Design in kindergarten. Design - artistic design of various products with functional and aesthetic properties. Are important in design. Kindergarten design (36 photos): arrangement of a locker room, a playroom and a study room, a bedroom

29.04.2019

Nomination " Methodical piggy bank of a teacherpreschool institution "

In the context of the intensive development of innovative processes in the social, economic and political life of the country, the need for the formation and development of the creative personality of a preschooler is increasing.

The urgency of the problem is determined by the fact that the consolidation of templates in the child's creativity is a great danger for him, therefore it is necessary to destroy frozen templates and introduce new types of activities that contribute to stimulating the child's own creativity.

The novelty of the work experience presented by us lies in the use of new techniques and materials, which contributes to the formation of new knowledge in preschoolers, skills in the manufacture of unique children's work, using products in the life of a child, kindergarten and family.

Target: creation of conditions for the disclosure and development of the creative potential of the preschooler by means of artistic and constructive design.

Tasks:

development of creative thinking of preschoolers, through familiarization with the methods and techniques used in artistic and constructive design;
form the ability to consistently implement your plan, skillfullyhandle materials and tools;
stimulate co-creation with peers and adults in the design of activities usingthe result of creative activity in everyday life, games, decor of premises in a kindergarten, at home;
to form an evaluative attitude to the world around, the ability to analyze, self-esteem when performing work;
develop interest in design - creativity;
develop cognitive activity, communication, independence;
develop imaginative thinking, imagination, steady attention, observation, accuracy.

Children's design can be focused both on the aesthetic organization of the space, and on the creation of beautiful useful objects that make up the child's environment. The child's elementary crafts can be considered as his project activity, since already in simple arrangements he plans a certain result. The child gets acquainted with various artistic techniques and handicraft materials with available methods of making and decorating their products.

In the creative activity of the child, one should highlight three main stages:

First - the emergence, development, awareness and design of the idea. The theme of the upcoming image can be determined by the child himself or suggested by the educator (its specific decision is determined only by the child himself). The younger the child, the more situational and unstable his plan is. The older the children, the richer their experience in art, the more stable their design becomes.
Second phase - image creation process. Activity at this stage requires the child to be able to master the methods of image, expressive means specific to drawing, modeling, application.
Stage Three - analysis of the results - is closely related to the two previous ones - this is their logical continuation and completion. Viewing and analysis of what children have created are carried out at their maximum activity, which allows them to more fully comprehend the result of their own activities. At the end of the lesson, everything that was created by the children is exhibited at a special stand, that is, each child is given the opportunity to see the work of the entire group, to mark, justifying his choice, those that he liked the most. The teacher's tactful, guiding questions will allow children to see the creative discoveries of their comrades, an original and expressive solution to the topic.

Children's design has:

Subject-decorative character- it is the creation and decoration of objects (toys, souvenirs, clothing items, arrangements).
Spatial and decorative character - activity in space, taking into account its characteristics (area, lighting, drawing of windows, doors, niches).

We pay great attention to product and decorative design. We introduce children to such artistic and creative activities as decoration. The meaning of the concept of "decorating" is to give something a beautiful look, decoration We have chosen several directions: mosaic from various waste materials, applique, decoupage, plasticine, non-traditional drawing techniques. This innovative approach allows you to enrich the design of group rooms with author's and children's works using a wide range of non-traditional techniques and technologies.

In order to instill a love of preschoolers for the visual arts, to arouse interest in drawing, we start with a younger preschool age, we widely use non-traditional image techniques in our work. The first steps in this direction were the use of the simplest non-traditional methods (drawing with fingers, palms, crayons, crumpled paper, stamps, etc.).

Such unconventional drawing gives children a lot of positive emotions, reveals the possibility of using objects familiar to them as art materials, and surprises with its unpredictability.

By emotions, one can judge what at the moment pleases, interests, exposes to despondency, worries the child, which characterizes his essence, character, individuality. Then we gradually introduce design elements, which, when working with older preschoolers, develop into independent design activities. Design activities combine several types of artistic and creative activities: drawing, modeling, application, manual labor and construction.

An older preschooler is able to “see” and, with the help of an adult, stage by stage realize his “design concept”, anticipating the artistic result. This makes it possible, along with the use of traditional types of visual activity, to familiarize children with its new types: architectural and artistic design and modeling of clothes with decorations-decorations from different materials.

At this stage, children, under the guidance of a teacher, decorate things, objects for decorating a room, participating in creative exhibitions. This allows you to evaluate your work, its result. Attention is focused on what happened, a positive assessment of the activity is given, a favorable emotional background is created, which contributes to the formation of creative imagination and thinking

In the process of teaching children design elements, we acquaint them with the features, properties and capabilities of various art materials and technologies: drawing on wet paper; drawing with a toothbrush on colored paper; monotypes (cellophane, paper, glass); drawing through carbon paper; drawing with plasticine; finger painting; hand stencil; blotography; application of the "spray" technique; collage; poke method; minting; stained glass windows.

After all, the introduction of design elements into classes requires expanding children's knowledge about the properties of various materials (paper, cardboard, fabric, plastic, natural materials, etc.) and developing skills and abilities when working with them. Interesting and fascinating classes were: "Summer Tale" stained-glass windows on the windows, "Autumn motives" - blotography, "Autumn at the edge of the paint" - printing with leaves, "Vase for Mom" - design of dishes, "Christmas story" - decoupage technique, " Near the forest at the edge "- plasticinography," New Year's toys "- decor of New Year's balls and trees," Exhibition of candlesticks "- candlestick decor," Frosty patterns "- drawing with salt.

We introduced parents to the achievements of their children, each one individually. From this communication, we learned how much parents are interested in the life of their children in kindergarten. In the process of working with pupils, we felt the desire of parents for their own creativity with children and began to involve them in joint activities. Parents began to actively help in collecting material, to participate in the design of exhibitions, as they saw that children, with a great desire, learn to fantasize, create, create wonderful works of art. They brought jointly created crafts and compositions.

Result

The experience of our work has shown that this kind of artistic and creative activity, such as decoration, not only allows you to get a high-quality, attractive, and therefore valuable in the eyes of the child and others "product", but also contributes to the development of social relations: the ability to navigate in the environment, an increase in the level of self-awareness, the formation of positive relationships, as well as the level of artistic and creative development of preschoolers, parental satisfaction with work in the educational field of "artistic creativity".

Fantasy, imagination is the basis on which creative abilities and, as a result, an outstanding character of a child in the future are formed.

The world in which the baby lives is filled with not only real, but also fabulous events. Children fantasize because they want to be in the role of wizards. You need to help the child a little, and the miracles he invented will become a reality!

Experience in design activities at a preschool educational institution

Olga Kondratieva
Consultation for educators: Children's design in kindergarten

“Creativity is not the lot of geniuses who have created great works of art. Creativity exists wherever a person imagines, combines, creates something new "

L. S. Vygotsky

The art of design is actively entering our lives.

And today I would like to study the concept of "Children's design".

Children's design- a new artistic and productive activity, which is understood as project thinking of the widest range.

In design, not only the development of the idea is important, but also the planning of the result, which contributes to the development of the child.

Children's design is aimed at revealing the personality of the child, his individuality, the development of his creative potential, free, without pressure from an adult, based on the child's self-expression, his self-development, on cooperation and co-creation, using only humane methods and techniques, without prohibitions and categorical appeals ...

When we talk about a child designer, we often mean a child artist. In fact, design is an unusual take on ordinary things. This means that the main thing for a designer is non-standard thinking, fantasy, imagination, the ability to combine color and shape. It follows from this that in order for a child to become a designer, first of all, it is necessary to develop his spatial imagination, to encourage a non-standard vision of the world around him.

We often do not support the child's fantasies, and if he draws a pink elephant, then we correct and say: this does not happen, the elephant must be gray. At first, the child objects: "He's fabulous, magical." But if the adult consistently gives the “correct” pattern, the kid fantasizes less and less.

Design - activity- This is a special type of artistic activity that combines various types of creativity: drawing, modeling, application, construction, artistic work.

In kindergarten practice, the content of the concepts is often confused: “visual activity” (with handicrafts, “creative design” and the actual activity of “children's design.” Naturally, these restrictions are conditional, but at the same time the following should be noted: children's products after artistic and didactic classes, folded into folders and boxes and then not in demand - this is not a child's design yet.

At the same time, professional design has common features with children's design, that is, visual activity and construction. It:

Originality and uniqueness of a creative product;

Acquaintance with the system of sensory standards, a prerequisite for the modular design principle;

Jointly separate nature of the execution of the plan;

Substantive and spatial-decorative character of the project activity;

Using similar materials and techniques;

General approach in assessing the artistic quality of professional and “children's” art;

Self-sufficiency non-competitiveness of children's creativity products

The first steps into the art of design are so simple that they do not require much effort from the child. He is happy to discover the world of matter. Experience will gradually come, skills will be formed, and he can easily perform a large, complex work on his own. In addition, today, as never before, there is a need for the formation of a harmoniously developed personality. A person who will study, protect and develop the spiritual heritage of our people. All this is of great importance: a person who sees and knows how to appreciate beauty will preserve and increase it, such people are not capable of immoral acts. That is why design classes are so relevant for older preschoolers. Children develop artistic and creative abilities, their creative potential is revealed by means of artistic and constructive design, as well as:

Visual-figurative thinking develops; artistic and aesthetic taste, sense of style;

The artistic perception of the surrounding world, imagination, fantasy, creative thinking develops;

The aesthetic culture of children is increasing;

Cognitive activity, fine motor skills, spatial orientation, perception develops;

Gaining skills in working with various materials;

Formation of a project culture in children and education of a competent consumer.

Design activities - activities are designed to influence the mind, will, feelings of children, encourage them to creative self-expression, a state of emotional comfort, a sense of the joy of childhood in various types of artistic and creative activities using non-traditional techniques: collage, dough plastic, origami, quilling, papier-mâché, scrapbooking, scratching , decoupage, isothread, etc.

Introducing children to design is a noble, but difficult and long-term business.

Now let's talk about techniques.

Molding- the process of creating a sculptural work associated with working on a soft plastic material.

You can sculpt from clay and plasticine, but it's interesting to learn something new. Salted dough is the most economical and safest way to try your hand at developing imagination, because you can mold anything from it. The dough is available to everyone, cheap and easy to use material, it can be prepared in advance (for future use). The dough can be dyed and sculpted into an already colored product, or the finished work can be painted after final drying. The beauty and grace of "salty crafts" will give food for creative thought. The works are light and durable.

Papier mache- not only a beautiful French name, but also a very simple, budgetary technique for making various crafts from pieces of paper. It is a pleasure to be engaged in such creativity in kindergarten.

There are three technologies for making papier-mâché products.

According to the first technology, the product is made by layer-by-layer gluing of small pieces of wet paper on a previously prepared blank.

According to the second method, products are formed from liquid paper pulp. Paper, cut into small pieces, is poured with hot water and placed in a warm place for a day. Then it is boiled, squeezed, loosened and dried. The resulting paper pulp is thoroughly mixed with chalk. Glue is added to the paper-chalk mixture with constant stirring until a plastic creamy dough is obtained. A mixture of starch paste and wood glue is used as the glue. The dough is poured into a prepared mold or applied in a layer on its surface and kept until completely dry.

According to the third method, the products are glued like plywood under pressure from plates of solid dense cardboard. The resulting product is primed and painted.

Scrapbooking- is a handicraft, which is the design, creation and decoration of albums, packing boxes, frames for pictures and photographs, as well as gift cards.

Children always want something new and interesting. Exciting tasks can take a child for more than one hour.

Origami for kids is an application that will be interesting for children on the one hand, and difficult on the other. Origami for kids allows not only to distract the child from something, but also develops children's dexterity. Thanks to this, you can give your child the opportunity to decorate the house himself. Of course, he will take up this task quite responsibly. That is, we can see how origami develops in a child something beyond physical achievement - excellent moral qualities.

Quillin g is the art of paper rolling, which is more than one hundred years old.

As practice has shown, paper processed using the quilling technique is very durable and strong. Therefore, all products made from it are widely used in everyday life. You can make a candy bowl and use it for its intended purpose. Even on a voluminous cup holder, you can safely put your favorite cup of coffee.

Isothreading technique is an exciting activity not only for adults, but also for children. At first glance, it seems that this technique is very difficult, in fact, you just need to learn the pattern and everything will work out great.

You need to master the technique of filling the corner, circle, cobweb. After that, you will be able to complete rather complex paintings using the ison technique.

Teach this art to the child, it is not only interesting, but also useful. This hobby develops the child's perseverance, eyes, imagination and abstract thinking, hand coordination and fine motor skills, fosters accuracy and attention.

Kindergarten teachers are familiar with scratching technique translated from French means "scratching" This technique is popular because it has great artistic and expressive possibilities - a light shimmering underpainting that appears against a dark background, which gives the works a mystery and fabulousness. The scratching technique allows children to easily perform coloristic and graphic tasks, and educators in the course of work create unusual play situations.

Decoupage- a very popular modern technique for decorating various objects: from small plates and vases to spacious dressers and wardrobes. The decoupage technique is not very difficult, but it has techniques that require certain skills and abilities.

The essence of the decoupage technique is that a thin layer of paper with a decorative pattern is glued to the surface of the object being decorated, thus creating the illusion of hand painting. Decorative patterns are produced on special decoupage napkins. In addition, a decoupage pattern can be cut out of a regular paper napkin, from a magazine, postcard, label, or even from wrapping paper.

Collage- a relatively young trend in the visual arts. It is the brainchild of the last turbulent century, when artists were looking for new means to express their thoughts, feelings and moods. The collage technique (from the French collage - gluing) gives a wide scope for creativity, since the whole is created from the fragmentary. Fragments can be photographs, glossy magazines, multi-colored paper, different textures, fabric, foil, plants, paints, fabrics, metal parts and much more.

Collage is a very interesting technique, it can combine most of the unconventional techniques in a collage, you can use testoplasty, and scratching, and ison, and quilling, and much more, it all depends on how rich your imagination is.

Thank you very much for your attention!

GBOU School No. 1034 DO No. 4

Self-education summary

Topic: "Development of creative activity in preschool children through design activities."

Performed:

Educator Orekhova S.V.

Moscow 2015

Introduction.
Chapter 1. Psychological and pedagogical aspects of the development of creative activity in preschool children through design activities.
1.1 Educators and psychologists about children's artistic creativity and creative activity.

Chapter 2. Organization of teaching design elements as a condition for the development of visual creativity in older preschool children


Conclusion.
List of used literature.
Application.

Introduction

Socio-economic transformations in society dictate the need for the formation of a creatively active personality with the ability to effectively and non-standardly solve new life problems. In this regard, preschool institutions face an important task of developing the creative potential of the younger generation, which in turn requires improving the educational process, taking into account the psychological laws of the entire system of cognitive processes. Today, attention is being actively drawn to a new direction in the artistic education of preschool children - children's design, which gives wide scope to children's creativity. The implementation of this direction requires an appeal to general developmental pedagogical systems of an integrated type. This activity is new and little studied, but it has an undoubted developmental potential for all spheres of personality. The introduction of this activity into the educational process is also due to the increased cultural needs of people in the modern world, the capabilities of children, as well as the concept of preschool education, which declares the developing subject environment of children's activity as a system of material objects that functionally simulate the content of physical and spiritual development of the child.

The problem of developing the creative imagination of children is relevant because this mental process is an integral component of any form of creative activity of a child, his behavior in general. In recent years, on the pages of psychological and pedagogical literature, the question of the role of imagination in the mental development of a child, of determining the essence of the mechanisms of imagination, has been increasingly raised.

The urgency of the problem is determined by the fact that the consolidation of patterns in the child's creativity is a great danger for him, therefore it is necessary to destroy frozen patterns and introduce new types of activities that contribute to stimulating the child's own creativity.

Many years of experience in the program "Education and training in kindergarten", edited by M.A. Vasilyeva, artistic and aesthetic orientation, showed that the program more orients preschool teachers to the formation of the visual and technical skills of preschool children in various types of productive activities. The program does not focus enough on the tasks aimed at developing the creative abilities of preschoolers using non-traditional forms of education.

This problem made it possible to formulate the research topic: "Development of children's creative activity through design."

The formation of a creative personality is one of the important tasks of pedagogical theory and practice at the present stage. Its solution should begin already at preschool age. The most effective means of achieving this is the visual activity of children.

In the Federal State Requirements for educational programs of preschool educational institutions, the educational area "Artistic Creativity" is highlighted, the content of which is aimed at achieving the goals of forming interest in the aesthetic side of the surrounding reality, meeting the needs of children for self-expression through the development of productive activities (drawing, modeling, application, art work).

In the process of drawing, sculpting, appliqué, the child experiences a variety of feelings: he rejoices at a beautiful image that he created himself, upset if something does not work out. But the most important thing: by creating an image, the child acquires various knowledge; his ideas about the environment are refined and deepened; in the process of work, he begins to comprehend the qualities of objects, memorize their characteristic features and details, master visual skills and abilities, learns to use them consciously.

Therefore, it is so important to widely include in the pedagogical process a variety of classes in artistic and visual activities. Here every child can express himself to the fullest without any pressure from an adult.

The aim of the study is: to determine the possibility of teaching design elements to older preschool children.

Research objectives:

1. Reveal the essence of the concept of "creative activity" and reveal its types and conditions of development.

2. Study the concept of "children's design", highlight its types.

3. To reveal the possibility of teaching design elements to older preschool children.

4. Develop and test a program for teaching design elements for senior preschoolers.

Research hypothesis: Teaching design elements to older preschool children will be effective if the following requirements are met:

The cycle of classes will be built sequentially and include different types of design activities;

Communicating to children the meaning and significance of design activity, its practical orientation;

Practical use of children's design products - activities in kindergarten.

Organizing children's perception of design art samples;

Object of study: the development of the creative activity of children.

Research subject: children's design activity.

The practical significance of the study is determined by the fact that a developed and tested project for teaching children design elements aimed at the development of children's creativity can be recommended for use in the practice of a preschool institution.

This work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.

Chapter 1. Psychological and pedagogical aspects of the development of creative activity in preschool children

Educators and psychologists about children's artistic creativity and creative activity

Preschool age is the period when artistic creativity can become and most often is a stable hobby not only for especially gifted, but also for almost all children, i.e. drawing a child into the fabulous world of art, we imperceptibly develop his imagination and abilities.

In Russian psychology, the consideration of imagination as an independent mental process was proposed by L.S. Vygotsky. Vygotsky showed that imagination is most developed in preschool age, starting to take shape in play and getting its further development in a variety of activities (visual, musical).

What is creativity? Many psychologists gave their own definitions of creativity, but all definitions boiled down to the fact that creativity is the activity of a person who creates something new, original. At the end of the 19th century, children's creativity began to attract the attention of scientists of all directions: psychologists, teachers, art historians. This was due to the development of science and culture, the emergence of a new direction in psychology - child psychology. Works on the psychology of childhood began to appear abroad. In which a special place was given to the analysis of children's drawing (D. Seli, N. Browning, R. Lamprecht). K. Ritchie was the first author who devoted his work "Children - Artists" to the psychological analysis of children's drawings. In the early 1900s. in Moscow, articles began to appear, lectures on artistic education began to be given. The works of scientists devoted to children's art (L.T. Orshansky, A.A. Rybnikov, K.M. Letilov, F.T.Schmidt) are published.

L.S. Vygotsky believes that human activity can be divided into two types:

Reproductive (reproductive);

Combining (creative).

Reproductive activity is associated with our memory, it reproduces, and creative activity is such an activity when a person imagines. Creative activity is called imagination or fantasy.

The most prominent psychologist B.M. Teplov, characterizing the creativity of children, wrote that one of the important features and great difficulties of pedagogical work on artistic education is associated with the fact that the child's creative activity cannot be motivated as an educational activity, it is necessary that some part of the child's artistic activity be aimed at creating a product activity that should have an impact on someone.

Without this, the development of the child's creativity will inevitably be replaced by the development of some formal skill. A.V. Zaporozhets claims that "children's creativity exists", but draws attention to the fact that it is necessary to learn how to manage the peculiarities of its manifestation, to develop methods that encourage and develop children's creativity. He assigned a large role to artistic activities, as well as to all educational work with children to develop their perception of beauty in the life around them and in works of art, which plays an important role in the general and creative development of the child.

So, one of the main tasks of child pedagogy and psychology is to educate a child as a creative and active person. At preschool age, children undergo socialization, education, training in preschool institutions, where teachers and educators use different techniques and techniques for the development of the child.

At this age, cognitive and creative activity begins to form. What is activity? Activity is a practical object-sensory activity aimed not only at transforming the surrounding world, but also at transforming the personality itself - the most important condition and factor of its mental development.

The basis of the study of the cognitive activity of preschoolers is the cognitive need of the child himself, his interest in a new object and acts as free experimentation, as well as the child's solution to a practical problem posed by an adult. In this case, cognitive activity is subordinated to a practical goal. There are three levels of cognitive activity in preschoolers:

1. The level of interest in the external properties of an object is determined by the object itself.

2. The level of interest in the functional qualities of an object and the regulation of search is determined with the help of an adult.

3. Activity is directed by the goal - to achieve the desired result.

Let's consider the features of creative activity. Currently, the question of the formation and development of the creative activity of the preschooler is again on the agenda. This is due to the fact that creative activity seems to be one of the key personality traits.

Various needs are the source of personality activity. These are the needs for learning, activity, play, communication, rest, creative need, need for self-realization.

A need is nothing more than a way or means of solving it.

This is a very important conclusion for our study of the problem of the development of creative activity of a preschooler in the process of visual activity. A child, realizing a certain group of needs, develops certain properties and qualities, including creative activity. Constantly improving and isolating themselves, these properties and qualities create an integral personality, which makes it possible to define activity as a system-forming factor, a fundamental property of a preschooler's personality development, which determines the direction of a person. And orientation orients the internal forces of the organism, its energy to balance with the external environment.

Based on the analysis of the concepts and definitions of personality activity in psychology at the most general intersubject level, the following essential generic signs of activity can be distinguished: quality, activity (process and result), readiness. Then the definition of general activity can be as follows: the general activity of a personality is a quality of a personality that expresses the degree of intensity of its activity, the content and stability of which is determined by internal and external readiness for this activity. Readiness for any activity is a prerequisite for its productivity. Needs are the source of a person's creative activity, determining its focus on the creative process. The need for creativity is an indicator of a high level of personality development. In an effort to satisfy his creative needs, a person in practical activity on the basis of internal readiness for it realizes certain goals. Internal readiness for creative activity is also manifested in the characteristics and level of development of higher mental processes associated with thinking. External readiness is expressed in the independent realization of their own capabilities in activities; in the active application of knowledge, skills, skills to create new and improve existing ideal and real (material) products.

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

The objective conditions are as follows:

a) sources of various artistic information, enriching 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 develop 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) artistic interests of children, their selectivity, stability;

b) the motivation of children, causing their independent activity on the basis of the desire to express their artistic impressions, to apply the existing artistic experience or improve it, to get involved in relationships with children.

Thus, creative activity is a complex integrative concept that combines and brings into interaction activity and creativity.

1.2 Children's design, its features, types and types.

Children's design is a new artistic and productive activity, which is understood as project thinking of the widest range. In design, not only the development of the idea is important, but also the planning of the result, which contributes to the development of the child.

The child's elementary crafts can be considered as his project activity, since already in simple arrangements he plans a certain result. The child gets acquainted with various artistic techniques and ornamental materials, with the available methods of making and decorating their products: twisting, bending, tearing, and creasing, cutting, piercing, sewing, embroidering, stringing, joining, gluing, weaving, weaving, etc.

As the analysis of the articles has shown, until recently, the idea of design education for preschoolers was categorically denied in official pedagogical spheres. Nevertheless, life does not stand still, and, as you know, it is she who dictates its requirements. One of such requirements of the time, which today can no longer be ignored, is the inclusion of elementary design knowledge in kindergartens.

Here you can consider two concepts - "design for children" and "child design". G.N. Panteleev points out that together, “design for children” and “design for children” meet fundamental pedagogical tasks: they form the aesthetics of the environment surrounding the child, stimulate his creativity, and prepare for life in society. Design of clothes for children, for example, aestheticizes the appearance of a child, develops a culture of wardrobe, hairstyles, etc. Adults create products of the so-called parallel industry for children: advertising and medicine, haberdashery and perfumery, cooking, trademarks and trademarks aimed at children ... The designer designs, the manufacturers create, and the teacher maintains the aesthetics of the environment, involving children in this work.

It follows from this that a designer working for children must know the peculiarities of their mental and artistic development, take into account the specifics of the formation of the child's creative abilities. Design products for children take into account how well they feel in the subject space. In a puppet-play interior, children feel more comfortable than in an adult, as well as in a familiar environment rather than a familiar one. However, they perceive novelty emotionally.

Thus, design for children is about creating a comfortable, material environment for the child.

As for children's design, it is focused on "fulfilling tasks in the field of artistic and aesthetic education of a preschooler."

The child's need for practical activity helps the teacher direct his efforts to useful activities in child design. Children model jewelry and souvenirs, make clothes for dolls, costumes and decorations for their performances and matinees, equip playrooms and houses. Children's design activity is similar to needlework, therefore it is called design - needlework in countries such as Japan, Italy, USA, France. GN Panteleev includes the concepts of "design-handicraft" and "design-project" in the content of the concept of "children's design". Design - handicrafts can be called small decorations-arrangements, performed by children independently and at the same time.

The "Design Project" provides for a more complex, long-term and collective nature of the activity (clothing modeling, architectural and artistic, decorative and spatial design).

Children's design can be focused both on the aesthetic organization of the space and on the creation of beautiful, useful objects that make up the child's environment. Products of children's design creativity can be used by children immediately in games and in everyday life. Also, the author of the only book to date about children's design, G. N. Panteleev, identifies the types and types of children's design. He distinguishes three types of children's design - planar (applicative-graphic), volumetric (subject-decorative), spatial (architectural-artistic). For each type, three areas of activity are carried out (types of children's design).

The first direction - "arrangements" - presupposes the development of the traditions of children's handicrafts with a focus on the decoration of clothes and interior decor. These can be: phyto-design compositions, bouquets, herbarium-paintings, jewelry made of artificial and natural materials, stained glass windows and mosaics made of colored plastic, game details and elements of plot-thematic, fairy-tale and ornamental compositions.

The second direction - "fashion design" - involves acquainting children with the culture of clothing and some ways of creating drawings available to preschoolers - sketches, styles and decorative trimming of dresses. At their leisure, children draw sketches of costumes for characters in literary works, cartoons, performances, as well as for themselves - everyday and festive clothes.

The third direction - decorative and spatial design - focuses the attention of children on the decorative design of the appearance of buildings and landscapes, on the aestheticization of the puppet-play space, interiors of group rooms, premises for the festive matinees of the kindergarten. Children gain design experience when creating layouts of rooms, houses, using materials at hand.

Be that as it may, the child is inclined to present a certain general picture, he is not yet trained to dismember the creative task into separate fragments, to structure them in his mind. He cannot create blueprints and schematic drawings. However, a drawing, drawing, sketch of any product can be understandable to him: already from the age of 4, children are able to imagine what shape and size a familiar room or piece of land has; they are able to understand what the layout of this or that object, room means. Older preschoolers are able to mentally imagine ways of solving a problem, the end result is an image of the future product, therefore, our research will be aimed at children of this age.

O. V. Kuznetsova in his article "Working with preschoolers" points out that in the practice of kindergarten, the content of the concepts is often confused: "visual activity" (with handicrafts), "creative design" and the actual activity of "children's design". Naturally, these restrictions are conditional, but at the same time the following should be noted: children's products after artistic and didactic classes are folded into folders and boxes and then not in demand - this is not children's design yet. So, a children's exhibition (interior, decor and costumes for holidays, entertainment, decorated with their participation) can be objects of children's design (decorative and design activities). At the same time, as we found out when studying the literature, children's design has common features with professional design.

It:

Originality and uniqueness of a creative product;

Acquaintance with the system of sensory standards, a prerequisite for the modular design principle;

Jointly separate nature of the execution of the plan;

Substantive and spatial-decorative character of the project activity;

Using similar materials and techniques;

General approach in assessing the artistic quality of professional and "children's" art;

Self-sufficiency non-competitiveness of children's creativity products (exclusive search for a designer).

Thus, the art of design is actively entering life. Children pay attention to the surrounding objects of the environment, which they like or dislike, note the variety of their colors, shapes, sizes, proportions. They can collect plants and minerals, use paper, fabrics and synthetic materials, create arrangements from them (bouquets, herbaria, garlands) and figurative compositions to decorate their life. Games of artistic content and plot-role-playing encourage children to search for a wardrobe for dolls (dresses, hats, shoes), decor for performances, entertainment and festive parties.

They draw knowledge from their studies, and by their clothes and behavior they can judge the age and profession, tastes and lifestyle of people. In older preschool age, the child is able to select the furnishings of the doll rooms not only for the intended purpose (living room, kitchen-dining room, bedroom).

Observing and evaluating the decoration of the rooms (at home, in the kindergarten), children transfer the principles of aesthetic unity available to them (service, furniture set, decor ensemble) and artistic imagery of the decoration into their own practice of creating a puppet-play interior.

In the process of teaching children design elements, O. V. Kuznetsova also advises to acquaint them with the features, properties and capabilities of various art materials and technologies: drawing on wet paper; drawing with toothpaste on colored paper; monotypes (cellophane, paper, glass); drawing through carbon paper; drawing with plasticine; finger painting; hand stencil; blotography; application of the "spray" technique; collage; poke method; minting; stained glass windows. After all, the introduction of design elements into classes requires expanding children's knowledge about the properties of various materials (paper, cardboard, fabric, plastic, natural materials, etc.) and developing skills and abilities when working with them. This allows children to choose the most suitable technique or material for the embodiment of their ideas.

O.V. Kuznetsova, as well as G.N. Panteleev proposes to use elements of architectural and artistic design in the practice of working with children, because it meets the fundamental tasks of a child's development, since his entire environment, interior, as elements of a common culture, forms an aesthetic attitude to everyday life.

The design activities of children in artistic and playful situations are fruitful, such as: "Fashion Theater", "Hats Festival", "Ball in the Fairy Kingdom". Children show themselves as real artists - fashion designers. The models of hats, dresses, and suits that they have invented are distinguished by their originality and individuality.

The design of compositions from natural and artificial materials (greens, dead wood, minerals, paper, rag, wood, synthetics, etc.) is interesting and useful. Being engaged in handicrafts from materials of living and inanimate nature, children become familiar with beauty.

And now, already by the age of preschool age, children, having experience of visual activity, can become good designers. In live communication with art, they learn to create and use arrangements from natural and artificial materials in the design of clothes and rooms, together with teachers, they arrange household and festive interiors. It is important that while doing design, children become not only performers, but also creators.

Chapter 2 Organization of teaching design elements as a condition for the development of visual creativity in older preschool children.

2.1 The problem of teaching design elements for preschool children.

Turning to the research topic, we faced the problem of a complete lack of scientific literature on this issue. And although many teachers consider it necessary to introduce the teaching of design activities in preschool institutions and present their thoughts in various articles on the Internet and in the magazines "Preschool Education", however, there are practically no books on children's design. Some teachers of individual kindergartens present their experience on the websites of the worldwide network for interested persons and we could not help but take advantage of this experience.

On December 2, 2004, a seminar was held, organized by the attestation and methodological center of the city of Reutov, on the basis of kindergarten No. 1, entitled “Children's design in the development of creative abilities of preschoolers”. At the seminar, it was said that in order for a child to leave the walls of the kindergarten fully developed and fully prepared for school life, it is not enough to teach him the first skills of reading, writing and counting, it is also necessary to give an impetus to the development of his creative abilities. Educator Galina Davydova shared her experience with the audience of the seminar, and there were about 30 of them. Over the years of working with children, she has collected a tremendous amount of material on teaching them the basics of the fine arts. “How to inspire young creators to create original crafts; How to instill in them a sense of beauty and develop an artistic taste, how to arouse interest in creative work, while not forgetting about safety measures, the Reutov educators learned from the speech of their colleague. Teaching the basics of fine arts at preschool age is extremely important, therefore Valentina Novikova, deputy director of the attestation and methodological center, is convinced that this seminar will not be the last. "

Educator Kuznetsova Olga Valentinovna in her article "Working with preschoolers" says that in the modern world the cultural needs of people are increasing, and therefore, the concept of preschool education is changing, "which declares the development of the subject environment of children's activity as the most important basis for the implementation of program content - as a system of material objects that functionally simulate the content of the child's physical and spiritual development ”. Referring to the authors of the "Origins" program, O. V. Kuznetsova says that by studying the basics of design activities with children, you can form an artistic taste in preschoolers, the ability to express your inner world using elements of design culture.

In her article, she also offers a rough planning of classes to familiarize children with design techniques in the preparatory group.

Another author, A. Yarygina, presenting her articles on the pages of the Preschool Education magazine, considers phyto-design and graphic design the most acceptable type of children's design for children. In the article "Children and Design", she invites the teacher with children to create volumetric-artistic compositions from plants (arrangement by plants) and presents several options for such compositions: "Desert Landscape", "Japanese Garden", "Rowan Beads", "Mouse in a Mink" , "Green Frog". She also suggests using decorative elements of interior gardening (design of natural corners).

In the article "Graphic Design", the above author points out the important role that graphic design plays in our lives, as well as its accessibility for preschool children. Here she invites children in the classroom to make various boxes and packaging on different topics: "New Year's boot", "Design of New Year's boxes", "Dressy bags", "Cake box", "Funny buckets", "Pencil boxes", etc. Yarygina also believes that one of the most effective ways to involve children in design is graphic scenography, which "serves the theatrical activities of children, combining the visual and playful elements."

In the article "Miracle Easter eggs - masterpieces of miniature painting" I. Lykova proposes to actively acquaint children with arts and crafts, and in particular with the skill of miniature painting on the surface of an egg. She talks about some of the secrets of ancient craftsmanship, suggests materials that can be used in children's art, what paints to use, and offers various options for painting eggs.

We also looked through the articles of N.M. Konysheva "Design education in primary school" and "Artistic work: foundations of design education", which also talk about the need to introduce design activities, but only in primary school.

However, studying the articles of various authors, we drew attention to the fact that when offering options for classes, topics, materials for children's design creativity, only one author - G.N. Panteleev - studied this activity, came close to the study of children's design. His work is presented both in preschool education and on the Internet. Not so long ago he published the book "Children's Design". The purpose of this book is the first in design culture in domestic pedagogy - the moral and aesthetic development of children 5-10 years old by means of new artistic and decorative activities of child design in kindergarten, elementary school and family. This manual examines in great detail a new direction of artistic education - children's design, its directions, highlights some of its cultural and educational aspects, presents thematic cycles of artistic and creative activities with children, gives advice and recommendations to teachers and parents.

As for modern educational programs, only one - the "Origins" program - draws attention to a new direction - children's design in senior preschool age. In the program "Rainbow" there is a section "Artistic work", the basis of which is folk art; in the program "Childhood" in the section "Child in the world of fine arts and music", the tasks of introducing a child to art, emotional and aesthetic attitude to the environment are revealed; In the TRIZ program, the tasks are set to develop the imagination of children, teach them to think in a systematic way, and foster creative personality traits.

Thus, we can say that under the pressure of time, the issue of teaching children to design elements has become incredibly relevant, its study is just beginning, perhaps several serious works on this problem are already on the way. But now the volume of sources is incredibly small, although according to the available advanced pedagogical experience, it is already possible and necessary to use design activities in kindergartens. After all, we want our children to understand beauty and be able to create it, as this is very important for the all-round development of the child. So, how can you organize children's design classes so that they contribute to the development of the visual creativity of children in senior preschool age?

The new concept of childhood and art education today increases the responsibility of the family and the teacher, who form an aesthetic attitude towards the world in children. An adult is called upon to develop these natural inclinations: to teach a child to "actively" see the beauty of reality, natural surroundings and works of art, to teach "to depict, decorate, build and create", to acquaint with the richness and diversity of works of culture and art.

As we have already found out earlier, children's design is one of those activities that most fully contributes to the development of visual creativity in children.

Therefore, one of the most important conditions in organizing classes for teaching children design elements is the organization of an interesting meaningful life of a child in a preschool institution and a family, providing him with vivid impressions, providing an emotional and intellectual experience that will serve as the basis for the emergence of ideas and will be the material necessary for the imagination to work. ... It is important to work with parents in their active interaction with the teacher.

Also, one of the most important conditions for the development of children's creativity is the unified position of teachers in understanding the prospects for child development and the interaction between them.

Mastering artistic and creative activities, and, accordingly, teaching children to design elements is unthinkable without communication with art, in this case - design art. With the correct influence of adults, the child understands the meaning, essence of art, pictorial and expressive means and their subordinate meaning. And on this basis, he better understands his own activities.

Since creativity is always an expression of individuality, it is necessary to take into account the individual characteristics of a child when purposefully teaching children such an activity. It is important to take into account both the temperament, and the character, and the characteristics of some mental processes, and even the mood of the child on the day when this creative work is due.

An indispensable condition for organizing children's design classes should be an atmosphere of creativity. That is, adults stimulate such a state of children when they feel free, liberated, comfortable and can create.

The most important condition for the development of creativity is the complex and systematic use of methods and techniques.

Motivation for a task is an essential condition for a child's creative activity.

Another condition is a careful attitude to the process and result of children's activities. Here we can say about the sometimes negligent attitude towards the products of children's activity, when children's works are removed away, thrown away, and if they are exhibited, then not for long. Since we are talking to children about design and its essence, then we must practically use the products of their activity (design of a kindergarten, group room, play corners, use in a game, in classroom products of children's creativity, etc.)

Of course, the material support of the preschooler's visual activity is also necessary. Of course, the variety of basic and additional materials, free access to them stimulate the creative activity of children.

The following art material is used in teaching design elements to older preschool children:

1. Paper and cardboard: paper coloring in different ways: stamps, different application techniques (mosaic, tearing); weaving from paper, paper plastic, origami, creating toys with moving parts, designing individual crafts from paper and cardboard.

2. Natural material: applications from plants, straw, poplar fluff, cotton wool, applications from seeds, seeds, applications from natural bulk materials (crushed shells, sawdust, tea), eggshell mosaic, creating voluminous crafts from cones, straw, soaked and other natural material.

3. Waste material: applications made of polyvinyl films, thin plastics, packaging cardboard. Making crafts based on boxes (furniture, transport, fairy-tale characters, etc.), working with wire and foil (frame dolls).

4. Cloth and other fibrous materials: fabric applique, finely cut threads, stencil painting and free painting.

It is very important that the creative tasks presented by adults are accepted by the child. Therefore, all these conditions must be created in preschool institutions and, if possible, in the family.

Komarova says that children's art can develop successfully only under the condition of purposeful guidance from the teacher. Such guidance is possible in the case when the teacher knows what and how to teach children, has the necessary training in the field of art, he himself has visual skills and abilities.

Using the experience of other kindergartens, E.A. Valiulina advises planning in groups:

"Center for Cognitive Activity"

"Wall of Creativity"

"House-podium",

"Corner of solitude",

"Dollhouse",

"Theater room",

The use of sound "design" during classes, before going to bed, during meals (recordings of rustling leaves, splashing water, singing birds, which soothe children, create a special comfort and at the same time carry a cognitive and aesthetic load).

Creation of a "Russian hut", where the collection of genuine antiques. Children love and enjoy doing it.

The artistic creativity of children is characterized by search, spontaneity and brightness in the transmission of impressions. They like to experiment with artistic and junk materials, rebuild their activities depending on the result obtained, which they can evaluate for themselves and, if necessary, find ways to correct shortcomings. By trial and error, knowing the purpose of his work, the kid comes to the solution of the task. All this can give a child design lessons. "In the artistic design of a child's activity, his psyche, intellect are formed, new forms of communication develop, and new types of iso-spatial creativity appear."

Thus, children's design is a new artistic and productive activity, which is understood as project thinking of the widest range. In design, not only the development of the idea is important, but also the planning of the result, which contributes to the development of the child.

In the sixth year of life, the artistic perception and creative abilities of children are intensively developing, the desire for independent creativity increases, an evaluative attitude towards the environment is formed, therefore this age is very favorable for design activities. Children can already consistently perform common work, and more qualitatively - individual. And if the above conditions are met, very good results will be achieved.

2.2 An experimental study to study the possibilities of teaching design elements to older preschool children with the condition for the development of visual creativity.

To confirm the hypothesis, a psychological and pedagogical study was carried out, which was carried out on the basis of preschool educational institution No. 10 in the period from January 15 to March 28, 2014. It was attended by children of a preparatory group for school in the amount of 5 people (S. Vika, D. Viola, K. Sasha, S. Vova, Ch. Igor).

In the course of the research, at the stage of the first ascertaining experiment, the following goal was set: to reveal the initial level of development of visual creativity in older preschool children.

Before the start of the experiment, the following levels of development of children's art were identified:

High

Average

Short.

Each level was characterized on the basis of the requirements reflected in the "Program of education and training in kindergarten" by M. A. Vasilyeva. The criteria for assessing the level of formation of fine art were identified on the basis of the research of TS Komarova.

According to this diagnostic technique by T. S. Komarova, the analysis of the products of children's activity is carried out according to a three-point system:

1 point - low level

2 points - intermediate level

3 points - high level.

Image Features:

1. Submitting the form:

3 points - the form is accurately transmitted;

2 points - there are slight distortions of the shape;

1 point - significant distortions, the shape was not successful.

2. The structure of objects:

3 points - the parts are located correctly;

2 points - there are minor deviations;

1 point - parts and objects are located incorrectly.

3. Transfer of the proportions of the subject:

3 points - the proportions of the object are met;

2 points - there are minor distortions;

1 point - the proportions of the object are conveyed incorrectly.

4. Composition:

Location on the sheet:

3 points - all over the sheet;

2 points - on half a sheet or on one line;

1 point - the location on the sheet is not well thought out.

5. Color:

Image color scheme:

3 points - real color of objects;

2 points - there are deviations from the real color;

1 point - the color of the objects is transferred incorrectly.

6. Independence of design:

3 points - complete independence in choosing an idea;

2 points - the idea is a symbiosis of ideas and intentions of others;

1 point - the idea is a copy of someone else's idea.

7. Originality of the image:

3 points - unusual, uncommon;

2 points - some deviations from the standards are noted;

1 point - stereotyped image.

8. Stability of interest:

3 points - interest is maintained throughout the entire process of activity;

2 points - interest in the activity periodically disappears, resumes using game techniques;

1 point - there is no interest in the process of activity.

9. Enrichment of the concept:

3 points - in the process of work, new details appear that complement and deepen the content;

2 points - the image is supplemented, but not essential;

1 point - the idea is not enriched.

10. Use of visual techniques:

3 points - the child uses a variety of non-traditional image techniques;

2 points - the child uses or tries to use one of the unconventional image techniques;

1 point - the child does not use image techniques, draws in a formulaic way.

In accordance with the above criteria, the development levels of children's art were characterized.

Low level 10-17 points:

Unfinished image with unclear content, distortion of shapes, lines and proportions of the depicted object. The image is static, the composition is either not thought out or is absent altogether. The drawing is made in one color. The idea is not distinguished by independence, originality, it is formed already in the process of activity, but its complete change is possible at the end of the work. There is no interest in the work, non-traditional techniques are not used in the work. The child draws in a formulaic way.

Average level 18-24 points:

Differs in the transfer of simple forms of the depicted objects. Parts of the objects are located correctly, but the proportions are slightly out of order. There are slight inaccuracies in the representation of shapes and lines. In the composition, highlighting the main thing, the relationship of objects in size is not observed. Static image predominates; basic colors without shades are used. The idea arises before the drawing process, the idea is unoriginal. There is no moment of conceiving an idea. The level of independence is high, interest in activities periodically disappears. The main means of expression is color. An attempt to use unconventional image techniques is possible, which is supplemented in the process of activity, but not significantly. Some deviations from standards and stereotypes are noted in the work.

High level 25-30 points:

It is characterized by the completeness of the image, a variety of components. The shapes of objects are conveyed clearly, in proportion. The image is dynamic, made in a variety of colors. The idea is formed before the start of drawing, independently. In the process of activity, the concept is enriched by additional details. Interest is sustained throughout the entire imaging process. The child uses unconventional image techniques, perhaps even more than one.

For the experiment, the children were given tasks - to draw whatever they wanted (on a free theme), and they were offered a choice of paints and colored pencils (as we know, paints are more expressive and are somewhat more difficult to draw with them than with pencils). All data on the behavior of children were recorded in the protocols (see Appendix), and then each child was individually interviewed about the content of his drawing (see the minutes of the conversation in Appendix 2).

I would like to note that one child, Vika Samokhvalova, attracted attention immediately, as she used a non-rational image technique in her work - she asked for cotton wool and painted clouds with it, then she, dripping onto the sheet with paint that flowed from the brush, showed dirty melting snow in spring (she chose paint for painting and mixed them to get the desired color, in this case dirty green). During the conversation, it was found out that this child does a lot at home with his mother, who teaches her some drawing techniques. Based on the results of the diagnostics, it was determined that Vika had a high level of development of visual creativity (28 points): she correctly conveyed the shape and structure of objects, in the process of work she retained an interest in the activity, enriched her idea with new content (she not only drew a tree, but indicated that that this tree is in the spring when the dirty snow melts). The idea was formed before she started drawing. As for the independence of choosing a topic, here we found out that she had already painted something similar at home with her mother, so we cannot say that the idea was entirely hers.

Kozyrev Sasha, who did not want to draw at the very beginning of the study, nevertheless got down to work, although without much enthusiasm, his work turned out to be gloomy. For drawing, he chose pencils, and very bright ones, he designed the idea himself. He conveyed the shape and structure of objects correctly, although with a few distortions. The work did not differ in particular originality; stereotypes appeared in the image of the house, the sun and other objects. The enrichment of the concept did not occur, the image technician did not use it, there was no interest in the process of activity. Thus, in terms of the level of development of fine art, Sasha is at an average level.

Dmitrienko Violetta was also attributed to the average level, since in the image there are some distortions of the shape of objects, their structure, proportions are not observed. But, although the idea was a symbiosis of ideas, Viola herself, without any help, came up with a plot, painted with paints. Interest in the activity periodically disappeared, the idea was supplemented, but not significantly, she did not use unconventional techniques in her work.

The results of diagnostics also revealed children at a low level of development of the visual arts - S. Vova and Ch. Igor. Vova took as a basis the idea of his neighbor on the desk - K. Sasha and also wanted to draw a house with a fence. There was no interest in the work, the idea was not enriched, the techniques were not used, the work was almost an exact copy of a friend. The shape and structure of objects were conveyed inaccurately, he painted with paints, as well as a neighbor.

Igor also copied one element from a neighbor, he did not show much interest, the image is stereotyped, which was supplemented, but not significantly (he drew a stone next to the tent).

Table 1 results of the ascertaining experiment

Full name	S. Vika	D. Viola	K. Sasha	S. Vova	Ch. Igor
Shape of objects
The structure of objects
Proportions
Composition
Color solution
Independence of design
The originality of the image
Stability of interest
Enriching the concept

Total

Thus, we can conclude that a high level of development of visual creativity in only one child - S. Vika, an average level - in two (D. Viola and K. Sasha.), A low level - in two (S. Vova and Ch . Igor).

We presented the results of diagnostics of children in Table 1, according to the criteria and levels identified earlier.

The analysis of the problem of the development of the visual creativity of children of senior preschool age in practice (conversations with preschool educators, parents of children, the head and the methodologist about how important this direction is), which showed the need to improve the level and quality of the visual activity of children in preschool, as well as the results of the ascertaining experiment , allowed us to proceed to the formative experiment. Its purpose was: the development of fine art in older preschool children by means of teaching children to design elements.

To achieve the above goal, the program "Young Designer" was developed and tested (see appendix), which consists of three blocks: "Arrangements", "Fashion Design" and "Decorative-spatial design"; each of the blocks is designed for three months. This program is designed for the entire academic year, the form of conducting is a circle work. To conduct a formative experiment, we took one of the blocks - "Fashion Design", the content of which included the following lessons: "My light, mirror, tell me ..." (conversation), "Clothes: yesterday and today" (conversation, excursion), "My fashionable clothes "(drawing, frieze)," Our albums of fashion "(compilation of an album, which may consist of pictures pasted on cardboard)," Fabric for a party dress "(drawing, panels)," Party dress "(modeling a style with a cloth , panel), “Russian doll - matryoshka” (conversation), “Dress for a favorite matryoshka doll” (painting a silhouette for a panel), “Home for a favorite matryoshka doll” (design modeling in room layouts), “Round dance of dolls” (design , application, painting, modeling, panorama - diarama).

All classes were built on the principle from simple to complex, the children really liked it and caused a lot of positive emotions in them.

At the first lesson, which was called "My light, mirror, tell me ..." there was a conversation about types of clothes, clothing preferences of different people, about the culture of clothing, about the clothes of boys and girls. The children also sat in front of the mirror and looked at themselves: "And this blouse was sewn by my mother", "And this is my favorite T-shirt." After this lesson, the children began to play "dressing-up", put the dolls in order.

In the second lesson - "Clothes: yesterday and today", we also had a conversation - a short excursion into the history of clothing. The lesson was a breeze, children brought a lot of old family photographs and clippings from magazines from home. The children liked to compare the clothes of the past and the present, from one of the children we heard the fashionable word "trend" today and everyone began to ask what it is.

The third lesson was called "My fashionable clothes", in which children, having received new knowledge and clarifying what they already had in previous lessons, drew their clothes that they would like to wear here and now. This activity fascinated the children very much, lasted longer than usual and Kibkalo S., a very creative boy, painted himself as a medieval master. The girls drew for themselves lush dresses that were worn by the ladies of the past. They explained this by the fact that such dresses are always beautiful. Then all the drawings were cut along the contour and a collective frieze "Our fashionable clothes" was created, we put it in the corner for parents for a while and the children were so proud of their creation that for a long time they showed dads and mothers how beautiful they are in new clothes.

The fourth lesson "Our Fashion Albums" included several types of activities - drawing, applique, modeling. On it, children made up their collective fashion album from various clippings from magazines, the albums "Doll Clothes", "Childrens Clothes". They conferred for a very long time, argued about where and how to arrange, and, finally, made a non-standard decision to divide the album into the following sections: hats, dresses, shoes, accessories.

In the fifth and sixth lessons "Fabric for a festive dress" and "Festive dress" children, even boys, made up the fabric and the outfit for themselves, for this fabric. Played as fashion designers, which they really liked. Ksenia and Sergey even made hangers for their outfits. After that, everyone else wanted to make hangers.

In the next four lessons, the children got acquainted with the matryoshka doll, its history, views, wardrobe. Here, the children needed to make every effort, to include all their imagination and creativity, since for the doll they made not only clothes, but also the house, the decoration of this house. The children liked the classes so much that they later brought from home new styles of clothes for the doll, and possible options for decorating her room. All brought works were also exhibited and were included in the final panorama-diorama.

In parallel with the lessons with the children, special consultations "Design in the Family" (see appendix) were held with their parents, at which parents were asked to work with the children at home with design elements and were given specific recommendations for organizing such activities at home. Also, the parents were explained the importance of respect for the products of children's activities, the importance of the children doing their homework.

So, after conducting the formative experiment, we switched to a control experiment to find out whether the design activity classes influenced the level of development of the visual creativity of the children we took for the psychological and pedagogical experiment.

The purpose of the control experiment: to identify the final level of development of visual creativity in older preschool children and to carry out a comparative analysis of the results.

We took the same technique that we used in the first ascertaining experiment. We summarized the results obtained in Table 2 below.

Table 2. Results of the control experiment

Full name	S. Vika	D. Viola	K. Sasha	S. Vova	Ch. Igor
Shape of objects
The structure of objects
Proportions
Composition
Color solution
Independence of design
The originality of the image
Stability of interest
Enriching the concept
Using imaging techniques
Total

Based on the results of this table, we can draw the following conclusion: 2 children (S. Vika and K. Sasha) are at a high level of development of visual creativity, 3 children are on average (D. Viola, S. Vova, Ch. Igor), there was no one at the low level.

S. Vika performed a very high-quality work, painted with paints and used non-traditional image techniques. By almost all criteria, she showed a very high level.

K. Sasha surprised by the quality and originality of his work and, comparing his previous results, we saw that initially being at an average level of development of fine art, the child moved to a high one. The child's level of independence in choosing an idea increased, and interest in the activity was maintained throughout the entire process of work, new elements were added to the content.

D. Viola moved from gloomy colors in her drawings to brighter and more "positive" and although there is still a stereotype in her work, she began to move away from old techniques, using new ones (before the girl did not like to draw with paints, now she not only uses them everywhere, but also learns to mix and get new colors.

S. Vova also stopped looking into the drawings of his friend on the desk, and began to draw and invent the content himself, and although not everything is still working out, as he says: "I'm trying."

Ch. Igor stopped quitting his job if it didn't work out. He does not abandon the theme of his conceived, but continues to draw (he wanted to draw a kitten, but he did not succeed, he did not finish it, but enriched the drawing with new content - he drew a flower bed with different flowers).

A comparative analysis of the control and ascertaining stages of the experiment is presented in Diagram 1, from which one can see the significant progress that took place in the short three months when the children were engaged in design activities.

From this diagram, we can see that each child has an increased level of visual creativity in comparison with the previous one.

Thus, we can also say that as a result of classes in children's design (which was confirmed by a survey among teachers and parents), children began to emotionally respond to the beauty of nature, clothing, premises, show a more sustainable interest in the fine arts, their creative activity and artistic independence. Creative activity also manifested itself in the ability to plan their work. Children learned to conceive an image, look for means of their embodiment, think over the sequence of their work and achieve a result. Increasingly, the pronoun “I” began to sound in the statements of children: “I will draw it like this…, I will do it my way…, I think…, I saw…, I feel…, I can…”. This suggests that children have learned to discover, create the world for themselves and themselves in their world.

The children also developed feelings of creative satisfaction. In cooperation with other children, the individuality of each child, the peculiarities of the creative handwriting, and the technique of performance became more vivid. Artistic emotions and interests arising in the process of productive search activity contributed to the successful formation of creative thinking in children. In live communication with art, they learned how to create and use in the design of arrangements from natural materials, to select and create styles of clothing, costumes, setting for games and performances, festive parties, to improve household and festive interiors.

Conclusion

The need of society for a person of a new type - creatively active and free-thinking - is constantly growing as the socio-economic and cultural conditions of our life improve. This need can be realized through design classes precisely at preschool age.

Therefore, in our work, we turned to this new activity for today - children's design. The introduction of this activity into the life of preschool children contributes to the development of all aspects of the child's personality, including the development of visual creativity.

In the course of our research, we set a goal: to determine the possibility of teaching design elements to older preschool children in order to develop children's visual creativity, as well as to develop a "Young Designer" program aimed at the development of visual creativity.

In the theoretical part of our work, we examined the concept of children's art, its types, criteria and levels of development, and also defined the concept of children's design, its types and types, the problem of teaching this activity to preschool children and the organization of design activities.

In the experimental part of the study, we tested our hypothesis that teaching design elements to older preschool children in order to develop children's visual creativity will be effective if certain requirements are met.

At the first ascertaining stage of the experiment, we revealed the initial level of development of visual creativity in the children of the older group. At the second stage, we conducted a formative experiment, testing our Young Designer program. The purpose of this stage was the development of visual creativity in children by means of design activities. Classes were held with the children, and at the same time, work was carried out with parents (consultations were held on the organization of classes on children's design at home, and the importance of the children doing their homework and the need to keep the children's work intact).

At the end of the formative experiment, we conducted a control experiment, the purpose of which was: to reveal the final level of development of fine art in children. The result of the experiment showed serious progress in the development of the level of independence of children when completing tasks, children's work became more original and interesting, interest in visual activities increased, and especially in design classes, children began to use their skills at home and in the garden in other activities.

Thus, the results of the experiment confirm the hypothesis put forward and proved that older preschoolers, having experience of visual activity, become good designers, and as a result of practicing this activity, visual creativity increases. In live communication with art, they learn to create and use arrangements made of natural and artificial materials in the design of clothes and rooms, helping each other, with the help of a teacher, they arrange household and festive interiors.

List of used literature

Antonova, S.I. The whole world in a bouquet // Hoop: education, child, student. - 2003. - No. 6.
Brykina, E.K. Creativity of children in working with various materials: Book. For preschool teachers. Institutions, teachers early. class, parents / under scientific. ed. Komarova T.S. - M .: Ped. Society of Russia, 2002.
Valiulina, E.A. We create a developing environment with our own hands. http://www.dou.ru/new/make_eviroment.shtml.
A wreath of fantasies: the development of artistic and creative abilities of preschoolers in the process of visual activity and familiarization with art: a guide for teachers / comp. L. D. Krivonogova - 2nd ed. - Mozyr: White Wind, 2006.
Vilenchik, S.I. Fine arts in the development of creative activity of children // Preschool education. - No. 3. - 2005.
Vygotsky, L.S. Imagination and creativity in childhood / L.S. Vygotsky. - M .: Pedagogy, 1991.
.Gavrina, S. and others. We develop hands to learn and write and draw beautifully. - Yaroslavl, 2010.
Gmoshinskaya, M.V. The work of infants with paints - the beginning of creative activity // Preschool education. - No. 2. - 2009.
.Grigorieva, G.G. The development of a preschooler in visual activity. - M., 2004.
Doronova, T.N. Development of children in visual activity // Child in kindergarten. - No. 4. - 2008 .; No. 5. - 2008.
Kazakova, R.G., Saiganova T.I., Sedova E.M. and others. Drawing with preschool children: non-traditional techniques, planning, class notes. - M .: Sphere, 2010.
Konysheva, N.M. Design education in primary school // Primary school. -2006. - No. 5.
Kuznetsova, O. V. Acquaintance with design techniques as one of the conditions for the development of creativity of preschoolers. - (http://festival.1september.ru/index.php?numb_artic=419196).
Komarova, T.S., Antonova A.V., Zatsepina M.B. "The beauty. Joy. Creativity ": Aesthetic education program for children 2-7 years old. - M .: Pedagogical Society of Russia, 2009.
Lilov, A. The nature of artistic creativity. - M., 2003.
Lykova, I. Miracle Easter eggs - masterpieces of miniature painting // Preschool education. - 2007. - No. 3.
Panteleev, G. Children's design. - M .: KARAPUZ-DIDAKTIKA, 2006.
Paramonova, T. Patchwork style // Hoop: education, child, student. - 2006. - No. 3.
Prokofiev, E. Psychology of children's creativity. [email protected]
Poddyakov, N.N. A new approach to the development of creativity in preschoolers. - M., 2011.
Drawing with preschool children: Non-traditional techniques, planning, class notes / Ed. R.G. Kazakova - M .: TC Sphere, 2005.
Sakkulina, N. Visual activity in kindergarten / N. Sakkulina, T. Komarova T.,. - M., 2007.
Modern educational programs for preschool institutions: Textbook for students. higher. and Wednesday. ped. study. institutions / Under. ed. T.I. Erofeeva. - 2nd ed., Stereotype. - M .: Academy, 2000.
Shvaiko, G.S. Council of teachers: Children's design in the classroom for visual activities // Child in kindergarten. - 2004. - No. 1.
Shirokova, S. Landscape design in a preschool educational institution // Hoop: education, child, student. - 2006. - No. 4.
Yarygina, A. Children and design: phytodesign, floristry, arrangements from natural materials // Preschool education. - 2006. - No. 2.

Annex 1

"Children's design in the family"

Consultation for parents

Dear Parents!

Today we would like to draw your attention to the topic of our consultation. We, teaching children design elements in the classroom, would like to talk with you about how you can organize such activities at home. Children really like design classes, fascinate them, but most importantly, they carry a huge developmental potential.

So what can you do with your children at home?

1. Take your child on excursions to museums, around the city, acquaint with the architecture of the city, with nature, samples of folklore.

2. It is important to provide the child with play and educational material in the form of a "semi-finished product" so that he himself can assemble the toy, complete it.

3. Do design handicrafts with the children (make a wall-mounted "pocket-mat" in which you can put a small album, a toy).

4. Positively evaluate the efforts of children, encourage their success in word and deed, joint games, walks, etc. Before starting work, be sure to point out to the child the importance of doing it for loved ones (gift, decoration of a costume, room, holiday). It is very useful to show the child's achievements to relatives, friends and relatives.

5. Provide a permanent place for the child's study with good lighting, a comfortable table with drawers.

6. Teach your child to order.

7. Involve the child in decorating the house for the holiday, invite him to come up with his own options for decorating the hall, room, do not disregard his suggestions.

8. Use in working with children a variety of materials, mixed-textured paper, paints, markers, pencils, templates, stencils, plasticine, clay.

Remember that only together with you we can achieve good results!

A sample list of products that children can make at home with you:

Gift boxes;

Bookmarks;

Postcards;

Carnival masks;

Decorated in the form of clowns and other pencil stands;

Sewing pillows for dolls;

Making doll clothes;

Invitation cards for the holiday;

Envelopes;

1. Gazamayunov V. N. "Design Basics".

2. Panteleev G. N. "Children's design"

3. Panteleeva L. V. "Children's needlework"

4. Panteleeva L. V. "Children's costumes for the holidays"

5. Paramonova L. A. "Children's creative design"

Young designer

A program for teaching senior preschool children in design elements.

Annotation.

This program consists of a cycle of classes, divided into 3 blocks: arrangement, fashion design, decorative-spatial design. The program is intended for teachers of preschool educational institutions of the senior and preparatory groups of kindergarten.

Explanatory note

1. Conceptual framework

Society's need for a person of a new type - creatively active and free-thinking - will undoubtedly increase as the socio-economic and cultural conditions of life improve. The implementation of such a direction as teaching children design elements in a preschool educational institution requires an appeal to general developmental pedagogical systems of an integrated type. This activity is new and little studied, but it has undoubted developmental potential for all areas of the child's personality. Design activities contribute to the development of the intellect and psyche of the child, as well as the development of the visual creativity of children.

The purpose of the program: the development of children's art by means of teaching children the elements of design.

Principles of building the program:

1. General cultural (spiritual and moral) orientation of the program.

This principle implies the formation of a system of knowledge and ideas about the surrounding reality in children of senior preschool age: about the connection between a person and the cultural environment he creates, as well as expanding the range of artistic, aesthetic and special knowledge and the formation of creative capabilities of the individual.

2. From the general to the particular (in the formation of spiritual and moral attitudes) and from the particular to the general (in the formation of specific knowledge and ways of working). Older preschoolers are surprisingly responsive to the emotional impact of nature and art, thanks to which they are able to quite deeply "feel" the complex philosophical ideas that underlie design thinking.

3. The variability of the content of the classes, the variety of specific topics and products.

4. From simpler forms to more complex ones.

Scope of the program: lessons are designed for children 5-7 years old, a total of 30 lessons, each block has 10 lessons, the duration of each is from 30 to 45 minutes.

Tasks:

1. Formation of aesthetic perception and assessment of things and phenomena by older preschool children.

2. Development of the creative potential of the personality in older preschool children.

3. Development of fine arts in older preschool children.

4. Expansion of the horizons of children, the development of intelligence and rational-logical thinking.

5. Formation of practical skills (development of hands, eyes, etc.).

Form of work: subgroup

2. Structure and content of the program

The program consists of a cycle of lessons, divided into three blocks: arrangement, fashion design and decorative-spatial design, each of which consists of 10 lessons. Each block contains all types of children's design: planar (applicative-graphic), volumetric (subject-decorative) and spatial (architectural and artistic.

1 block. Arrangements. This block involves acquainting children with the available types of arrangements, their practical mastering by children. There is a development of the traditions of children's handicrafts with a focus on clothing decoration and interior decor (dollhouse, children's, festive). Children perform wall and floor compositions, decorate their everyday life with handicrafts, collaborate in creating common arrangements for puppet-play and festive clothing and interior design.

2 block. Clothing design. Work in this direction involves acquainting children with the culture of clothing and some ways of creating drawings available to preschoolers - sketches, styles and decorative trimming of dresses. This forms in children attention and interest in their appearance, puppet-play and theatrical wardrobe. In the classroom, children draw sketches of costumes for characters in literary works, cartoons, performances, as well as for themselves - everyday and festive clothes; children will also learn that makeup, clothes and hairstyle can tell a lot about a person. Together with the teacher, children create models (drawings, applications) of carnival masks, hats and shoes, props and costumes for holidays, entertainment, dramatizations.

3 block. Decorative and spatial design. This block is of direct importance for the development of the origins of the culture of sociospatial creativity, the origins of the architectural and artistic education of children as a practical activity for the aesthetic improvement of life in kindergarten and family. In the classes on decorative and spatial design, the attention of children is focused on the decorative design of the appearance of buildings and landscapes, on the aestheticization of the puppet-play space, the interiors of group rooms. Children get acquainted with the past and present of domestic architecture, begin to look closely at urban planning, at the interior decoration of houses and dwellings. Children create models of rooms, houses, using materials at hand.

Lesson structure:

1. Introductory part, greeting

2. The main part.

3. The final part, summing up.

Block	date	Lesson topic	Purpose and objectives of the lesson	Preliminary Work	Materials and equipment
1 block		"Amazing is near"	Purpose: education in children of love, an aesthetic attitude to the natural environment. Tasks: development of observation and awareness of the relationship between objects of nature and the product of the work of the artist-designer, development of a sense of composition when choosing objects of the natural environment, involving children in the collection of natural material for performing creative tasks.
		"Modeling from natural material"	Purpose: education in children of ecological culture of an aesthetic attitude to objects of animate and inanimate nature. Tasks: developing a sense of composition when drawing up phyto-arrangements and creating a landscape design panorama for decorating a game and a room, introducing children to joint activities to fulfill the theme of a design project.		Natural material, gouache paints, plasticine clay, felt-tip pens, PVA glue, stacks, scissors, coasters of various shapes for crafts, illustrative phytoarrangements, a sheet of cardboard (green).
		"Rowan beads"	Purpose: to continue to acquaint with the basics of fitdesign, its goals and objectives. Objectives: to form the desire to decorate premises using ecological materials, to develop aesthetic taste and aesthetic culture of work.	Collect with children the autumn leaves of poplar or birch, rowan or viburnum brushes.	A skein of thread, a needle, colored balls, red tape or ribbon, three branches of a tree 60 cm each.
		"Golden leaf fall" (panel applique).	Objective: to learn to cut out of paper silhouettes of flowers and leaves of different shapes and sizes for the design of "panels".	Acquaintance with the technique of patchwork mosaic.	White paper, gouache, butterfly stencils, leaves, brushes, scotch tape.
		"Mosaic" (application)	Purpose: to develop in children a sense of decorativeness of the silhouette composition. Objective: to learn to cut out of paper silhouettes of flowers and leaves of different shapes and sizes for the design of a "flower bed".	Exhibition of illustrative material, playing with a kaleidoscope.	White and colored paper of different weights and textures, magazine scraps, scissors, pencils, felt-tip pens, glue, brushes, cardboard, napkins, mosaic samples, different in color, patterns, compositions.
		"Flower bed design" (collage)	Purpose: creation of a decorative composition - a collage using techniques of creative design, applique and painting.	Acquaintance with illustrations and mosaic samples, children look at their previous work.	Multi-texture paper, cardboard, gouache paints, felt-tip pens, glue, scissors, napkins, children's mosaic work, a sheet of future collage, stapler, scotch tape.
		"Sweet tooth" (decorative panel - applique)	Purpose: to introduce children to the work of an artist-designer who creates elegant packaging for sweets. Objective: to develop a sense of decorativeness and co-authorship when creating a panel (patchwork composition).	Collection of candy wrappers, a teacher's story about artist-designers. Children look at candy wrappers, remember the taste of their favorite sweets.	Collection of candy wrappers, foil, magazine illustrations, felt-tip pens, glue stick, napkins, scissors, packaging design illustrations.
		"Elegant candy wrapper" (drawing applique)	Purpose: to acquaint with the work of the artist-designer of the painting. Tasks: develop fantasy, imagination, a sense of decorativeness and compositional abilities of the child, teach how to create a pattern taking into account the shape and size of the candy.	Acquaintance of children with methods of image on candy wrappers, taking into account the shape of the candy.	White and colored paper, cut to size candy wrappers, foil, felt-tip pens, glue, scissors, samples of different shaped sweets, a collection of candy wrappers.
		"Box for sweets" (design, applique, painting).	Purpose: to continue to introduce children to the work of a designer. Tasks: to form the prerequisites for artistic imagination, project thinking, teach the ability to design by design and decorate paper products.	The homework assignment is to think about how the children would design boxes, sets for candies of different varieties - caramel, chocolate, soufflé.	White and colored paper of different grades, colored magazines, a collection of candy wrappers and pictures from confectionery packaging, felt-tip pens, a ruler, templates, scissors, stapler, scotch tape, samples of boxes and packages.
		"My flower" (modeling)	Purpose: to educate children in ecological culture, aesthetic taste, the desire to be beautiful and neat.	Conversation with children about mini-arrangements.	Colored paper, foil, colored flap, threads, ribbons, pieces of leather, fur, felt, buttons, jewelry, felt-tip pens, glue, scissors, stapler, tape, Velcro, soft wire in a sheath, safety pins, illustrations, jewelry samples.
		"Bouquet for the holiday"	Objective: to teach how to create mini-arrangements for decorating garments and their accessories.	Show of illustrations, decoration of twigs.	Paper of various grades and colors, foil, candy wrappers, colored flap, artificial fur, felt, twigs, colored wire, felt-tip pens, glue, scissors, scotch tape, postcards depicting bouquets, a vase for a bouquet.
		"Our rug" panel applique)		Acquaintance with the use of the "camera" frame, conversation about the similarity of the work of an artist, designer and photographer.	White paper for pasting colored silhouettes, colored paper for applique, scissors, pencils, glue, leaf patterns.
			Purpose: creation of a decorative composition - a panel using the techniques of creative design, applique and painting. Objectives: to develop a sense of decorativeness and composition, to introduce children to collective design creativity, to use the experience of working with paper.	Sorting the previously collected material, viewing landscape mongrels	Folders, boxes, baskets, "camera" compositional frames.
		"Vologda snowflakes"		Children cut out various snowflakes.	Light gray wallpaper, thin white and colored paper for applique, napkins, foil, glitter, gouache in a set, scissors, felt-tip pens, snowflake patterns, glue, scotch tape.
2 block		"My light, mirror, tell me ..." (conversation)	Purpose: to educate children with an aesthetic taste, the ability to create a decorative arrangement to decorate a play corner, room, hall for the holiday. Objective: to develop the need for creative communication with peers.	Children listen to an excerpt from "The Tale of the Dead Princess and the Seven Bogatyrs" by Alexander Pushkin, examine their wardrobe in the mirror.	Mirrors to the height of a child, a tape recorder for recording the statements of children, a fragment of a fairy tale by A.S. Pushkin.
		"My fashionable clothes" (drawing, frieze)	Purpose: to awaken an aesthetic interest in clothes in children. Task: reveal the aesthetic preferences in the clothes of girls and boys, their ideas about their appearance and the clothes of their peers.	Homework assignment - bring photos from the family album (with parental permission).	Vintage postcards, fashion albums; stand for the exhibition "clothes: yesterday and today".
		"Clothes: yesterday and today" (conversation, excursion)	Purpose: to awaken in children interest, love and respect for the past and present of their family and people. Objective: to acquaint children with the history and beauty of clothing "yesterday" and "today".	Viewing illustrations.	White paper, colored pencils, felt-tip pens, glue, napkins, drawings, photographs, illustrations, fashion magazines, cardboard for friezes.
		"Flower of friendship" (drawing, applique, modeling, decorative panel).	Purpose: to enrich the artistic imagination of children, to develop the ability to design activities.	Children get acquainted with illustrations-manuals "fashionable clothes", materials, tools for completing the assignment.	White and colored paper for drawing and application, cardboard, gouache, pastel crayons, felt-tip pens, scotch tape, glue, scissors, brushes, napkins, graphic visual landmark: decorative frame of the "Flower of Friendship" composition.
		"Festive dress" (style modeling with fabric, panels)	Purpose: to awaken in children an aesthetic interest in their wardrobe, to reveal their ideas about the variety and beauty of clothes.	Viewing illustrations, fashion magazines, talking about clothes.	Illustrative material "Clothes" (for clippings) - magazines, booklets, calendars, photographs, children's drawings, white and colored paper, scissors, glue, felt-tip pens. Napkins, picture albums or table folders.
		"Our fashion albums" (compilation of an album, which may consist of pictures pasted on cardboard)	Purpose: to develop children's ideas about the variety of clothes. Tasks: to form respect for the work of an artist-fashion designer, to teach how to compose clothing albums.	Children look at fashion magazines, drawings on fabrics.	White and colored paper, stencils of dress styles, samples of fabric patterns, gouache, watercolor, felt-tip pens, pastels, glue stick, PVA, wallpaper border ribbons for panels.
		"Fabric for a festive dress" (drawing, panels)	Purpose: to acquaint children with the profession of a fabric decorating artist. Objective: to develop the child's interest in arts and crafts.	Acquaintance with the styles of clothes and fabrics for the styles of these clothes (according to the seasons of the year).	White and colored paper for applications, cut-out silhouettes (stencils) of festive dress styles, children's drawings of "fabrics", scissors, a ruler, felt-tip pens, glue, stapler, wallpaper tapes for panels, scotch tape.
		"Russian doll - matryoshka" (conversation)	Purpose: to acquaint children with the profession of a fashion designer. Tasks: to develop the child's artistic taste, to teach him how to model, combining the style of the product with a pattern of fabric, to form in children the ability of design-figurative thinking; to introduce children to creative communication when organizing an exhibition of works.	Conversations with children about folk and modern dolls, about the artist-designer of toys, examining toys.	Illustrations, samples of dolls matryoshka.
		"Dress for your favorite matryoshka doll" (painting a silhouette for a panel).	Purpose: to reinforce children's ideas about the decorative and applied art of Russia. Objective: to acquaint with the traditional doll "Russian Matryoshka", with the folk craft - making a turning souvenir toy.	Children look at nesting dolls made by masters of various folk crafts. The dolls are compared by the silhouette of turning forms, the traditional motive of patterns and the coloring of painting.	Silhouettes of figures of different nesting dolls (thick paper, tinted wood) with guidelines for painting: face, scarf, sundress, apron. Samples of nesting dolls, gouache, watercolor, felt-tip pens.
		"Round dance of dolls" (design, application, painting, modeling, panorama-diorama).	Purpose: to identify aesthetic preferences in children when arranging doll rooms. Tasks: to teach children to choose the color and furnishings of rooms for the matryoshka doll in accordance with the purpose of the room, to develop the child's imagination, memory and artistic taste.	Children look at illustrations and samples of dolls. The teacher introduces children to the inventory for completing the assignment.	Paper and cardboard of various densities, textures and colors, packaging boxes of various shapes, ping-pong balls, foil, candy wrappers, gouache, felt-tip pens, crayons, pastels, salt dough, plasticine, glue, brushes, rulers, napkins. Scotch tape, scissors, stapler, screen layout, illustrations, doll samples.
		"Children's carnival"	Purpose: to identify and form in children knowledge and aesthetic ideas about the interior design of a group room.	Children remember the ways of arranging and modeling clothes.	Paper of different colors and grades, color film, foil, foam rubber, flap, fabric, cotton wool, fur, leather, children's jewelry, gimp, serpentine, confetti, ruler, mold, scotch tape, stapler, gouache, colored pencils, felt-tip pens, glue, napkins , scissors, illustrative material.
3 block		"Home for your favorite nesting dolls" (design modeling in room layouts)	Purpose: to teach children to select a pattern and color of a dress (sundress) for a matryoshka doll, to reproduce images of a folk toy, traditional motives for painting it. Objectives: to develop artistic memory, imagination, a sense of color and composition when painting doll clothes, to participate in the creation of a decorative panel "Round dance of matryoshkas".	The teacher prepares layouts of children's rooms, sets of doll furniture of different sizes, but the same color and design. Picks up strips of paper for the floor and walls, fanning them out.	Two models of rooms of the same height and decoration, but different area, three sets of doll furniture of the same design, color patterns of walls and floors for models, two matryoshka dolls commensurate with the models.
		"Evening windows of a fairytale tower" (drawing, applique, modeling)	Purpose: to consolidate children's experience of thematic construction in design activities. Objective: to encourage children to use volumetric construction work in the game.	Conversation that people live in houses that are different in appearance.
		"Evening windows of new buildings" (drawing, application, modeling)	Tasks: to familiarize children with decorative activities in a team, to acquaint them with the method of "visual reference" in joint design actions.	Showing the illustration "new building" and the model of the house - a panel with windows in bindings of a typical style.	Colored paper, window stencils, felt-tip pens, crayons, pastels, pencils, glue, napkins, scissors, scotch tape, Terem and Tower layouts (plane landmarks).
		"My fairytale house" (drawing, applique)	Purpose: to develop in children ideas about the correspondence of an architectural building to its purpose. Tasks: to introduce children to decorative activities in a team, to acquaint them with the method of "visual reference" in joint design actions (a graphic reference point is a tower house with ordinary windows).	Children listen to and remember fairy tales, look at pictures, watch cartoons. They come up with their own stories of fairy tales for drawings and applications.	White and colored paper, foil, candy wrappers, magazine clippings, watercolors, gouache, colored pencils, felt-tip pens, glue, napkins, scissors, illustrations of fairy tales.
		"Our fabulous town" (models)	Purpose: to awaken in children an interest in the diversity and beauty of architecture. Task: to develop the child's fantasy, imagination.	Acquaintance of children with decorative compositions made by graphic designers and children's groups in kindergarten.	Children's drawings "My fairytale house", colored paper, cardboard, wallpaper, glue, adhesive tape, felt-tip pens.
		"Our group room" (excursion)	Purpose: to involve children in the creation and completion of thematic compositions performed by a group of peers (frieze) Objective: to develop children's fantasy, imagination.	Talk to parents about what their baby's room looks like. Conversation with children: “What do they think is beautiful / ugly in a kindergarten room? What does he think is beautiful in his room? "	Visiting frames "camera" for each child.

Every child is a designer by nature. It is very exciting for children to build a whole world from what comes to hand. And the less around the finished toys, the more interesting this process. How to develop the abilities hidden in everyone?

Young designers.

In our kindergarten "Smile" in the city of Lyantor, we conduct innovative activities on the topic "Formation of artistic and aesthetic competence of preschoolers, taking into account the capabilities of the teaching staff, material and technical base, social order through the creation of an educational environment as a means of improving the quality of education."
One of the areas of innovation is Children's Design, which our Pochemuchki group is working on. Children's design is artistic design, the creation of various products that have special aesthetic and functional characteristics. Simply put, we teach children to create original crafts, small gifts and souvenirs. By participating in the creative creation of designer items, decorating the world around them on their own, children get the opportunity to develop imagination, taste, creative intelligence and a culture of communication. In addition, kids will have the opportunity to work with various materials and get acquainted with their structure and properties, as well as learn how to use non-standard drawing techniques. Children learn to independently create beautiful compositions, cut out various objects along the contour, learn to beautifully decorate finished products. The child gets complete freedom of action, he can plan the work himself and evaluate its result.
The directions of children's design were chosen:
- Interior Design;
- design of clothes and jewelry;
- tableware design;
Developing long-term planning for innovative activities in the 2nd junior group of "Pochemuchki", we took into account the degree of complexity of design projects, the interest of children. We have chosen the techniques Patchwork, Salted dough, Scotch tape, Scratchboard, Drawing with cereals, Imprints, scrapbooking, images with plants, collage.
Watching the little ones, you can see how much they value beads, beads, buttons - in general, all sorts of little things. We believe that these are unnecessary things (garbage), but in children's hands they become a jewel. It is this subtle childish ability to see the unusual in the ordinary that we use in our classes. And caring parents help us collect materials for the creative activities of their children.
For the interior design, we have chosen to make a patchwork bedspread from candy wrappers using the Patchwork technique.
Previously, we introduced the children to the patchwork technique (patchwork applique). We considered products made of fabric, yarn, paper and candy wrappers.
The "Candy Fairy" came to visit the children and brought candy wrappers.

Here the guys are sticking
candy wrappers on the basis.
For girls were chosen
candy wrappers with flowers,
for boys with a pattern of airplanes.

Every child made
a piece for our bedspread.
This is what Kiryusha did.

But these scraps were made by girls.
Then the girls glued together their
shreds and got a large bedspread.

The boys made a wonderful bedspread.

The girls also covered the doll with their veil.

For the design of clothes and jewelry, we have chosen to make a medallion using the technique of salted dough.

Knead the dough with your hands.
Roll out the dough with a rolling pin.

Cut out the dough medallion.

We decorate the medallion.

These are the beautiful medallions the guys got.

In the Pochemuchki group we have equipped a creative corner "City of Masters", here we are organizing an exhibition of ready-made works. Also, in their free time, children come up and gladly make crafts from the techniques they already know.

Children from the Pochemuchki group took part in the Winter's Tale event. Despite the fact that we are still very small, we already really enjoy being creative and creating truly beautiful things. The children were given the task of making red-breasted bullfinches, sleds and New Year's snowflakes. The fidgety guys sat diligently at work and were engaged in translating the task into reality, since they were part of a large senior project. The results of children's creativity got to the "Wall of Creativity". They cut, glued, molded and enjoyed the results of their work. Joint creativity is something that brings children sincere pleasure.

Thus, the main thing for a young designer is thinking outside the box, imagination, and the ability to compose compositions. It follows from this that in order for a child to become a designer, first of all, it is necessary to develop his spatial imagination, to encourage an unconventional vision of the world around him.
Therefore, in our work, we turned to this new activity for today - "Children's Design". The introduction of this activity into the life of preschool children contributes to the development of all aspects of the child's personality, including the development of artistic creativity.

Elena Viktorovna Zaitseva
Children's design activity at preschool educational institution

Educators Zaitseva E. V. Kozina L. V.

The urgency of the problem is determined by the fact that the consolidation of patterns in the child's creativity is a great danger for him, therefore it is necessary to destroy frozen patterns and introduce new types activities, contributing to the stimulation of the child's own creativity.

The novelty of the work experience presented by us lies in the use of new techniques and materials, which contributes to the formation of new knowledge in preschoolers, skills in making unique children's work using products in a child's life, kindergarten and family.

Target: creating conditions for the disclosure and development of the creative potential of the preschooler by means of artistic and constructive design.

Tasks:

The development of creative thinking of preschoolers, through familiarization with the methods and techniques used in the artistic and constructive design.

To form the ability to consistently implement your plan, skillfully

handle materials and tools.

Stimulate co-creation with peers and adults in activity design using

result of creative activities in everyday life, games, room decor in kindergarten, at home.

To form an evaluative attitude to the world around, the ability to analyze, self-esteem when performing work.

Develop interest in design - creativity.

Develop cognitive activity, communication, independence.

Development of figurative thinking, imagination, steady attention, observation,

accuracy.

Children's design can be focused both on the aesthetic organization of the space, and on the creation of beautiful useful objects that make up the child's environment. The elementary crafts of the child can be considered as his design activity, because already in simple arrangements, he plans a certain result. The child gets acquainted with various artistic techniques and handicraft materials with available methods of making and decorating their products.

In the creative activities the child should be divided into three main stages.

The first is the emergence, development, awareness and design of an idea. The theme of the upcoming image can be determined by the child himself or suggested by the teacher (her specific decision is determined only by the child himself)... The younger the child, the more situational and unstable his plan is. The older the children, the richer their experience in visual arts. activities, the more stable their concept becomes.

The second stage is the process of creating the image. Activity at this stage, it requires the child to be able to master the methods of image, expressive means specific to drawing, modeling, application.

The third stage - the analysis of the results - is closely related to the previous two - this is their logical continuation and completion. Viewing and analysis of what children have created are carried out at their maximum activity, which allows them to more fully comprehend the result of their own activities... At the end of the lesson, everything that was created by the children is exhibited at a special stand, that is, each child is given the opportunity to see the work of the entire group, to mark, justifying his choice, those that he liked the most. The teacher's tactful, guiding questions will allow children to see the creative discoveries of their comrades, an original and expressive solution to the topic.

Children's design has:

Subject-decorative character is the creation and decoration of objects (toys, souvenirs, items of clothing, arrangements).

Spatial and decorative character - activity in space, taking into account its features (area, lighting, drawing of windows, doors, niches).

We pay great attention to the subject and decorative design... We introduce the guys to such an artistic and creative activities like, decoration. The meaning of the concept "decorate"-Giving something a beautiful look, decoration We have selected several directions: mosaic from various waste materials, applique, decoupage, plasticine, non-traditional drawing techniques. This innovative approach allows you to enrich design group premises by copyright and children's works using a wide range of non-traditional techniques and technologies.

Such unconventional drawing gives children a lot of positive emotions, reveals the possibility of using objects familiar to them as art materials, and surprises with its unpredictability.

By emotions, one can judge what at the moment pleases, interests, exposes to despondency, worries the child, which characterizes his essence, character, individuality. Then we gradually introduce the elements design, which, when working with older preschoolers, develop into independent lessons in design activities... Classes design activities combine several types of artistic and creative activities: drawing, modeling, applique, manual labor and design.

Senior preschooler is able "see" and with the help of an adult, step by step realize your "Design concept" anticipating the artistic result. This makes it possible, along with the use of traditional types of pictorial activities introducing children to her new types: architectural and artistic design and modeling clothes with decorations and decorations from different materials. At this stage, children, under the guidance of a teacher, decorate things, objects for decorating a room, participating in creative exhibitions. This allows you to evaluate your work, its result. Attention is focused on what happened, a positive assessment is given activities, a favorable emotional background is created, which contributes to the formation of creative imagination and thinking

In the process of teaching children the elements design, we introduce them to the features, properties and capabilities of various art materials and technologies: drawing on wet paper; drawing with a toothbrush on colored paper; monotypes (cellophane, paper, glass); drawing through carbon paper; drawing with plasticine; finger painting; hand stencil; blotography; application of reception "Splash"; collage; poke method; minting; stained glass windows. After all, the introduction to the classes of the elements design requires expanding children's knowledge of the properties of various materials (paper, cardboard, fabric, plastic, natural materials, etc.) and develop skills and abilities when working with them. Interesting and exciting were classes: "Summer Tale" stained glass windows, "Autumn motives"- blotography, "Autumn at the edge of the paint bred"- printing by leaves, "Vase for Mom"- cookware design, "Chrismas story"- decoupage technique, "Near the forest at the edge"- plasticinography, "Christmas toys"-Decor of Christmas balls and Christmas trees, "Exhibition of candlesticks"- candlestick decor, "Frost patterns"- drawing with salt.

We introduced parents to the achievements of their children, each one individually. From this communication, we learned how much parents are interested in the lives of children in kindergarten... In the process of working with pupils, we felt the desire of parents for their own creativity with children and began to involve them in a joint activity... Parents began to actively help in collecting material, to participate in the design of exhibitions, as they saw that children, with a great desire, learn to fantasize, create, create wonderful works of art. They brought jointly created crafts and compositions.

Result:

The experience of our work has shown that this type of artistic and creative activities as decoration, not only allows you to get high-quality, attractive, and therefore valuable in the eyes of the child and others "product" but also contributes to the development of social relations: the ability to navigate in the environment, increase the level of self-awareness, the formation of positive relationships, as well as the level of artistic and creative development of preschoolers, the satisfaction of parents with work in the educational field "Artistic creation".

Fantasy, imagination is the basis on which creative abilities and, as a result, an outstanding character of a child in the future are formed.

The world in which the baby lives is filled with not only real, but also fabulous events. Children fantasize because they want to be in the role of wizards.

You need to help the child a little, and the miracles he invented will become a reality!