gingerbread, makes a postcard or a ball, weaves a bookmark or rug, etc. Many important things fill his life with emotionally significant events, create a field for meaningful communication with parents, teachers, and other children.
- this is a tool activity in which the child uses specific tools - cuts with scissors, makes cuts or cuts with a knife, shapes with a stack, pierces a hole with a tube, stick. In this case, the hand begins to play a critical role. "Guns guns"- becomes smart and experienced.
Is a very free activity associated with experimentation at the level of genuine creativity. The child explores the features and various properties of various materials - paper, fabric, threads, foil, salted and butter dough, autumn leaves and all kinds of fruits (vegetables, fruits, seeds)... He learns to modify and transform and does it consciously. The activity acquires a motive and a goal, becomes controllable. The result is a very specific product. And this product has two unique features - benefit and beauty in their unity and harmonious consistency.
Is a universal activity with a long history and centuries-old traditions.
I think that artistic work is of great importance in the development of fine motor skills of the hands. It affects all areas of development baby: develops hand function and fine motor skills of fingers, coordination of hand and eye movements; develops cognitive activity through expanding the stock of knowledge and ideas about the properties of materials; promotes the expansion of vocabulary, the development of attention, thinking and speech; develops communication skills in the process labor activity; fosters independence, responsibility, the habit of labor effort, self-awareness by evaluating the results labor activity; develops creative imagination and artistic taste.
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Summary of the lesson "Labor and play, labor and creativity" senior group Program content: To consolidate the ability to make toys out of paper, observing the sequence: cut the circle to the middle (along the radius ,.
Manual and artistic work is aimed at satisfying the aesthetic needs of a person. The content includes the manufacture of items from a variety of materials: paper, cardboard, wood, natural, waste.
They make handicrafts, toys, attributes for games, manuals for classes, repair books, board-printed games. Show persistence, patience, accuracy. They plan the work, select the necessary parts, make simple blanks. Crafts - gifts for kids, adults and decorate the premises of the group for the holidays. Exhibitions, competitions of creativity of children and adults, parents.
The approximate content of manual labor in the older group:
· Repair of books for kids;
· Sewing loops to new towels;
· Making "vegetables and fruits" from foam rubber for playing in the "Shop";
· Repair of boxes for board-printed games;
· Sewing doll bed linen;
· Making decorations for the holiday for the group;
· Production of characters for a table theater;
· Production of elements of costumes for the holiday;
· Weaving from a braid belt for doll clothes;
· Making Christmas tree decorations;
· Hand-made toys for playing with buildings (trees, little men, animals, cars ...);
· Making souvenirs as a gift to dad, mom, friend ...;
· Making toys, fun for kids, etc.
The origin of mental labor (Kulikova T.A.) - work can act as a logical solution to a problem (mathematical, everyday, the child's own "discovery", obtained as a result of deliberation, etc.)
The teacher teaches children to “think before doing”, to explain to themselves and to others the course of their thoughts, to draw conclusions and inferences, to receive satisfaction from the solution they have found independently.
Mental work has all the components of labor activity.
Various types of labor are not the same in their pedagogical capabilities, their meaning changes at one or another age stage. If, for example, self-service is of greater educational value in younger groups - it teaches children to be independent, equips them with skills to overcome difficulties, then at the senior preschool age this work does not require effort, for children it becomes habitual. Assessing the educational value of self-service, first of all, it should be noted its vital necessity, focus on meeting the daily personal needs of the child. Daily fulfillment of elementary labor tasks teaches children to systematic work. Children begin to realize that everyone has work responsibilities related to their daily needs. This helps to instill a negative attitude towards idleness and laziness.
Self-service - it is constant work about the purity of the body, about the order of the suit, the readiness to do everything necessary for this and to do without external demands, from an internal need, to observe hygienic rules. It is clear that such an attitude of children to self-service work can be achieved through painstaking systematic work in kindergarten and family.
Self-care is the primary labor of a young child. Teaching children to dress themselves, wash themselves, eat, and put away toys after themselves formulates their independence, less dependence on an adult, self-confidence, desire and ability to overcome obstacles.
Labor of children in nature creates favorable conditions for physical development, improves movement, stimulates the actions of various organs, strengthens the nervous system, labor in nature is of great importance for the mental and sensory development of children. In this work, as in no other, mental and volitional efforts are combined.
Labor in nature is associated with expanding the horizons of children, obtaining accessible knowledge, for example, about soil, planting material, labor processes, and tools. Labor in nature contributes to the development of observation, curiosity of children, instills in them an interest in agricultural work, and respect for the people who are engaged in it. Labor in nature helps to cultivate love for her. Through the content of labor in nature, for example, the cultivation of beautiful flowers aimed at satisfying the aesthetic needs of people, through the organization of the labor process in accordance with the requirements of culture and aesthetics, the use of the results of labor to satisfy practical needs and joyful aesthetic emotions, aesthetic education of children is carried out.
Manual labor- develops the constructive abilities of children, useful practical skills and orientation, forms an interest in work, readiness for it, cope with it, the ability to assess their capabilities, the desire to do the job as best as possible (stronger, more stable, more elegant, more accurate).
In the process of labor, children get acquainted with the simplest technical devices, master the skills of working with some tools, learn to take good care of materials, objects of labor, tools.
Children learn through experience elementary ideas about the properties of various materials: the material undergoes various transformations, and various things can be made from it. Thus, learning how to make useful objects from thick paper, children will learn that it can be folded, cut, glued.
1. To reveal the nature and essence of artistic labor as a creative activity of a person who equips his life and organizes his life according to the laws of expediency, harmony, beauty.
2. To promote the formation of an emotional-value attitude towards artistic work as a manifestation of human life in all the variety of its facets (natural, material, social, spiritual); to reveal the specifics of the result of artistic work - the unity of benefit and beauty (functional and aesthetic).
3. To expand the understanding of the types of artistic and creative human activity; to acquaint with the work of a folk master, artist-constructor, designer. Form the idea that all types of labor can be creative if the person himself is a creator /
4. To enrich the experience of artistic and productive activity at all its levels: perception – performance – creativity, in accordance with age, gender, individual characteristics.
5. To develop aesthetic perception, creative imagination, lateral (flexible, creative) thinking, universal artistic abilities and educate the qualities of a working person - hard work, responsibility, honesty, communication, etc.
6. To promote the development of artistic methods, techniques, technologies and the development of general manual skills based on the integration of intellectual and artistic activities.
7. Create conditions for the personal growth of each child.
It should be highlighted basic psychological and pedagogical conditions , ensuring the success of the development by children of the content of artistic work as an integrated activity:
- a variety of types of artistic and productive activities;
–– a constant change of types of activities, united by an educational goal and a development program (unity of strategy and tactics);
- individual programs and development routes;
- the role of the teacher is to create conditions for free, independent activity and the organization of the educational process by the method of real co-creation (with a teacher, parents, artist, folk master, other children) in various forms of interaction;
- the presence of a specially equipped place (workshop, design studio, craft center, etc.), which includes a wide selection of materials, art tools, albums, cultural objects and works of art.
Instead of traditional activities, a form is proposed creative projects , which are characterized by the following:
- identifying not a specific topic, but meaning as a way for each child to comprehend the world around him and his being in this world;
- expanding the boundaries of educational and real (material) space (museums, exhibitions, master classes, workshops on the kindergarten site, walks and excursions, cultural events);
- involvement in project activities of other people - adults (parents, grandparents, teachers of additional education, artists and folk art masters, music director, guide, etc.) and children of different ages in order to expand the team of like-minded people, go beyond the established group;
- discussion of the problem at all stages (from the development of the concept to implementation and application) with the teacher and other children in order to understand the results obtained and make decisions about further actions;
- presentation of the result of productive activity that has personal and social significance (hand-made toys, books, albums, souvenirs, collages, models, arrangements, installations, collections);
- the lack of a single task for all and a single criterion for assessing the result.
The creation of a portfolio (individual, collective, family) and the organization of exhibitions of children's creative work is a common task in the solution of which teachers, parents and children themselves take part.
Today, teachers and psychologists note that every child must set goals for himself, there can be no compulsion to creativity, the imposition of ideas, interests and decisions. Individual development programs, independent artistic and productive activities in a situation of real "living" affairs, focus on the practical comprehension of the semantic field of folk culture by children, emotional and value-based attitude to the world around them, genuine integration of intellectual and aesthetic development, presentation and fixation of the result, organization of educational activities by the method of projects - these are the most important features of the design of artistic work in a modern kindergarten.
it is a universal activity with a long history and centuries-old traditions. All artistic techniques and technologies known to us are based on the most ancient actions or operations: weaving, tying, stringing, sewing, cutting, twisting, twisting, modeling, etc. At the same time, manual labor is a very free activity associated with experimentation and self-realization at the level of genuine creativity.
Childhood is almost the only segment of human life where creativity becomes a universal and natural way of human existence. A child's entry into the human world is a continuous chain of “discoveries for oneself”. But thanks to these "discoveries" through the activities of the younger generations, a global reproduction of creative abilities is carried out on the scale of the entire society. This is what often gave reason to consider the child the personification of the universal, divine-human, and even divine creative principle, which should be equal to an adult creator. According to the English philosopher F. Bacon, in order to enter science, we must become like children. Echoing him, the Russian philosopher P.A. Florensky wrote that the secret of creativity is in preserving youth, and the secret of genius is in preserving childhood for life.
MASTER_CLASS for preschool teachers
Theme:"Artistic manual labor in kindergarten"
Target: to expand the understanding of children's manual labor and, in practice, show the ways of making crafts that are available for preschool age.
The fundamental principle, the core of all mental, physical, moral and aesthetic development of the individual is work. Our immediate environment - the objective environment - is a product of the labor of human hands. On the basis of domestic and social labor of people, traditional crafts, arts and crafts are formed, which are the cultural heritage and pride of the people. The "spirit of the craft" is embedded in manual labor, to which children from childhood should be introduced.
Labor education of preschoolers is unthinkable without active manual labor. In such work, the child discovers the highest interest, success and - what is also important - little fatigue. These factors have a positive impact on the overall mental and mental development of children. Of particular importance for them is artistic work as one of the components of aesthetic activity, which is based on the artistic content of decorative and applied art.
The theory of modern design for children and the practice of their manual labor, artistic creativity opens up wide opportunities for such productive activities that can captivate children in order to fill their free time with interesting and meaningful work, develop a desire for beauty, foster taste and respect for folk traditions.
The introduction of a child to work in folk pedagogy has been taking shape for 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 ones various elements of the labor process until the hand was put in place. The basis of the premise of such a teaching was the conditions of the surrounding life.
The activities of children with various materials in folk pedagogy were classified as follows:
a) work with natural material; processing of flax, wool, yarn making and weaving;
b) carving on wood, stone, bone, leather;
c) chasing for metal;
d) working with clay, making ceramic products.
The transfer of craft skills from generation to generation, the creative process of making various products under the guidance of adults contributed to the consolidation of positive emotions, mastering the specifics of craft skills, and the formation of initial ideas about folk decorative art. The concepts of "heritage", "tradition" in teaching artistic skills have always been of great importance. The most valuable was the product of labor that accumulated not only individual creativity, but also the inherited experience of previous generations, assimilated in the process of practical actions.
The high artistic level of children's creative mastery of the available forms of material in modern decorative art allows us to assert that even today manual artistic work is considered in pedagogical theory as a necessary element of the moral, mental, and aesthetic education of children.
Artistic manual labor is the creative work of a child with various materials, in the process of which he creates useful and aesthetically significant objects and products for decorating everyday life (games, work, rest). Such work is a decorative artistic and applied activity of a child, since when creating beautiful objects, he takes into account the aesthetic qualities of materials, on the basis of which his ideas, knowledge, and practical experience are developed, acquired in the process of work and in art classes in kindergarten. The adults around the child should not only form and improve his labor skills, but also gradually expand the content of the child's labor activity, achieving awareness and purposefulness of the motives of labor. Many teachers consider it important to develop the child's ability to foresee the results of his actions in advance, plan the sequence of performance, and creatively transform his experience. The famous psychologist A. V. Zaporozhets wrote that “the ability to understand the beautiful with the mind and heart develops most successfully when a child actively recreates artistic images in his imagination while perceiving works of art, while simultaneously participating in the forms of artistic independence available to him.
The content of the artistic work of preschoolers in the practice of kindergarten is: working with paper, cardboard (application from paper of different textures in combination with fabrics, natural material), making decorative panels, volumetric and flat objects and structures for decorating holidays and entertainment, decorations and souvenirs, models doll rooms;
work with fabric, threads (decorative applique made of fabric, weaving, weaving, making panels, clothes for dolls, details of costumes for games, table setting items, souvenirs, theatrical and decorative dolls);
work with natural material (making small and large sculptures; decorative collages and volumetric compositions from dry plants, straw; weaving products from twigs, dry grass; drawing up decorative bouquets from dry and living plants; decorating a living corner);
woodwork (making and assembling wooden toys, souvenirs, making small sculptures using elements of natural material, doll furniture, small household items);
working with clay (creating decorative ornaments, ceramic panels for interior decoration, making wall inserts, small sculptures, souvenir toys, doll dishes);
work with artificial material (knitting and weaving from synthetic and polymer films, decorative braids, colored soft wire, making decorative ornaments and household items, clothing, theater and decorative toys and souvenirs from synthetic fabrics).
Properly organized manual labor in kindergarten and family gives children in-depth knowledge about the quality and capabilities of various materials, helps to consolidate positive emotions, stimulates the desire to work and master the peculiarities of craftsmanship, introduces them to folk decorative arts, prepares the child for subsequent schooling. Therefore, there is every reason to consider manual labor as an important element of the harmonious development of children.
In this process, the training of a teacher is of no small importance, which should be aimed at mastering knowledge about certain types of artistic crafts. And to expand your horizons, I offer you reminders where you can get acquainted with the history of macrame, knitting, origami.
In the practical part, I will introduce you to the types of artistic manual labor acceptable for preschoolers.
Magic transformations of the rope
You can learn to draw not only with a pencil, crayons, a brush, but also with an ordinary string. To do this, we need a piece of cord from 0.5 to 1-1.5 m. Take a short cord (0.5 m), place it conveniently on a flat surface of a table or carpet. You need to start the image with objects that are simple in shape - a flower, an apple, a pear. When executing the apple and pear shapes, the cord is first folded in half, a small indentation is made, and then an oval shape is laid out of two segments with a movement from the bottom up, the rope of the "tail" of the fruit is closed.
Any image of animal figures in motion should be started from the head, then follow the nature of the shape of the body of this or that animal.
If the child, having fallen in love with this activity, tries to bring his additions to the image of the form, approve of his undertaking. Drawings by means of a string have their own figurative characteristic - the softness of the resulting forms causes a feeling of peace, completeness, thereby bringing the child closer to the perception of arts and crafts, in particular, artistic embroidery, lace-making.
Plasticine application
Plasticine is a wonderful craft material for preschool and primary school children.
Diverse in color, it looks very interesting in works. Children love to sculpt plasticine, because working with him allows them to acquaint them with various types of arts - sculpture, graphics, etc. Classes with plasticine contribute to the development of fine motor skills of the hands, because it is necessary for the development and enhancement of the child's intelligence. The better the baby works with his fingers, the better he develops, the better he speaks and thinks.
It is recommended to engage in modeling from plasticine from the age of three. At an earlier age, working with plasticine is unbearable for a baby. But, if you periodically show him some manipulations with plasticine, give him in hand so that he crumples it, press the plasticine ball with the baby's finger, roll it out. The kid will like it, and he will be happy to return to this activity. The main thing is to skillfully take him out of this game.
And therefore, I would like to bring to your attention plasticine applications.
For making cherries we will need: red or burgundy plasticine - for cherries; green - for leaves; brown - for twigs and stalks. Cardboard for the background in any suitable color.
Let's get to work.
We outline the center where the twig will be located.
Roll out the brown "sausage" not very thinly - it will be a twig, and fasten it in the center. Then the stalks are brown for two cherries, cut off and put in the intended place, slightly press down.
We roll out the flagella of red or burgundy color, fold them so that we get a circle. We need 2 circles for 2 cherries. We put them in place.
Then we make flagella from green plasticine, twist 2 ovals from them - these will be leaves. The leaves can be given a slightly pointed shape. We attach the leaves to the branch.
The result is charming "princesses" - cherries.
And to make an elephant we will need: gray plasticine - for an elephant; black - for the peephole; white - for the pupils. Cardboard for the background in any suitable color.
Let's get to work.
Mark the position of the head and body on the cardboard.
The image of an elephant can consist of circles and ovals. Come up with your options.
Roll out a long gray plasticine flagellum. We twist it in a circle, shape the head and immediately make the trunk. For the body, we roll out a long flagellum and form an oval for it, end the body with a tail. Transfer to cardboard, slightly press down. We make the legs from flagella, twisting them in an oval, and connect them to the body. We make an eye out of black plasticine, roll up the ball and flatten it a little when connected to the head, we make the pupils from white plasticine.
Origami
Origami promotes concentration of attention, as it forces you to focus on the manufacturing process in order to get the desired result.
Origami is of great importance in the development of constructive thinking in children, their creative imagination, artistic taste.
Origami also stimulates the development of memory, since a child, in order to make a craft, must remember the sequence of its manufacture, techniques and methods of folding.
Origami introduces children to basic geometric concepts (angle, side, square, triangle, etc.), while the vocabulary is enriched with special terms.
Origami activates thought processes. In the process of designing, the child has a need to correlate visual symbols (showing folding techniques) with verbal ones (explaining folding techniques) and translating their meaning into practical activity (performing actions independently).
Origami improves the child's working skills, forms a work culture.
Origami helps create playful situations. Having folded animal masks out of paper, children join the dramatization game based on a familiar fairy tale, become fairy-tale heroes, make a journey into the world of flowers, etc.
And this is far from all the advantages that the magical art of origami contains.
Systematic origami lessons with a child are a guarantee of his all-round development and successful preparation for schooling.
Making various crafts from colored paper is an exciting activity for preschool children.
Practical demonstration of making a boat, a fish, a swan, a flower.
A toy that a child makes together with an adult, investing a piece of his labor, invention, fantasy and love, is especially dear to him. Create miracles together and, believe me, it will bring joy to both you and your child.
Similar information.
The development in children of creative abilities for creative search and transformation of reality is helped by art classes, which are perceived by children with pleasure as an exciting game, and not learning.
Classes in art, modeling, prototyping 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 the game, in communication, this activates creativity. If the results of children's artistic labor are carefully stored and filled, they form an aesthetic environment for life, then conditions are created that dispose children to creativity.
Long-term pedagogical research confirms that it is artistic and aesthetic education and artistic work that contribute to the introduction of the child into the world of arts, 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 helps to activate both hemispheres of the brain. Thus, the 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, spatial perception of objects, etc. Thus, artistic work is one of the important means of personal development, it contributes to the development of psychological confidence in children 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 integral harmonious personality. Freedom in artistic creation is conditioned by the needs, interest, and the creative potential of the artist. It is necessary to give the children the right to a free choice, to perform tasks by different means (applique, manual labor, embroidery, origami, etc.), the right to creative search and to make mistakes.
Today the problem of creative development has acquired a special urgency. This is due to the contradiction, characteristic of the modern period, between society's need for an educated, cultured, creative-minded person, on the one hand, and a decline in the general level of culture and education of society as a whole, on the other hand.
The swiftness of scientific and technological progress, the acceleration of the pace of life, a powerful flow of information, etc. lead to psychological, physical overload and stress. A person cannot cope with solving modern problems. Therefore, it is necessary from childhood to prepare the child for making independent, creative decisions, the ability to navigate in modern world... In order for him to develop creatively on his own, adults need to create such conditions for his life, which would cause in children the need for creativity, transformation of themselves and the environment.
Classes in art, modeling, prototyping 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 at needlework, adults and children weaving, embroidering, dancing and singing together. 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 the nourishing basis for the creative self-development of a person.
Through direct communication with genuine folk crafts, children discover the most characteristic features of folk art. Children will learn special techniques with the help of 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 the 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 lived and revived not in external form, but in spirit.
The most significant condition for the effectiveness of the process of artistic labor 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 child's entry 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 the original, non-standard solutions of children in order to contribute to the development of the child's creative potential. Adults need to show goodwill, 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 basic artistic and expressive means and methods 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. Artistic work gives children the opportunity "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 pursuits that the basics of general culture and aesthetic taste are laid and practically fixed. Artistic work involves a creation process that is commensurate with cultural requirements and traditions.
The teacher, as a participant in co-creation, should always remember about the enormous 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, as changes taking place in the children themselves. 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 a 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 have drawn up the stages of work on this topic ( Annex 1).
Bibliography
- Vetlugina N.A.
Artistic manual labor there is a child's labor with various materials, with the aim of creating useful and artistically - aesthetically significant objects and products for decorating their life, games, work and rest. This child labor is a decorative, artistic and applied activity, since a child, when creating beautiful objects, takes into account the aesthetic qualities of materials on the basis of his ideas, knowledge and practical experience acquired in the process of labor activity.
In the formation of traditional types of artistic work of preschoolers, the role of decorative and applied art is great.
Decorative and applied art has a well-established tradition in its development. True craftsmen, masters of their craft, based on traditional canons, create masterpieces of national culture that more than one generation of people is proud of. Applied art, preserving the features of distant centuries, brings a peculiar beauty of the past to the present. Folk embroidery, weaving, painting on wood, intricate carving on birch bark, bone, wood. Ceramics and porcelain products contain figurative elements that were carefully selected by performers and passed down from generation to generation, like fairy tales, epics, songs, legends.
The introduction of the child to labor activity in folk pedagogy has been taking shape for centuries. The formation of craft skills has always been associated with the manufacture of necessary and useful household items. In the family, the elders taught the younger ones various elements of the labor process until the hand was “put right”. The main prerequisite for such a teaching was the conditions of the surrounding life.
The decorative and applied labor of children 5-7 years old is aimed at creating original, simple crafts, materials of different quality, expressiveness, texture. In order for the passion for applied arts to be non-episodic, the teacher creates optimal conditions for the creative activity of every child who wants to test their strengths in the room and on the site of the kindergarten. The atmosphere of "interesting affairs" is influenced by the organization of exhibitions of children's works with their subsequent use in interior decoration, in puppetry and living corners, in setting the dining table, in the decoration of the hall and theatrical performance, etc. To demonstrate the most rational decoration 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 them to understand the beautiful, fosters a respectful attitude towards folk experience and traditions.
An adult engaged in the development of artistic creativity in senior preschool children in applied arts must:
* to teach children to define the aesthetic (artistic) goals of the product design, 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 techniques for working with paper, cardboard, clay, thread, natural material in the lessons of modeling, application, design, 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, bring the work to the end, keep order at the workplace).
It is especially important that the knowledge acquired by children in the classroom be included in children's everyday life, serve the development of work, play, communication. Correctly organized manual labor gives children knowledge about the quality and possibilities of materials, stimulates the desire to master the peculiarities of craftsmanship, introduces them to arts and crafts. When organizing artistic manual labor in kindergarten, you need to: teach preschoolers to identify and implement the concept (sketch) of the product, be able to plan the final result of their work; instill skills in working with materials and tools (paper, cloth, thread, glue, needle, etc.).
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 the composition of color combinations, 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 the task, the quality of work.