Development of productive activity. Methods and techniques for organizing productive activities. Productive activities include

23.09.2019

The productive activities of a preschooler include drawing, application, design (see paragraph 1.1).

DRAWING

Drawing as one of the types of productive activity has its own characteristics, requires mastering a special mode of action and has its own specific impact on the overall development of the child.

In the drawings of preschool children, all his experience is presented, which consists of past actions with the object, the visual impression of it, its graphic image and what he learned about the object from adults. At the same time, the preschooler develops his own understanding of the subject, his own knowledge about it. And as a result, the children's drawings are inaccurate and incomplete. However, peers are able to recognize what is depicted.

Almost any child of preschool age can draw. Some children prefer to depict cars, others - houses and the sun, others - a whole world of space adventures, but all the drawings reflect the ideas of children about the world around them and their attitude to what is happening in it. During the preschool age, the child's experience expands and enriches, his attitude to reality becomes more differentiated and diverse, and, consequently, the drawings also change. What is the most essential in the development of visual activity?

First of all, you need to pay attention to the expressiveness of the picture. After all, it is a mirror of the emotional attitude to the object or event that the child depicted. Three-year-olds are just beginning to master expressive means, the most important of which is color. They are already trying to portray the kind, cheerful Pinocchio with bright, saturated colors, and the evil Baba Yaga with gloomy ones. Gradually, the child's horizons expand, and bright colors may be present in the image of bad characters, but, basically, the drawings remain gloomy and dark. The attitude to the object is also manifested in how carefully the child draws it. If you suggest depicting fairy-tale characters, then the positive hero will be drawn carefully, with various decorations and details, and the negative one will be deliberately sloppy, with many strikethroughs, uneven and dangling lines, or even completely crossed out. From a child's point of view, it's not worth the effort.

Children's drawings reflect not so much the ability to realistically depict objects, but the totality of experience and knowledge about the world around them. The older the child, the wider he is included in life, the more detailed and diverse his drawings are. They have a plot that corresponds to the idea of a preschooler.

Detailing can be considered the first step, indicating the development of ideas about reality. A younger preschooler has difficulty drawing an object, often it is completely unlike the real one. It is rather a scheme of the subject, reflecting some of its aspects that the preschooler met. For example, if you give a child to stroke a squirrel, and then ask him to draw it, the main emphasis will be on the dashes indicating the fluffiness of the animal. With age, a preschooler learns to analyze an object in detail, to highlight important properties in it. His drawing is more and more like a real object, as it is filled with essential and minor details. The more of them, the deeper the child penetrated into the essence of the object, and consequently, he developed a more complete image of reality.

But not only the amount of detail in a child's drawing indicates the level of development of ideas about the environment. It is also interesting whether the object is depicted alone or whether it is included in some system of connections and relations with others, in other words, whether there is a plot in the drawing. At first, children draw one unrelated object. As the child develops, his ideas about the world deepen, the plot of the drawings is also enriched. This is no longer just a person, the sun or a house, but a whole world in which objects are interconnected by some kind of event. A person lives in a house over which the sun shines, and trees grow nearby.

It is also important to pay attention to whether the child has an idea, whether he knows what he is going to draw. At the beginning of preschool, the design changes depending on what the image looks like. If the kid is going to draw a horse, but it turned out something like a dog, then he, without hesitation, will say what exactly he wanted to portray the dog. By the senior preschool age, the child already sets a goal and tries to fulfill it, i.e. depict what he had in mind. The idea no longer follows the image, but, on the contrary, leads it along. In other words, from being late, it becomes leading.

During preschool age, not only ideas about reality change, but also the technical capabilities of its display. This is another component of visual activity. The technique of drawing, the use of expressive means (color, shape, composition) and visual materials (pencil, brush, gouache, watercolor) are being improved and complicated.

At the very beginning, children use only the primary colors (white, black, blue, green, yellow, red), then all the colors of the spectrum and their shades become available to them. By the end of preschool age, children are able to mix colors, create with their help a certain color, mood of the picture. Mastering the form also occurs gradually, from simple circles and ovals to more complex objects, which are a combination of various geometric shapes. Only by the end of preschool age does the mastery of the elements of composition begin. At a younger preschool age, children depict objects randomly, anywhere on the sheet, at middle age - along one line, at an older age - they can arrange objects throughout the space of the sheet in accordance with the plot and their own plan.

During this age period, the child can be offered a variety of materials. If for a younger and middle preschooler the most familiar and convenient are pencil and gouache, then after 5 years it is reasonable to let them experiment with watercolor, and from 6 to start drawing most of the work with it.

Consider the features of visual activity at different ages.

By the beginning of preschool age, a child, as a rule, has a certain set of graphic images that allow him to depict such simple objects as the sun, a fence, a road, a person. Although often these images have only a vague resemblance to reality, children will recognize what has been drawn. A car can be drawn with at least one wheel but no body, a house with a roof but no windows, and so on. Graphic images at this age are quite poor, so details are often missing. So, a person is depicted as a circle with lines extending from it. You can guess that this is the head and legs. Such a schematic representation of a person is called a "cephalopod".

In most cases, starting to draw, the child does not know what he will do. Sometimes he knows what he wants to draw, but if the image turned out not very similar to what he intended, he easily rebuilds: “The car didn’t work out, it’s a kitty.” But not all children are limited to a schematic image. The most developed of them strive to fill their drawing with details. A person has hair, ears, hands; the car has a steering wheel, a cabin. It doesn't matter that they are drawn on top or on the side, this gives the drawing a greater resemblance to reality. Such children draw on a variety of topics. The richer the world of the child, the more interesting his drawings will be.

CHILDREN 4–5 YEARS (middle group)

By the age of 4, the range of depicted objects expands, it includes flowers, butterflies, fruits, trees, and birds. The figure is no longer a simple diagram, but an image filled with details. All the details are conditional, the child does not try to correctly convey the relative value. Elongated, voluminous forms - arms, legs, pipe, trunk, tree branches, etc. - are depicted as dashes, as if they have no thickness. The corners of rectangles and triangles are usually rounded or drawn as separate parts that are not included in a holistic outline.

One of the most frequently encountered topics is the person. It's no longer a headache. A person acquires recognizable features, a body, arms, legs appear. Usually they are made in simple lines, fingers are drawn in the form of squiggles or dashes on the limbs. On the face you can see the eyes, mouth, nose, which are circles and dashes.

Some, the most developed, children carefully draw clothes, often with buttons, outline the differences between boys and girls in it: two ovals - trousers, a triangle - a dress. They can depict details such as ears, neck, hair. The fingers and limbs are voluminous, drawn in the form of ovals. Sometimes plot elements appear: the girl is walking, dad smokes, mom is dressed up.

CHILDREN 5–6 YEARS (senior group)

At 5 years old, a child is able to depict everything that arouses his interest. These are not only individual objects and plot pictures, but also illustrations for books, events of his life. This is the time when most of the children's work takes place.

Children draw according to the idea and strive for maximum resemblance to reality. But they still do not have enough drawing skills, therefore, so that others can recognize their drawings, they use established stereotypes, patterns (the house is a square with a triangle at the top, the sun is a circle with lines extending from it, a person is “handles, legs, cucumber .. ."). And although the drawings are schematic, they are filled with a variety of details that help to reflect the features of the object, its volume and proportions. A person, for example, appears three-dimensional images of arms and legs in the form of cylinders. In general, the proportions between the trunk, limbs and head are observed. Details such as hands, feet, some parts of the face (eyebrows, nose, ears, etc.) may be missing, the proportions of the face and figure may be violated, but you can already recognize a person, judge his mood, say whether he is a man or a woman . Children at this age have a plot image: a girl is dancing, a boy is playing, dad is driving a car.

At 5 years old, the child knows well what he wants to portray, following his goal, overcoming obstacles. For example, if he finds it difficult to draw a running girl, then he can redraw her several times, finding pictorial possibilities for conveying movement without abandoning his idea, which is now becoming more advanced.

By the age of 6, the flow of children's drawings becomes less abundant, but no less diverse, and the social and cultural traditions of the places where they grew up begin to have a stronger effect. Urban children depict tall houses, cars, subways, rural children - fields, trees, animals on the farm. The drawings of boys and girls differ. Boys are interested in cars, robots, dinosaurs, rockets, masculine cartoon characters, girls are interested in princesses, fairies, ballerinas, flowers, scenes from everyday life.

The most important achievement in the visual activity of 6-year-old children can be considered that they begin to master the composition. They no longer simply line up all the objects in a row, but seek to arrange them on a sheet, taking into account spatial relationships or plot. Family members can be at the table or watch TV, sitting in a circle or at different ends of the room. One car overtakes another. All this is conveyed through composition.

(on drawing material)

The drawings are objective, schematic; single objects are usually depicted; the idea changes as the image progresses.

Drawings are subject; detail appears. single objects are usually depicted; the idea changes as the image progresses.

Drawings are subject; there are significant and minor details; plot elements appear; The idea is ahead of the picture.

Drawings are subject; there are significant and minor details; there is a plot; the idea is ahead of the image; elements of the composition appear.

APPLICATION

Application- This is a way of creating artistic images from various figures, cut out of any material and pasted on a specific background.

CHILDREN 3-4 YEARS (second junior group)

At a younger preschool age, due to insufficient development of the small muscles of the hand, poor coordination of movements and visual control over their actions, children do not work with scissors, they apply from ready-made geometric shapes. An important point for them is laying out and gluing the elements of the application. In the process of sticking, children learn to see the image of the object as a whole. In addition to the subject, they perform ornamental applications.

Over the course of a year, children master gradually more complex image methods and application techniques.

By age 4, children:

- lay out and stick decorative appliqué elements on a strip, square, circle, using first the same, and then different in color, shape and size figures;

- compose and paste simple schematic images (beads, balloons, multi-colored flags, handkerchiefs on a rope, etc.) and more complex ones (fungus, ball, rattle, house, etc.).

CHILDREN 4–5 YEARS (middle group)

Children 4-5 years old master the technique of working with scissors, elementary cutting techniques. The most difficult for them is cutting out rounded shapes - circles and ovals.

In the middle preschool age, children learn not only subject and decorative, but also plot applications. They try to compose object images of a complex structure. The number of parts used in the work is increasing. For example, a house now has not only a wall, a roof, but also several windows and doors.

By the age of 5, children can:

- correctly hold the scissors, act with them, cut across narrow, and then wider strips; cut the square diagonally, make oblique cuts, get the shape of a triangle, trapezoid; cut out round and oval objects from rectangles by rounding the corners;

- lay out in parts and paste schematic images of objects from 2-3 ready-made forms with minor details (house, wagon);

- make patterns from floral and geometric shapes on a strip, circle, square, rectangle.

CHILDREN 5–6 YEARS (senior group)

Children 5–6 years old come to a generalized understanding of the method of cutting out any objects, get acquainted with the technique of broken appliqué (“Chickens on the grass”, “Autumn leaves are flying”, “Snowball is falling”).

Children of this age, when cutting out individual parts and composing simple applications from them, as a rule, are able to accurately match the parts with each other, especially in objects of a constructive nature (buildings, machines).

In addition to the subject and decorative, children master the plot and landscape application, beautifully arranging the objects of the plot composition over the entire sheet of background paper, selecting images and backgrounds by color (“Fish in the aquarium”, “Butterflies are flying”, “Train”, etc.).

By age 6, children:

- master new, more complex and rational techniques: cutting out identical figures from paper folded like an accordion, and symmetrical ones from paper folded in half;

- use a variety of cutting methods: straight, curvilinear, rounded, wavy;

- make up a subject, plot, decorative and landscape application;

- master the technique of interrupted application.

CHILDREN 6–7 YEARS (preparatory group)

Children 6-7 years old acquire new knowledge about geometric shapes, learn to distinguish them in different objects, toys. Knowledge of shape and color enriches children's appliqué works, helps to make them more diverse and meaningful.

There is a further mastery of complicated cutting techniques, the quality of children's work is increasing.

By age 7, children:

- they begin work with cutting and gluing the main large elements, gradually supplementing with smaller ones and ending with details to convey characteristic features, create an expressive image;

- perform applications of plot and landscape content;

- convey the structural and expressive characteristics of objects.

Indicators of the development of visual activity

(based on the application)

The child lays out and pastes elements of a decorative pattern and a subject schematic image, consisting of 2-3 main parts, using a circle, square, triangle.

Masters the technique of working with scissors (elementary cutting techniques); composes images of objects with minor details; folds patterns of floral and geometric shapes on a strip, square, rectangle.

He masters the generalized method of cutting out: he composes subject, plot, decorative applications.

Masters new techniques of cutting out paper folded several times and silhouette cutting; makes decorative patterns on various forms, landscape and plot applications.

DESIGN

Children's design is an interesting, but rather complex practical activity aimed at obtaining a real product (design).

Constructive activity makes specific demands on the child. He must know the design features of the building material, the methods and sequence of construction.

In the process of constructive activity, the child develops the ability to see an object, to determine its purpose. He learns to determine the property of the details of the subject.

The following types of constructive activity are distinguished.

1. According to the sample. The sample may be collected in front of the children, may be collected in advance, or given as a drawing. Children should master the ability to examine the subject: highlighting the main parts and analyzing their relationship.

2. By the terms. Suggested by the teacher or based on the conditions of the game. Children must take into account the given conditions, show initiative and creativity, solving such a problem in different ways. This creates the basis for creative design.

3. By design. It is carried out in gaming activities, having a practical meaning. Children learn to plan, to jointly discuss the plan to which they must subordinate their desires, they learn to reconstruct.

All types of construction are interconnected.

In constructive activity, two stages are distinguished: the creation of an idea and its implementation.

The first stage consists in thinking about future practical activities: presenting the final result, highlighting the composition and ratio of parts of the object being constructed, choosing ways to achieve this result, planning a sequence of practical actions.

The second stage - practical activity to implement the idea - is not purely performing, which determines the most important feature of constructive activity: the conditionality of dividing design into two stages, since there is a continuous combination and interaction of mental and practical actions. At the same time, it is practical actions that are of a exploratory nature that play an important role. They are, as it were, the source of the child's thoughts, his further reasoning.

In order for constructive activity to proceed as a search and creative process (when the child himself decides what and how he will build), children must have generalized ideas about the object being constructed, be able to set a goal and look for ways to achieve it. This knowledge and skills are formed in children gradually, in the process of mastering designing according to a model, scheme, conditions, plan.

The construction material is varied. This building kits, which consist of parts of various shapes and sizes: cubes, plates, bars, cylinders, cones, etc .; metal and plastic constructors, the elements of which are connected through protrusions, recesses or with the help of additional parts. Can be constructed from paper and natural material(straw, cones, acorns, etc.).

The type of material also determines the type of construction: construction from building material, construction from paper, construction from natural materials, construction from designer parts.

CHILDREN 3-4 YEARS (second junior group)

Children 3–4 years old can carry out purposeful actions to create simple structures from building material, although the methods for their implementation are still imperfect, and the buildings are schematic and conditional. This is due to the fact that children do not know how to accurately analyze objects and do not have fine differentiated motor skills necessary to convey the features of an object when using building material. At the same time, at a younger preschool age, a child discovers for himself the opportunity to construct in different ways (by replacing small parts with larger ones or by adding small parts).

By age 4, children:

- distinguish and correctly name the main details of the building material (cube, brick, plate, prism), concepts (high - low, wide - narrow, long - short);

- design according to the finished sample;

- they construct elementary object structures (fences, gates, furniture, houses), consisting of 2-3 main parts, using a schematic form of the image, in which only the main parts of the objects are transferred and the connection of these parts is established;

- inspect the sample in a certain order.

The order of examination of the sample corresponds to the sequence of construction of the building and thus makes it easier for children to design.

CHILDREN 4–5 YEARS (middle group)

In children 4-5 years old, there is an intensive development of constructive activity from building material, its main elements (design, design methods). Children's designs and their plots are becoming more diverse, but the plans are still not clear enough and stable.

Unlike toddlers, children of middle preschool age (4–5 years old) independently and voluntarily design in the classroom. They are able not only to follow the plan proposed by adults, but also try to plan their own constructive activities: they determine what needs to be done first, what then, in order to achieve the best result. The main ways of forming ideas about constructed objects and mastering actions with the material are the analysis of a sample, scheme or conditions of a constructive task and showing the method of constructing a building. Children of 4-5 years old usually strive for the correct transmission through the construction of a real object with all its details.

By age 5, children:

- distinguish and name the details of the building material (cube, long and short plates, bar, prism); parts are used taking into account their structural properties (stability, shape, size);

- transform structures into height, length, width in two ways;

- design according to a model, scheme, conditions, own plan;

- they construct 8–10 simple structures, not only conveying the schematic form, but also introducing various details to highlight the specific features of the object;

- they build different structures of the same object (up to five options for more complex structures of houses, trams);

- examine the samples in a certain sequence, compare them with the schemes.

From the age of four and a half, children get acquainted with the constructive possibilities of paper.

By age 5, children:

- fold a rectangular sheet in half and across, while combining the corners and sides;

- construct toys by folding a sheet (wagon, invitation card, car, bus, two-story house, etc.);

- highlight a familiar way of making a toy out of paper when examining a new toy.

In the summer, pupils of the middle group (4-5 years old) are involved in the manufacture of toys and crafts from natural materials. They:

- weave wreaths and hats from leaves;

- make toys from walnut shells (boat, hedgehog).

CHILDREN 5–6 YEARS (senior group)

Children 5-6 years old form generalized methods of action and generalized ideas about the constructed objects. Taking into account the practical purpose of structures involves not only the reproduction of the appearance of the building by children, but also compliance with the size, shape, and location of its main parts. Children are able, first of all, to identify those main parts that they will modify in each case, and can decide how to do this.

As a result of taking into account a consistently increasing number of conditions (up to 3-5) related to the same object, children learn to analyze these conditions, correlate their properties with the properties of the building (the width of the bridge with the size of a freight transport, the length of the bridge with the width of the river, etc. .) and plan your practical activities on this basis.

As a result, by the age of 6, children:

- distinguish, name and use new parts and their properties: plates of various shapes and sizes (long and wide, square and triangular), bars, cylinders;

- allocate the dependence of the structure of the structure on its practical purpose and create buildings in accordance with certain conditions;

- they master a number of new design skills: they connect several small planes into one large one, make buildings strong, connect rarely placed bricks and bars together, preparing the basis for floors;

- select the necessary aircraft for the implementation of one or another building;

- vary the use of parts depending on the available material;

- construct subject and plot compositions according to the conditions, theme, drawing, photograph, design, scheme. They independently draw up a schematic drawing, i.e. preliminary embody the design concept in the scheme;

- create different designs of the same object, taking into account certain conditions, conveying not only the schematic form of the object, but also the characteristic features, details;

- master the generalized method of examining a sample, an object (they determine the main parts in any object, establish their functional significance, spatial arrangement);

- analyze the given conditions and, in accordance with them, make their own design decisions;

- create collective buildings.

Children 5-6 years old continue to design from paper. They reinforce the ability to fold a rectangular sheet in half and, using this method, can design new toys.

Children master the ability to work on a simple pattern and cut paper along its contour.

By age 6, they can:

- divide the circle into 4 equal parts, cut out 1/4 and glue a low cone from the remaining 3 parts;

- get a cone from a semicircle;

- glue a cylinder from a sheet of rectangular paper;

- bend the sheet in different directions.

Using all these techniques, children learn to design various options for Christmas tree decorations, fun toys.

Children who have not mastered the listed construction methods require individual work with them on this type of construction.

Children 5–6 years old construct from a wide variety of natural materials: pine and spruce cones, acorns, chestnuts, nut shells, various bones, roots, branches, etc. Bird feathers, seeds of wild plants are used to decorate crafts.

By the age of 6, children master two ways of constructing from natural materials:

1) supplement natural material with details until an artistic image is formed, for example, the root will become the basis of a future octopus craft;

2) they embody a specific image in natural material, for example, a gnome, for which they select the necessary natural material (moss, cones, acorns, etc.) and practically use it (connect it with wire, glue).

CHILDREN 6–7 YEARS (preparatory group)

Children of 6–7 years old have significant experience in constructing from building materials, which makes it possible to form more complex skills in them. Children of this age are able to:

- allocate both general and particular features of objects;

- determine the shape of the main parts of the object by their similarity with familiar geometric volumetric bodies;

- observe the symmetry and proportions of parts of buildings, determining them by eye and selecting the appropriate material;

- represent what their building will be, what is better to use to create it and in what sequence it should be designed;

– create their own designs of structures, taking into account their functional purpose.

In work with children 6–7 years old, a model of a building made by a teacher is rarely used. From photographs, from memory or according to given conditions, children create complex buildings from a variety of building materials, often with architectural details, with two or more floors (bridges, residential buildings, fairy-tale houses, theaters, train stations, metro stations, vehicles for various purposes). When mastering these topics, children by the age of 7 are able to create their own designs, taking into account certain conditions (for example, build a three-story two-access residential building or a two-story furniture store with an entrance located in the middle of the facade of the building) and talk about their ideas. In the classes on designing from paper, the formation of generalized methods of action with this material takes place.

By the age of 7, children determine the texture and quality of paper or cardboard quite well, master different ways of working with paper:

- folding paper in different directions;

- making toys from cylinders, cones;

- weaving from paper;

- making fun toys according to a model or one's own design;

- marking using a template, measurements, as well as by eye, fastening parts;

- selection of colors and shades in the manufacture of toys, souvenirs, costumes and decorations for the holiday.

Children of 6–7 years old master a complex method of constructing from natural material, which is based on a preliminary definition of a topic, thinking over a future composition. They create an idea, and then select the appropriate material (moss, grass, cones, straw, acorns, etc.). Children depict separate figures of people, animals in different poses, as well as fairy-tale heroes (good gnomes, evil sorcerers), giving the figures expressiveness in accordance with the intended composition.

According to the traditional method of teaching construction from construction kits, children aged 6–7 work with construction kits of various materials (wood, plastic, metal), type (universal and narrowly thematic) and fastening methods (quick-release and technically complex) outside and in the classroom. In the process of such construction, children by the age of 7:

- master different ways of connecting parts to each other;

- learn generalized ways of reading drawings, drawings and assembling technical models.

Indicators of the development of constructive activity

The child constructs from building material according to the model and his own plan 5–8 elementary object structures from 2–3 parts, which convey only the main components of the objects.

The child constructs from building and natural materials, paper according to a model, scheme, conditions, and his own design. He makes 8–10 simple structures from building material, conveying not only a schematic form, but also various details. She makes paper toys by folding a sheet in half, weaves wreaths from natural material, and makes toys from nut shells.

Children form generalized modes of action and generalized ideas about the objects they construct. From the building material they create various structures, taking into account the dependence of the structure of the object on the practical purpose; different versions of Christmas tree decorations, fun toys are constructed from paper; from natural material - images of fairy-tale characters.

The child constructs according to the scheme, photographs, given conditions, his own design of buildings from a variety of building materials, complemented by architectural details. By folding paper in different directions makes toys. From natural material he creates figurines of people and animals in different poses. From the details of the designers collects simple designs.

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SEI SPO "Bendery Pedagogical College"

Test

by discipline

"Psychology"

"Development of productive activities in preschool age"

Specialist teacher. Disciplines:

Zvyagina I.S.

Performed:

Student: Arbabaeva O.V.

Introduction

1. Productive activity

2. Development of inventive activity in preschool age

Bibliography

Introduction

Preschool age covers the period from 3 to 6 - 7 years. Preschool childhood is a very special period of a child's development. At this age, the entire mental life of the child and his attitude to the world around him are rebuilt. The essence of this restructuring lies in the fact that in the preschool age there is an internal mental life and internal regulation of behavior. If at an early age the child's behavior is stimulated, directed from the outside - by adults or by the perceived situation, then in preschool the child himself begins to determine his own behavior. The formation of internal mental life and internal self-regulation is associated with a number of neoplasms in the psyche and consciousness of a preschooler. L.S. Vygotsky believed that the development of consciousness is determined not by an isolated change in individual mental functions (attention, memory, thinking, etc.), but by a change in the relationship between individual functions. Preschool childhood is a long period of a child's life. The child discovers the world of human relations, various activities and social functions of people. The whole life of a preschooler is connected with the game. Mastering the things around him, relationships between people, understanding the meanings that social life carries, the work and duties of adults - he gets to know all this by playing, imagining himself in the role of mom, dad, and so on.

1. Productive activity

design appliqué junk productive

Productive types of children's activities include designing, drawing, modeling, appliqué and the creation of various kinds of crafts, models from natural and waste materials. All these types of children's activities play an important role in the development of a preschool child.

Productive children's activity is formed at preschool age and, along with play, is of the greatest importance during this period for the development of the child's psyche, since the need to create a product is closely related to the development of its cognitive processes, emotional and volitional sphere, skills, moral , aesthetic and physical education of preschool children. These actions develop not only figurative forms of thinking, but also such qualities as purposefulness, the ability to plan one's activities, to achieve some result.

The social and personal development of the child is facilitated by the possibility of displaying creative activity, initiative in creating a drawing, modeling, crafts that can be used by oneself or shown and presented to others.

In the process of productive activity, the visual memory of the child is actively formed. As you know, a developed memory is a necessary condition for the successful cognition of reality, since thanks to the processes of memory, memorization, recognition, reproduction of cognizable objects and phenomena, consolidation of past experience occur.

In the process of productive activity, such important personality traits as mental activity, curiosity, independence, initiative are formed, which are the main components of creative activity. The child learns to be active in observation, performance of work, to show independence and initiative in thinking through the content, selecting materials, using various means of artistic expression.

No less important is education in the process of productive activity.

purposefulness in work, the ability to bring it to the end,

accuracy,

ability to work in a team,

industriousness

According to teachers and psychologists, a child's mastery of types of productive activity is an indicator of a high level of his general development and preparation for schooling. Productive activities greatly contribute to the mastery of mathematics, labor skills, and writing.

2. Development of visual activity in preschool age

First of all, it is necessary to teach children how to properly hold a pencil, brush, crayon in their hand. They cannot learn it on their own. The inability to properly hold a pencil and brush inhibits the development of drawing movements and makes it difficult to create an image.

Visual activity at preschool age is closely connected with the emotional development of the child, with the formation of play activity and depends on the level of development of perception, thinking, and speech. The development of visual activity is associated with the formation of an active interest in the world around the child and provides the child with the opportunity to reflect reality. Drawing brings up in children an emotional attitude to the world. In the course of drawing classes, children develop perception, hand-eye coordination, perceptual-motor skills and abilities. In these classes, children form elements of educational activity - the ability to accept a task, to keep it in the course of completing the task. Systematic drawing lessons contribute to the normalization of the child's behavior. In the process of visual activity and design, children develop the ability for purposeful activity, volitional regulation of behavior.

For the artistic and aesthetic development of the child, an important role is played by the modeling nature of productive activity, which allows him to reflect the reality around him at his own discretion and create certain images. And this has a positive effect on the development of imagination, imaginative thinking, creative activity of the child.

It is important for children to cultivate an aesthetic attitude to the environment, the ability to see and feel the beautiful, to develop artistic taste and creative abilities. A preschooler is attracted by everything bright, sounding, moving. This attraction combines both cognitive interests and an aesthetic attitude to the object, which is manifested both in evaluative phenomena and in the activities of children. The specificity of drawing classes provides ample opportunities for the knowledge of beauty, for the development in children of an emotional and aesthetic attitude to reality. Productive activity shows a person the world of real-life beauty, forms his beliefs, influences behavior, and contributes to the development of children's creative abilities.

In the process of the image, the attitude to the depicted is fixed, since the child experiences the feelings that he experienced when perceiving this phenomenon. Therefore, the content of the work has a great influence on the formation of the personality of the child. Nature provides rich material for aesthetic and ethical experiences: bright combinations of colors, a variety of forms, the majestic beauty of many phenomena (thunderstorm, sea surf, snowstorm, etc.) Fine art activities, if properly organized, have a positive effect on the physical development of the child, contribute to raising the overall vitality , creating a cheerful, cheerful mood. During classes, the correct training fit is developed, since visual activity is almost always associated with a static position and a certain posture. Visual activity contributes to the development of the muscles of the hand, coordination of movements.

The processes of writing and drawing have an external resemblance: in both cases it is a graphic activity with tools that leave traces in the form of lines on paper. This requires a certain position of the body and hands, the skill of holding a pencil and pen correctly. Learning to draw creates the necessary prerequisites for the successful mastery of writing

3. Development of constructive activity in preschool age

The work of children in kindergarten is diverse. This allows them to maintain their interest in activities, to carry out their comprehensive perception. One of the main types is design and manual labor. The manual labor of a child is one of the components of his aesthetic activity, it develops the constructive abilities of children, creativity, fantasy, fiction. Artistic manual labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products for decorating everyday life (games, labor, gifts for mom, recreation). Working with paper and cardboard products, the child receives additional knowledge and practical skills, while expanding his horizons. He develops a figurative idea of the possibilities of objects, learns to design and model, to find unexpected use cases. He also develops creative imagination, which is important for any activity, both in kindergarten and at school. The fundamental moment in the design is the analytical-synthetic activity for examining objects. It makes it possible to establish the structure of the object and its parts, to take into account the logic of their connection. On the basis of analytical and synthetic activity, the child plans the course of construction, creates an idea. The success of the implementation of the plan is largely determined by the ability of the preschooler to plan and control its progress.

Sculpting is the first, fundamental type of activity necessary for a child at the initial stages of the formation of visual activity. When feeling objects in children, ways of examining objects and highlighting their shape are formed.

While sculpting, the child gets acquainted with the volumetric shape of the object, the relationship of its parts, he develops the skills of working with two hands, the coordination of movements, the small muscles of the fingers develop very actively, and this contributes to the development of thinking, eye, spatial thinking. It is difficult to overestimate the importance of modeling for the development of a child. Modeling is the most dynamic, cheerful children's creativity. Even young children are attracted by the opportunity to mold "real" nuts and feed them to the squirrel. Any manipulation with fashioned objects, their use in play situations greatly enrich the child's life experience. The more often a child is engaged in modeling, the more actively his general and visual abilities develop. The child sets himself serious tasks, and he develops a constructive thought. After all, it is not enough just to portray a person, you need to make him stand on his own feet.

Color, like shape and movement, is a means of expression in modeling. It never occurs to any of the children to sculpt Baba Yaga from pink plasticine; they always sculpt trees in the garden of Koshchei the Immortal from plasticine of dark colors. For modeling dolls, they choose colors that are pleasing to the eye and find expressive details (a bright bow, decorative elements). Color is the brightest expressive means even in modeling. If given a choice - to sculpt from plain plasticine or from colored plasticine - the child will always prefer color.

The application allows the child to see the contour of the object, which will then form the basis of a graphic image that serves as a support for the development of the child's visual skills, that is, the ability to depict an object of one form or another. During the execution of applications, conditions are also created for the formation of purposeful activities and the development of general intellectual skills. In the classes on drawing, modeling, appliqué and design, children's speech develops: the names of colors and their shades, spatial designations are assimilated, the vocabulary is enriched. Young children are taught to stick ready-made geometric shapes and images on paper. At the same time, they show methods of smearing them with glue, applying them to paper. The teacher involves children in explaining the tasks, the sequence of their implementation. In the process of analyzing the work, at the end of the lesson, the children talk about their drawings, modeling, express judgments about the work of other children.

In the process of systematic studies in design and application, sensory and mental abilities are intensively developed in children. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

Constructing from building material, they get to know each other

with geometric shapes,

get ideas about the meaning of symmetry, balance, proportions.

When constructing from paper, children's knowledge of geometric plane figures is clarified,

concepts of side, corners, center.

The children get acquainted with the techniques of bending, folding, cutting, gluing paper. These complex concepts are easily acquired by children in the process of creating a decorative pattern or when depicting an object in parts. In productive activities, children learn to carefully use the material, keep it clean and tidy, use only the necessary materials in a certain sequence. All these points contribute to the successful learning activities in all lessons.

As a rule, children love to draw, sculpt, cut and paste, design. Thus, they get the opportunity to convey what excites them, what they like, what arouses their interest. And this, in turn, creates conditions for the comprehensive upbringing and development of children. Children should do what they love and are interested in doing. Working with paper and cardboard products, the child receives additional knowledge and practical skills, while expanding his horizons. Learning to draw, sculpt, apply, design contributes to the mental, moral, aesthetic and physical education of preschoolers.

Literature

1. Uruntaeva G.A. Preschool psychology.

2. Lyublinskaya A.A. Child psychology

3. Doronova T.N. Materials and equipment for productive activities.

4. Dyachenko O.M. The development of the imagination of a preschooler.

5. Mukhina B.C. Visual activity as a form of assimilation of social experience.

6. Internet resources

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What it is?

Productive activities are actions aimed at obtaining a certain result, a product.

It is customary to attribute visual and constructive activities to actions of a productive nature among preschoolers. The first group includes such types of work as drawing, appliqué and modeling. The second is paper modeling. Let's take a closer look at each type.

The image of objects of the surrounding reality on paper is an important aspect of the development of the child. Getting to know the world, getting new impressions from seemingly ordinary things every day, the baby accumulates his invaluable experience. These sensations will become a solid basis for further knowledge of the environment.

Drawing is the favorite pastime of all children.

Since all phenomena have a strong influence on the child, he tries to keep these memories. Paper, pencils and paints will help him with this. With the help of these accessories, the preschooler is immersed in the world of his imagination and impressions.

Nature pleases the eye with a variety of shapes, sizes and shades. With the help of different colors of paints or pencils, the child will not only be able to convey the similarity of the drawing with reality, but also show his attitude to certain objects. It is very important for parents to encourage such activities of their child and periodically analyze the resulting drawings. Why did the child choose this color? Why did I draw one object larger than the other? During the conversation, you can find out a lot of interesting things about how the baby perceives reality.

Children love custom drawing

modeling

Who in childhood did not like to deal with materials that are pleasant to the touch - clay and plasticine? Most likely, many will remember how pleasant it was to squeeze, roll, stretch plastic material. Do not deny your child this tactile pleasure.

At preschool age, it is very important to pay attention to the development of fine motor skills. By making small parts from plasticine (for example, the eyes of an animal), the child learns perseverance and diligence.

When working with plasticine, the nerve endings in the fingers are actively involved, which has a general positive effect on the health and development of a preschooler.

Clay modeling is a great way to develop creativity

Another important point during modeling is that the issue of perspective is removed by itself. If in the figure it is necessary to take into account which object is further in the composition and which is closer, then when working with plasticine, this is simply not necessary. The child himself sees which element should be placed in which place.

Working in three-dimensional space also contributes to the development of a preschooler's understanding of composition, height and width; spatial thinking appears.

Application

Another of the graphic productive activities of a preschooler is the implementation of the application. This simple, at first glance, activity, allows you to develop a lot of useful skills in children.

You can use any materials for the application.

Firstly, the implementation of the application involves the muscles of the hands, which leads to improved coordination of movements.
Secondly, this type of activity is associated with other useful skills: this is working with glue, and the ability to properly wield scissors, and laying out blanks on a sheet.
Thirdly, of course, the application also helps to develop the concept of composition. Laying out figures of different shapes, colors and sizes on paper, the child creates his own composition. He learns to place details, combine different colors.
Fourthly, the application, so to speak, is the beginning of geometry. The child replenishes his vocabulary with the names of figures and spatial concepts: on the right, on the left, on top, on the bottom, in the corner, etc. These skills will help not only in kindergarten in applique classes, but also in the future, in mathematics lessons.

Framed application - a gift for mom

Thus, the visual types of productive activities of a preschooler not only play an entertaining role, but also a developing one. It is very important to pay close attention to their formation, even if it seems that such types of work do not carry any load.

Constructive activities of a preschooler: design

Another important group of child skills is design. Today, it is possible to make models from different elements: natural materials, designer, paper. Why is design so important?

Playing with the constructor develops spatial thinking

In the process of working with various materials, the child learns a lot of knowledge.

Firstly, this type of activity allows the preschooler to form concepts about the center of the object, its angles, height and width, symmetry, proportions.
Secondly, construction gives the child the opportunity to see with his own eyes how quite three-dimensional figures are obtained from flat objects (for example, paper) through some transformations.
Thirdly, the baby is developing the analytical side of his thinking. In order to design something, you need a certain idea, design, composition; only having created a plan of action in his mind, the child gets to work.

In addition, construction is not only equal, but perhaps even superior to some of the pictorial types of productive activities in terms of energy consumption and the required perseverance.

Paper construction is an original way to develop imagination

As you can see, the constructive activity of the child allows you to develop a lot of useful skills that will be useful in further education.

The development of productive skills in preschoolers helps to develop the aesthetic, moral, mental and physical aspects of the child's thinking.

Why is it important?

It may seem that too much attention is paid to such simple activities as modeling, drawing and assembling the designer. From the side it is not visible what efforts the child is making, his development does not look obvious, because the improvement of skills occurs gradually. However, productive activities should not be underestimated.

The modern education system, which is undergoing constant changes, has recently come to the point that kindergartens have become part of the entire system. Simply put, the development of the child begins already in the notorious "kindergarten". There, experienced educators and teachers will help the child to unlock the potential and develop all the positive qualities to the maximum.

Child development is the main task of preschool education

The child in the field of education becomes not an object to be influenced, but a subject who himself plays a central role in his own development.

In other words, it is not the teacher who should "shove" knowledge into the pupil, but the kid himself should strive to obtain the necessary information. This phenomenon appeared due to the humanization and democratization of education, when attention shifts from the teacher to the student, and it is the latter who becomes the center of the educational process.

Improving the skills acquired in a preschool with parents will help both adults and children: it will be easier for you to understand your child, and he, in turn, will be pleased to demonstrate to his family what he can do. That is why it is important and necessary to develop productive skills.

Outcome

As you can see, productive skills developed in preschool age have a lot of advantages:

development of aesthetic and moral feelings of the pupil;
improvement of his mental and physical sides;
formation of concepts about space, form, composition;
acquisition of additional skills in working with tools and stationery;
development of perseverance, diligence, logic.

And in order to achieve all this, you need to do not so much: provide the baby with all the necessary materials and, together with him, try to make crafts, sculpt a figure or draw a picture. This will give pleasure to both you and the child, and will help him take another step towards his successful education.

"Productive activity of children in the context of the GEF of preschool education"

Will and arbitrariness are the most important qualities of a person's personality. There is hardly a parent or teacher who would not strive to instill these qualities in their children. We all would like to see our pupils strong-willed, persistent, purposefulmi, etc. It is these qualities that make a person a free and conscious subject of his own life activity.ty. They allow you to set goals and achieve your goals. It can be assumed that the formation of will and arbitrariness is the main line of development of the child's personality.
The main types of children's activities of the preschool period are playful and productive. Productive activity in preschool education is the activity of children under the guidance of an adult, as a result of which a certain product appears.
Numerous studies have shown that it is productive activity that contributes to the development of graphic skills in children of older preschool age, fosters perseverance, creates pedagogical conditions for the process of socialization of older preschoolers, and, along with play, is of the greatest importance for the development of the psyche during this period.
Recent studies show that the number of children with a lag in speech and personal development is growing. As you know, the speech of children directly depends on the fine motor skills of the fingers.
Employment in productive activities develops the creative imagination of the child, contributes to the development of the muscles of the hand, coordination of movements, develops the properties of thinking (analysis, synthesis, the ability to compare).
Productive activity, like any cognitive activity, is of great importance for the mental education of children.
During the classes, favorable conditions are created for the formation of such qualities as inquisitiveness, initiative, curiosity.b and selfth.
Productive activity has an impact on the comprehensive education of a preschooler.
It is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.
In the process of productive activity, mental and physical activity are combined. To create a drawing, modeling, appliqué, it is necessary to make efforts, carry out labor actions, and master certain skills.
Preschoolers acquire many practical skills that will later be needed to perform a variety of jobs, acquire skills that allow them to feel independent..
In the classroom for productive activities, an integrated approach is successfully implemented. Classes allow you to relieve overvoltage, fears of children.
Productive activity, modeling objects of the surrounding world, leads to the creation of a real product in which the idea of an object, phenomenon, situation receives a material embodiment in a drawing, design, three-dimensional image.
Productive activities of a preschooler include visualand constructive. pictorialactivities are drawing, modeling, applique.

On the topic: methodological developments, presentations and notes

"Productive activity of children in the context of the GEF of preschool education"

"Creating conditions for organizing independent activities of children within the framework of the Federal State Educational Standard of preschool education."

Galiyeva Guzel Fanilevna, senior teacher of MBDOU kindergarten No. 228 of the Sovetsky district of the urban district of the city of Ufa of the Republic of Bashkortostan ...

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