How to develop creativity: useful techniques, interesting tips and books. Development of creative thinking

To develop your creative abilities, you need to fully devote yourself to this process. If you are engaged in a certain type of activity and want to improve the approach to work, study it thoroughly, become an expert in your field. A good knowledge base is one of the necessary conditions for creativity, it improves thinking and helps to find innovative solutions to problems faster.

It is impossible to develop creative thinking if you do not devote time to it. Make a schedule and daily and purposefully engage in your own development.

Take risks

A creative approach to business is often associated with the fact that an adult has to take a certain risk, because. the solutions he proposes in this case are non-standard. In this case, the decisions made do not always lead to success, but the process of finding them is important here, because. it reinforces newly acquired skills and helps not to be afraid to solve complex problems. Maintain confidence in yourself and your abilities. Constantly look for motivation to develop your creativity.

Get rid of the negativity

A good mood and a positive attitude improve the ability to think creatively. Never engage in self-criticism about your activities, drive away all negative thoughts from yourself. All this can negatively affect your creativity.

Brainstorm

Brainstorming is a common technique for solving complex problems and is based on the active development of various problem solving methods. This technique is very good for developing creative thinking. Identify the problem and start writing down ways to solve it. Your task is to write down the maximum number of ideas in a short period of time. After that, focus on the recorded solutions and refine them until you find the best one.

Don't settle for quick and easy answers. Always look for alternative ways to solve problems.

Write down your ideas

A good way to develop creative thinking is to write down your creative process. Keep a diary and write down in it all the ideas that come to your mind, they can relate to a variety of topics. The diary will help you not to dwell on the same decisions and encourage you to look for new ones. In addition, when solving a specific problem, you can always refer to your diary and draw your own ideas from it.

Look for inspiration

It is impossible to develop creative thinking from scratch. Constantly look for sources of inspiration. Read books, listen to a variety of music, watch movies, participate in lively discussions more often. All this is a source of new ideas, as well as a motivator for independent creative activity.

Creative power distinguishes an unusual and bright person from an ordinary city dweller who does not try to change his life and does not strive to make it more original. Some people think that creativity thinking- this is a gift from nature, and if you do not have this gift, you are destined to be an ordinary person all your life. This is not so - creativity develops, and mainly it depends on your own desire and desire to perceive unusual and alternative points of view, create unusual projects, achieve success in your own creative affairs, and most importantly - release your ideas and fantasies, give them the opportunity to materialize.

Instruction

Learn emotional flexibility - try to be less prone to stress and frustration, be cheerful and optimistic. Maintain a healthy lifestyle, be independent in everything - from your work activities to public views.

If you want to gain creative power, constantly learn - never stop in creative development and self-improvement. Don't forget your sense of humor - being too serious can hurt your creative power.

When you have the opportunity, try to break the boundaries of habitual and established norms and standards more often. Offer non-trivial solutions, create unusual scenarios and ideas.

Never sacrifice your hobbies and interests to some social circumstances - even if you have some obligations to

How to develop creativity, break the rules correctly, where to go beyond and where to set them, and why you need to be afraid to start creating.

Photo equipment is becoming more and more “smart”, more and more perfect and more and more affordable. How did this proverb sound from students of the Faculty of Journalism of Moscow State University in the 70s? “Give me a Nikon and I will move the world?” And here he is, Nikon - but will the world be turned upside down? Compared to the 70s, yes, but it's not about Nikon.

In a word, professional, masterful equipment is far from always equal to professional, masterful photographs. What does it take to move forward and develop as a photographer? To keep creating while facing creative block? To make your photos stand out from the billions taken a year? In order, in the end, to find your niche and attract customers? That's right, creative.

For those who need to shake things up, regain inspiration and look at their creativity from a new angle - 15 tips on how to develop creativity.

1. Forget the rules

Forget about what constitutes a genre, composition rules, color theory and the like. Imagine that there are no “buts”, “impossible”, “how about”. Imagine that everything is possible. And there are no such ideas or topics that are not considered or discussed. Dare to go beyond, beyond the boundaries, at least mentally.

2. Set frames and boundaries

This may seem to contradict the first point. But in fact, the more boundaries, the more opportunities for creativity. Constraints force us to look at the situation in a new way and invent new ways to achieve the desired result.

Create your own limits. For example, for a whole month, use only one lens and only a fix. Or shoot only black and white photos. Or work only with vertical orientation.

This method is especially useful if it immediately causes internal protest and resistance. Resist this feeling and be persistent: creativity will follow.

3. Less equipment, more creativity

It would seem that the more opportunities, the richer the choice, the more diverse the result. But really, if you have a single "perfect" lens for every scene and five different "perfect" cameras for every occasion, there's not much room for improvement. As well as there is no room for creativity.

This does not mean that you have to throw out most of the equipment or use only the old “soap dish”. This means - see point 2. By artificially limiting the available options, at least for a while, you will free up space for creativity.

4. Trust yourself

If an inner voice says that you need to take a picture - take it. This advice is often heard from street photographers, where “decisive moment” is the cornerstone. But the same applies to any genre and any form of photography. If you feel like you need to shoot, shoot. Even if you have to pull the camera from the bottom of the bag. Even if it seems that it is impossible to shoot. Even if you tell yourself that you can take this photo later.

"Later" usually doesn't come. Photographs are frozen moments; moments that will never be repeated. It won't be the same scene, the same light, the same mood. Shoot.

5. Don't Forget About Physical Activity

Playing sports, or even light physical activity, will help develop creativity, especially if you have a sedentary job. Walk, run, ride a bike - whatever your heart desires.

Firstly, it will give the brain a rest, and then you will start the task with fresh energy. Secondly, photo walks will allow you to see new places, new characters to shoot.

Third, researchers from Stanford University have shown that the physical process of walking itself increases creativity by an average of 60%, and this effect continues for some time after you stop.

6. Visit new places

One of the secrets of creativity is variety. Walking, go new routes and to new places. Travel to new cities and countries. Novelty gives impetus to creativity.

7. Surround yourself with creative people

Creativity is contagious. In addition, communication will give a new look at things, allow you to voice, discuss and develop emerging ideas. And if you can work with an experienced photographer, all the better.

8. Tell stories

Everyone has their own stories. Tell me. It trains imaginative and creative thinking. Try to make sure that both you and your interlocutor mentally see what you are talking about. Visualization is an important aspect for the development of the imagination. And we are talking not only about the image, but also about sounds, smells, tastes, sensations. Try to convey all this in your story and in your pictures.

9. Be curious

Learning something new ignites the creative spark and enhances the imagination. Why do children have such a rich imagination? Because they are curious and open to everything new.

Ask questions, explore and try something unfamiliar, expand the scope of your interests, look for something that your soul will reach for. Because the fuel for creativity is passion.

10. Change and change

Try yourself in a new genre. Are you a studio photographer? Take up street photography over the weekend (check out the tips from the gurus on). Do you shoot architecture? Go for a day on sports photography.

11. Set yourself non-standard tasks

Challenge yourself and try unusual exercises. For example:

• Take 10 different photos of the same scene.
• Choose a location and take 24 completely different shots. Without moving.
• Imagine you are shooting on film and you only have 36 (24, 12) frames. And only one film per day.

Such challenges, constraints, and conditions can lead to surprisingly creative solutions.

12. Not a day without a photo

Not a day without a line. In our case, no photos. Even if you don't want to. Even if there is no inspiration. Even if there is no time. Because, firstly, it will give a start, start the process of creativity. Secondly, skill is honed only by practice.

13. Get inspired by others

There is nothing wrong with learning something and drawing inspiration from the masters. Remember the expression: “Good artists copy, great artists steal?” Do you know how Benjamin Franklin honed his writing style? Copying texts from the Spectator magazine, which published some of the best texts of his time.

14. Start a personal project

A personal project is not just for documentary photographers or photojournalists. And not only for beginners who are just trying their hand. The process of working on it will benefit everyone, regardless of genre or work experience. This is a great opportunity to do something that ignites passion in the soul and learn something new - about the world and about yourself. And both of these points, as we found out earlier, are indispensable conditions for the disclosure of creative potential.

15. Don't be afraid of your fears

Fear of criticism, fear of failure and even fear of success - all this not only prevents a creative person from showing his work to the world, but also limits our creative self. In fact, fear is good; this is an indicator that your case is really important to you. Shall we worry about what does not touch us? So, that's exactly what you should be doing. You don't want to spend your life doing something you don't care about, do you?

P.S. It is possible and necessary to develop creativity!

As a bonus - a short video from the director and video blogger Simon Cade, the author of the YouTube channel DSLRguide. Don't forget to turn on Russian subtitles!

Still not feeling the urge to create? Get up and go create anyway. Appetite comes with eating.

Jan 29 2016

Out-of-the-box thinking is largely in demand in the field of information. The development of creative thinking in adults is useful in professions such as:

• professions in the field of advertising and management;
• professions of a psychologist (conducting psychoanalysis);
• professions of a designer, artist;
• writing profession;
• in other creative professions.

It sometimes seems to people that those who excel in creative professions come from another world. Where do their great ideas come from? There is nothing unusual about this, they see the same reality as everyone else, but at the same time they see it in a completely different way.

They do not adjust to reality, but try to adjust reality itself to fit their ideas. It is difficult for an adult to see something unusual in an ordinary thing, when a small child in the shadow of a branch can see the silhouette of a bird. This is because in childhood everyone sees the world without restrictions, he is given all the creative potential to know the world. But as he grows older, he loses this ability. At school we are taught the principles of general logic.

So how can we develop our creative thinking, which has been lost over the years?

First of all, we recall that creative thinking is associated with the right hemisphere of the brain. Where our emotions originate is intuition. In childhood, the child's right hemisphere is first more developed, while in most adults it is the left, logically abstract. How to develop creative thinking in adults?

The first thing that is required to develop brilliant ideas is a psychological attitude.

The usual gray environment dulls the perception and causes a dull mood. To make it always good, start seeing the world as if you are seeing everything for the first time. Think about the fact that you are an alien and have never been in this city, on this planet before. Hang a colorful picture in the area where you are working on ideas. It will help you focus and stimulate your perception and think more positively.

Organize the process of training the development of creative thinking on Wikium according to an individual program

A wise man once said: "The happy beggar sleeps on the doorstep of the poor rich man." At the same time, many are trying to understand what is the meaning of life? We can say that any creative activity that gives you a sense of self-satisfaction can become your meaning. Physiologically, the feeling of happiness is associated with the chemical reaction of the brain and the release of endorphins. This neurohormone is involved in the formation of positive perception and reinforcement of success. Any activity, even house cleaning, for example, can bring pleasure, if at the same time you experience positive emotions.

An adult is inclined to set himself various mental restrictions. The thought that you will not be able to solve a difficult problem that you have taken on for the first time leads to a negative attitude and obviously dooms you to failure.

It must be remembered that everything is possible in the world and it is unlimited, and only your perception can be limited. To some extent, a brilliant idea will require you to renounce everything known, from intellectual prohibitions. If, nevertheless, the task could not be solved, one should not use a bad experience as a generalization of the thought “I can never do this”.

Try to work on your ideas in the same place. There is a connection of sensations, emotions with a certain situation, which sets you up for productive mental work. In the future, this environment and even a certain time of day will stimulate your creative process without any effort.

In order for the mind to start working creatively, it must be trained to work in different directions. The following exercises will help you develop creative thinking.

Exercise "Find another use for the subject." Take, for example, a common stool item and try to think of something else to do with it. You can turn it upside down and use it as a Christmas tree stand. You can use its smooth surface as a table. This method can also be applied to words. Take any word and come up with a non-standard phrase or metaphor with it. Present the meaning figuratively, then collapse and replace with a symbol. Try to find this symbol in the outlines of some object.

Exercise "Story with a limited number of words" . The more you limit the real space for yourself, the more it stimulates the development of all kinds of thoughts, how these words can be applied (as in a critical situation, when subconscious resources are connected). Do not be afraid to express thoughts with fantastic ideas, you should not limit yourself to only real meanings.

These are exercises that will help you develop creativity.

Exercise "Combining the incongruous" . Try to associate words with the opposite meaning in phrases. For example, hot ice, hard cotton, dark day. Such a game of association contributes to the restructuring of the mind in a different way.

Exercise "Words in reverse" . On the way to work or school, when you see the names of shops and cafes, try to read these and other names backwards. For example, a pharmacy is “aketpa”. Then try, in this way, to read not only the names, but also phrases and phrases.

Exercise "First denouement" . Another wonderful exercise contributes to the restructuring in a non-standard way. Try to start reading the book not from the beginning, but from the middle or end. Thus, the denouement will be the first in meaning, and the preface will be the last.

Studying of foreign language . The best gymnastics for the mind is learning a foreign language. If you already know a foreign language, then take a second one. Try to ensure that languages ​​do not have a similar structure (eg German, Chinese). As you study a foreign language, you will gradually begin to see the structures of your native language. This will allow you to perceive events and objects in a more multifaceted way, from the position of perception of another language. Such erudition in relation to “definitions and their relationships” contributes quite strongly to the development of non-standard thinking.

Exercise "Rephrase it" . When thinking about a particular task or idea, try to express thoughts about it indirectly, using free associations. Try to rephrase your thoughts, retell in other words.

Get yourself a notebook in which you will write down all the unexpected ideas that come to mind. Try to save every idea, even if at first glance it seems quite stupid.

Expand your horizons. If you learned some unfamiliar word in a conversation or from a book, do not be lazy to look up the meaning of the word in the dictionary. If this word is taken from a historical context, find out what it meant in those days, and what time period it is associated with, what events contributed to its occurrence. Study, for example, such words and phrases as "primus", "red October".

Sometimes being creative in your personal or professional life is like a breath of fresh air. But unfortunately, not all people are able to think creatively. Many original ideas are rarely visited. How to develop creativity? And is it possible?

Everyone is endowed with creativity, we are born with it. This is the ability of our brain that can be awakened.

Change habitual thinking to unconventional

We often live and think in automatic mode. So it's more convenient? We hesitate to leave our comfort zone and look at things from a creative point of view.

After all, a chair is needed to sit. But who said that only for this? In the development of creativity important role playing out of the box thinking. Try to break stereotypes. Improvise!

Curiosity is not a vice

There is no creativity without curiosity. This quality helps the birth of new experiences, ideas and research.

Write down ideas

Keep a notebook handy at all times to write down any thoughts that arise. Much is not remembered. But you can always go back to what you wrote and use the idea at the right time. Never throw, born ideas with the thought: "This is stupid!". Any thought has the right to exist.

Find your source of inspiration

It can be a picture, a song, a book, a poem, a film. The world offers ideas that you can use as the basis for creating your ideas. Just don't confuse inspiration with plagiarism.

Obstacles are your motivation

Do not confuse "difficult" and "impossible". If you want to learn creativity, then eliminate the word "impossible". Yes, it can be hard and difficult. When faced with an obstacle, focus on solving the problem. Overcoming the discomfort and negative feelings that have arisen become a good source of inspiration.

The vast majority of inventions created to improve comfort are created by those who wanted to overcome inconvenience.

Create great ideas yourself

It's so easy to enter the desired phrase in the search engine and expect with confidence how a list of answers to the question will appear. Yes, such inspiration from others is valuable. But if you want to develop creative thinking, then try to come up with ideas on your own.

If the muse doesn't come...

If long time sensible thoughts do not climb into your head - take a break. Take a shower, drink coffee or take a walk. Sometimes the most creative ideas come to mind at unexpected times.

How to develop creativity - exercises

Let's start training. But first:

- believe in yourself;

- Stop beating yourself up! Creativity is not a secret weapon of the elite, but an ability available to everyone. One has only to want;

- list 10 qualities or skills of yours (right now 🙂) that will be useful to you in creating creative ideas. For example, resourcefulness, self-confidence, logical thinking, desire for development, and so on. Write whatever comes to mind.

Encourage your imagination and stop being self-critical.

Exercise 1

You have two groups of words. Your task is to connect the words from these columns. Remember, there is no such thing as bad associations 🙂

juice	mail
female	building roof
company	baby day
ladybug	Cup of tea
newborn	detective

For example, a woman is like a detective - you never know what will happen next.

Exercise 2

Pick any fairy tale from your childhood and look at it differently by asking the question “why?”. For example, the fairy tale "Three Little Pigs". Why did the piglets live in separate houses? Why was each house built from a different material? Why did the wolf want to destroy the piglets' houses? And so on... The purpose of the exercise is to break out of the hackneyed schemes and go beyond the standard thinking.

Exercise 3

Answer the questions that begin with the words "What would happen if ...". The exercise develops spontaneous creativity. Think of a development of the following sentences.

What would happen if...

… people walked on the ceiling?

… the butterflies were the size of a cow?

… was the water ice?

… didn’t plants grow on the ground?

Exercise 4

Take a blank sheet of paper and draw several small crosses at the same distance from each other. The task is to create something from each cross. It can be a symbol, an animal, an object, a person, and so on. Drawings should not be repeated among themselves.

Exercise 5

Come up with a word. For starters, one in which there are fewer letters, for example, a dream, is suitable. Now imagine that this is an abbreviation for which you need to come up with a transcript. Let these transcripts seem strange and ridiculous. But the more you practice, the better your ingenuity and creativity develops.

Interesting facts about creative thinking

1. Blue and green encourage creative ideas, while red encourages attention to detail.

2. Physical exercise improves the ability to think creatively.

3. The level of background noise affects creative thinking. Silence is useful for intensive problem solving. And for the birth of creative ideas, a noise level of about 70 decibels is suitable (for example, as in a cafe).

4. Dim lighting helps a person feel more free and relaxed, which means that no internal blocks interfere with the creative flow.

5. Travel improves creative thinking.

10 books for developing creativity

2. Edward de Bono - "Six Thinking Hats"

3. Austin Kleon - Steal Like an Artist

4. Natalie Ratkowski - “Profession - illustrator. Learning to think creatively

5. Hugh MacLeod - "Ignore Everyone, or How to Be Creative"

6. Marina Moskvina - "Learn to see"

7. Julia Cameron - “The way of the artist. Your creative workshop

8. Yana Frank - "Muse, where are your wings?"

9. Scott Belsky - “The embodiment of ideas. How to bridge the gap between vision and reality

10. Mihaly Csikszentmihalyi - “Creativity. Flow and psychology of discoveries and inventions”

Creative thinking cartoon

A funny pig that has creative ideas to achieve a cherished goal. The main thing is not to give up, even if it seems that there is no way out. 🙂

Instead of an introduction:

What will they be, our children!

After all, it all depends on us,

And on the threshold of future centuries

Perhaps they will be better than us.

A. Shershunovich, T. Chukasova

The materials of the workshop-seminar on the topic: "Development of creative thinking by means of various types of creativity" are addressed to methodologists, teachers of additional education, educators of preschool educational institutions, teachers of primary classes of educational institutions, in general, to all those who seek to identify, develop, stimulate, form unique children's abilities.

Lots of creative people! Do you consider yourself creative? Here is a short story, the hero of which has a pronounced ability to be creative ( During the First World War, a certain Mr. Harrigan's wife sent a desperate letter. "There doesn't seem to be a single able-bodied man left in all of Ireland," she wrote, "and I have to dig up the garden myself." In response, Harrigan wrote: “Don't dig up the garden. There are weapons buried there." The letter was opened by the censors, soldiers raided the wife's house and dug up the entire garden to the last inch. “I don’t know what to think, dear,” Mrs. Harrigan wrote to her husband, “the soldiers came and ransacked our entire garden. “Now plant potatoes,” Harrigan replied.)

Creativity, creativity, giftedness: we made an attempt to practically systematize the existing material on these issues, and turn it into a specific practical guide, with which you can stimulate children's interest in the new even at the everyday level, by extracting what is already known.

These materials were prepared by specialists of the Constellation Center: methodologists Ekimova O.V., Sysoeva Yu.V., head. departments Mamaeva S.V., Sukhneva O.S., deputy. director Plotnikova L.A., under the direction of director Kolmogorova L.G.

1. Everything about creativity: essence, concepts, hypotheses, measurement criteria.

P Understanding the essence of creativity and the abilities underlying it is an issue on which there are many conflicting psychological, pedagogical and philosophical theories, opinions and concepts. Without claiming to be complete, we present some of them.

IN translated from English "creativity" ( create) stands for - create, create. Creativity in a broad sense is considered as an activity in a situation of uncertainty, aimed at obtaining results that have objective or subjective novelty. In this regard, it is not necessarily associated with such activities traditionally referred to as "creative", such as drawing, writing poetry or music, acting on stage, etc. It manifests itself when one has to act in situations of uncertainty, lack of clear algorithms, uncertainty of the essence and methods of solving problems facing a person, unpredictably changing conditions. Creativity implies a system of creative abilities, and is considered in psychology from several angles:

A. Maslow (1950), believes that creativity is a creative orientation, inherent in everyone, but lost by the majority under the influence of the existing system of upbringing, education and social practice.

E. Torrens, J. Gilford (1946), creativity was considered as an original kind of thinking - the so-called divergent (divergent, going in different directions) thinking, which allows for varying ways to solve a problem, leads to unexpected conclusions and results.

G. Eysenck (1992), I understood creativity as a characteristic of the intellectual sphere.

Ya. Ponamarev (1973), believes that creativity is an independent quality of thinking, not reducible to intelligence in its traditional sense.

Olah (1998) I saw a system of personal qualities in creativity.

H Despite the differences in the views of the authors, creativity is associated with the creation of something new for the individual or society. There are various definitions of creativity in which the emphasis is on:

On the products created thanks to it: creativity as the ability to generate something new, unusual, original;

- processes: creativity as a special kind of creative thinking, highly developed imagination, aesthetic worldview, etc.;

Personal qualities: creativity as openness to new life experience, independence, flexibility, dynamism, originality, individuality;

External terms: creativity as the ability to act productively in situations with a high degree of uncertainty, where there are no previously known algorithms that are guaranteed to lead to success.

IN modern psychology There is no single definition of the term "creativity". Let's bring the most common concepts , creativity is:

The ability to see things in a new and unusual light and find unique solutions to problems (in this sense, creativity is the complete opposite of pattern thinking);

The creative abilities of an individual, characterized by a willingness to accept and create fundamentally new ideas that deviate from traditional or accepted patterns of thinking and are included in the structure of giftedness as an independent factor, as well as the ability to solve problems that arise within static systems;

The ability of a person to solve the problems facing him in an unconventional way and find new, more effective ways to achieve his goals.

T one way or another, creativity is understood as a certain opposite of everyday life, standardity, comfort (susceptibility to external influence). In this way, creativity includes :

1. Intellectual prerequisites for creative activity, allowing you to create something new, previously unknown (creativity in the narrow sense of the term), as well as a preliminary set of knowledge and skills necessary to create this new.
2. Personal qualities that allow you to act productively in situations of uncertainty, go beyond the predictable, show spontaneity.
3. “Meta-creativity” is a person’s life position, which implies the rejection of stereotypes, stereotypes in judgments and actions, the desire to perceive and create something new, change oneself and change the world around one, the high value of freedom, activity and development.

« AND Thus, creativity is presented as an ensemble of characteristics that every human being has, characteristics that can develop and enable their owner to think independently, flexibly, with imagination. Whatever the differences that can be established, creativity is inherent in all individuals ... ”(Donson, 1997).

IN In general, creativity can be defined as a complex of intellectual and personal characteristics that allow a person to act productively in situations of novelty, uncertainty, incompleteness of initial data and the absence of a clear algorithm for solving problems.

AND there are two hypotheses on the emergence of creative abilities:

According to the first, it is believed that the creative abilities arose in a reasonable person gradually, over a long time and were the result of cultural and demographic changes in mankind, in particular, population growth, by adding the abilities of the most intelligent and gifted individuals in populations, with the subsequent consolidation of these properties in offspring.

According to the second hypothesis, put forward in 2002 (by anthropologist R. Kline), the emergence of creativity was of a spasmodic nature. It arose as a result of a sudden genetic mutation about 50 thousand years ago.

How to measure creativity/creativity?

Torrens and Ranko's most famous criteria for creativity in psychological practice

Torrkns	Ranko
Creativity Criteria
Fluency(ability to produce a large number of ideas).	Fluency(the number of ideas that arise per unit of time).
Flexibility(the ability to apply a variety of strategies in solving problems).	Flexibility(individuals who show flexibility and originality in the process of solving a problem).
Originality(ability to produce unusual, non-standard ideas).	Originality(the ability to produce unusual ideas that differ from the generally accepted ones).
Elaboration(ability to develop ideas in detail).	Susceptibility(sensitivity to unusual details, contradictions and uncertainty, willingness to quickly switch from one idea to another).
Short circuit resistance(the ability not to follow stereotypes and for a long time to "remain open" to a variety of incoming information when solving problems).	metaphorical(willingness to work in a completely unusual context, a tendency to symbolic, associative thinking, the ability to see complex in simple, and simple in complex).
Name abstract(understanding the essence of the problem of what is really significant; the naming process reflects the ability to transform figurative information into a verbal form)	Satisfaction(the result of the manifestation of creativity; with a negative result, the meaning and further development of the feeling are lost).

1. Creativity, creativity, talent?

IN In our society, creativity, creativity, and giftedness give a person truly wide opportunities, so it is important to start developing and shaping them in children as early as possible. But are there fundamental differences between these concepts, the difference is which one to develop initially, and is it worth developing at all? Let us turn to the dictionary of S.I. Ozhegov and the dictionary of concepts and terms V.M. Polonsky:

Creativity is the creation of a product of art (creative thinking models artistic images and embodies them in any scenario or object).

Creativity is the generation of fundamentally new, previously unknown ideas (creative thinking is the ability to invent and make scientific discoveries).

Giftedness (the same as talent) is the presence in a person of specific qualities that reflect his talent, outstanding natural abilities.

R The differences are obvious, but there is no reason to argue that creativity, or giftedness in general, is better than creativity. It's just that they are effective in a variety of conditions. This can be confirmed by a generalized comparative description of the varieties of thinking corresponding to traditional thinking and thinking focused on creative search:

Traditional thinking	Creative thinking
Focused on the correctness of the generated idea.	Focused on "fertility" - generating more ideas, and even if not all of them are correct and feasible.
Purposefully moving in a given direction.	Perhaps "movement for the sake of movement" without a clear goal.
Analytically, attention is paid to complex details.	Synthetic, focused on the intuitive "grasping" of the problem situation in its entirety.
Consistently, requires the correctness of each step. If an error occurs at one of the stages, the overall result also turns out to be erroneous.	It is carried out in several directions at once, not always sequentially. Errors in specific steps do not necessarily lead to the error of the overall result.
The search for solutions is carried out in the most probable directions, first the obvious hypotheses are checked	The search for solutions is carried out in non-obvious, seemingly unlikely directions, "on the periphery" of our consciousness.
Negation is actively used; ideas recognized as erroneous are excluded from further search.	The use of negation is avoided, and ways of integrating any alternatives, even those that seem mutually exclusive, are sought.
With the correctness of the initial data and the correctness of the algorithm for solving the problem, the final result is guaranteed.	Performance is probable.
It is productive in situations of certainty, in the presence of complete initial data and methods for solving the problem, when it is known exactly what result is required to be obtained.	It is productive in situations of uncertainty, with incomplete initial data, when the methods for solving the problem and the required results are not known enough.

TO As you can see from the comparison table:

In traditional thinking, fidelity is required, the correctness of each step in solving the problem. If an error is made somewhere, then the final result will not be correct (example: if you made a mistake at some stage while solving a mathematical problem and did not notice it, then the error will only increase with subsequent actions);

In creative thinking, the error in any particular step does not necessarily lead to the error in the end result. This happens because this thinking flows in several directions at once, it is a kind of “network search” for a solution to the problem, so even if some of its directions turn out to be dead ends, this does not mean failure in general. Moreover, there is reason to believe that the desire to be right all the time, the fear of mistakes are serious barriers to creative search. In creative thinking, it is important for us not how true certain elements of information are, but how useful a certain combination of them will be, whether it will allow us to see the problem in a new, unusual perspective, to see possible ways to solve it. Ideas are evaluated not from the standpoint of fidelity / infidelity, but from the standpoint of functionality, applicability in specific conditions.

E Naturally, there is no reason to assert that a person always resorts to the same thinking strategy, although the preference for one of them can be expressed quite clearly. One and the same person can think traditionally in some situations, and creatively in others. It is this option, when a person is able to flexibly change the solution strategy, depending on the characteristics of the task facing him, that is most adaptive. Thus, the task of the teacher is not to teach the child to think creatively always and everywhere, but to teach him to see situations where it is necessary to apply creative or creative thinking, and use it as needed.

T Now let's answer the question that worries many parents and teachers, is it possible to develop creative abilities, to teach children creativity. All psychologists are unanimous in the answer: "YES!!". This is due to the fact that children (and especially preschoolers) are receptive and "plastic". The age from three to eight years is most favorable for the development of creativity, and this is where the multifaceted possibilities of kindergartens, institutions of additional education and schools come into play. A few facts that support this:

The child highly appreciates communication with "foreign" adults, the educator and teacher act for him as an authority who knows everything; the child forms an idea of ​​the teacher as a person with whom it is interesting to be together. Life-oriented parents do not always find time to work with their child.

The teacher / educator chooses a variety of means for the development of the child; the creative experience acquired in the children's group of peers is doubled.

Emotional contact, as a rule, within the framework of game activity, gives the child special impressions of joint creativity, forming the prerequisites for subsequent situations of success for the pupil.

Preschool institutions, institutions of additional education, schools are focused on creating a comfortable psychological environment and developing a subject-developing - adaptive environment, aimed at each individual pupil. Studying the characteristics of the child at the initial stage, in the future, teachers build an individual route for the development of the child, select those possible means and methods of development that will be accessible and interesting to him.

H When developing creative abilities, it is necessary to take into account that in children, creativity abilities develop gradually, passing through several stages of development. These stages proceed sequentially: before being ready for the next stage, the child must master the qualities that are formed at the previous stages of his development. Creative thinking directly depends on the level of development of the type of thinking that has a peak of development at a certain stage. Consequently, from childhood it is necessary to develop creative, critical and independent thinking in a child, taking care that they are in balance, accompany and periodically replace each other in any mental act.

R The development of creative thinking goes through several stages:

• first appears THINKING IN GENERAL (1.5-4 years) - the ability to draw conclusions, comparing one with the other, elements of creative thinking are formed;
• Children 5-10 years old develop CRITICAL THINKING - the ability to draw conclusions, comparing things with their past experience; critical thinking "works" in parallel with CREATIVE thinking, it does not replace creativity, but serves as the basis for the formation of creativity.
• Then INDEPENDENT THINKING appears (from 7-10 years old) - the ability to draw more correct conclusions without being distracted by stereotypes.
• And thanks to the freedom that independent thinking gives, CREATIVE THINKING develops.

This is interesting! All children are very creative - this is confirmed by many tests. But over time, stereotyped thinking is developed, which reduces the ability of non-standard behavior to "no". Therefore, the main task for the development of creative thinking is to move away from habitual behavior. In English, there is a familiar expression "thinkingoutsidethebox" (literally - "think outside the box"), which is used to define non-standard behavior. It can be translated into Russian as follows: the ability to think outside the box. In essence, one should try to understand that the framework outside which one must think does not exist either. The framework of the box arises when, instead of having fun and walking along the endless fields of the psyche, human thought dejectedly wanders day after day along the narrow path of the mind that has long been overgrown with native habits. For example, if we are used to walking home the same way, we can try to go home a different way, and every day then find new options. It is useful to visit new places, to study something fundamentally different from what we already knew. Changes in diet are great for developing creativity. You can come up with a new menu or try fasting (without fanaticism). Another way to develop creativity is the passion for art. Playing musical instruments develops fine motor skills of the fingers. They send impulses to the brain. That's why it was noticed that the musicians are very smart. This applies equally to those who know how to embroider, knit and use a computer keyboard. Sports activities, dancing, walking in the fresh air contribute to the development of creative imagination. By the way, it is useful to periodically train our fantasies. Draw the desired images, play associations, visualize your dreams - this brings not only pleasure, but also benefits in the form of the fulfillment of desires and the development of creative thinking.

This is interesting! There is an opinion that the right hemisphere of our brain is responsible for creative thinking, and it is it that sees the whole picture, while the left hemisphere is responsible for analytical abilities and details. Therefore, people who have a highly developed right hemisphere are considered more creative, and those who have a more demanded left hemisphere are able to achieve great success in analytical activities.

This is interesting! It has been scientifically proven that our palms are in direct connection with our brain. Our right palm is connected to the left hemisphere of the brain, which is responsible for analytics, and the left palm is connected to the right hemisphere of creativity. That is why most creative people are left-handed. Thus, if the left palm is tense, then the right creative hemisphere is also tense. Therefore, in order to increase your creative fruitfulness, learn to relax your left palm. This can be done in any convenient way, for example, with the help of willpower, with the help of meditation (you need to relax and imagine that the palm becomes warmer) or simply rinse your hand with warm water.

This is interesting! When neurosurgeons operate on an open brain, they leave the patient conscious. The brain has no pain receptors, they are only in the hard shell lining the skull from the inside, but this is not done to save anesthetics. By keeping the patient conscious, doctors can have a little more control over the process. During the operation, the surgeon squeezes one or another part of the brain and the patient says, “I felt hot in my left leg,” or “I saw a flash,” or “I heard the sound of the sea.” The doctor activated the zones where this information was stored, and the patient experienced new thoughts and sensations.

1. Conditions for the development of creative thinking.

One of the most important factors in the creative development of children is the creation of conditions conducive to the formation of their creative abilities. There are six main conditions for the successful development of children's creative abilities.

1 condition	Early physical development of the child: early swimming, gymnastics, early crawling and walking. Then early reading, counting, early exposure to various tools and materials.
2 condition	Creating an environment that is ahead of the development of children, stimulating a variety of creative activities. For example, long before learning to read, a one-year-old child can buy blocks with letters, hang the alphabet on the wall and call the letters to the child during games. This promotes early reading acquisition.
3 condition	Creation of conditions for maximum stress. A child’s ability to develop is the more successful, the more often in his activity he gets “up to the ceiling” of his capabilities and gradually raises this ceiling higher and higher. Give your child the opportunity to solve many completely new tasks for him independently and without prior training. For example, a ball rolled far under the sofa in a child. Parents should not rush to get him this toy from under the sofa if the child can solve this problem himself.
4 condition	Giving the child great freedom in choosing activities, in alternating tasks, in the duration of doing one thing, in choosing methods, etc. Then the desire of the child, his interest, emotional upsurge will serve as a reliable guarantee that even more stress of the mind will not lead to overwork, and will benefit the child.
5 condition	Accompanying the creative activity of the child, namely, unobtrusive, intelligent, benevolent help. The most important thing here is not to turn freedom into permissiveness, but help into a hint. Unfortunately, a hint is a common way for parents to “help” children, but it only hurts the cause. You can't do anything for a child if he can do it himself. You can't think for him when he can think of it himself.
6 condition	Creation of a comfortable psychological environment: a warm, friendly atmosphere in the family and the children's team. Adults must create a safe psychological base for the child to return from creative search and his own discoveries. It is important to constantly stimulate the child to be creative, to show sympathy for his failures, to be patient even with strange ideas that are unusual in real life. It is necessary to exclude comments and condemnations from everyday life.

The upbringing of the creative abilities of children will be effective only if it is a purposeful process, during which a number of particular pedagogical tasks are solved, aimed at achieving the ultimate goal.

How not to interfere with the development of creativity?

Try not to limit the imagination and initiative of the child.

Do not perceive the child's failures as failures, on the contrary, encourage bold experiments and curiosity.

Do not expect and, moreover, do not demand from children that they must "fit".

Do not focus on the result, but enjoy the creative process with the children.

How to stimulate creativity?

Always listen to children's questions and comments, ask additional questions - so you will understand what the child wants to "convey" to you.

Role play - this will help children understand the feelings and point of view of another.

Give the child freedom, so he learns responsibility.

Accept any ideas without criticism, help your children generate new, extraordinary thoughts.

Eight mistakes in the development of creativity.

	Make creativity an end in itself. Creativity, like a shovel, is just a handy tool, a tool for the fastest and most effective solution of life's tasks. Therefore, the desire to “become a creative person” is the same as making the ability to cube any number in your mind the goal of life. Moreover, the presence of creativity is not a guarantee of special creative achievements. There are small and large creativity: small allows you to find non-standard solutions to ordinary everyday situations. And only great creativity (it is also historical) allows you to leave a mark on history.
	Familiarize yourself with the definitions of creativity. To know what to strive for, it’s not bad to find out what is actually called creativity, right? Not really. Currently, there are several hundred definitions of creativity. As the authors themselves admit, "the process of understanding what creativity is, in itself requires creative action." By and large, all these definitions can be divided into several groups: innovative (creativity is a property that allows you to create a new product), expressive (with an emphasis on the self-expression of the creator), problematic (describe creativity as a tool for solving problems), psychoanalytic and all the rest (then present, cloudy and vague). In other words, each researcher prioritizes what he thinks is important, or what he himself lacks.
	Take regular creativity tests. Tests, of course, are a nice thing - especially when they tell something nice about us. At the same time, it would be good to remember that such a scale as “creativity” does not exist in nature. Creativity tests measure a set of indicators that are very likely to indicate the degree of development of your creative abilities (for example, flexibility of thinking, originality of judgments, openness to new experiences, etc.). The most venerable creativity testing methods were created by Guilford, Torrance, and Mednick.
	Consider that if your creative abilities did not manifest themselves in childhood, then they will never manifest themselves. High creative abilities in children are not a guarantee of creative achievements in the future. Of course, a serious role in the development of creativity belongs to the culture in which the child is brought up. And, nevertheless, any ability is not only inclinations in its pure form, but also efforts to develop them, which can be undertaken at any age.
	Consider that observing the work of people who are authoritative for you will add creativity to you. Admiration for authorities has a negative effect on the development of creativity, as well as a strong dependence on the opinions of others. But if you enlist the support of authoritative people, your creativity will only benefit from this.
	Fantasize a lot and for a long time. Whatever we mean by creativity, it is nevertheless aimed at solving problems - large and small, universal or personal. Empty fantasizing, hanging on sweet dreams (for example, about how great everything will be when you solve a specific problem), only leads away from the solution. In addition, in order to use your own creativity, you need to be able to see the problem - and being in fantasy does not help in any way.
	Believe that creativity will be tempered in emergency conditions. Many deliberately drive themselves (or, alternatively, their subordinates) into time limits, believing that an emergency regime should appeal to the development of creative abilities. This approach can be compared to the regular use of stimulants.
	To think that creativity is for the too smart. Initially, it was believed that creativity is one of the manifestations of high intelligence. But later it turned out something completely different. First, manifestations of creativity are also possible in people with very low intelligence, especially if they are not limited in time and do not participate in the competition. Secondly, if a person has too high intelligence, then often he can be deprived of any creativity. What this is connected with is unknown.

This is interesting! Stephen Kramer and colleagues conducted an experiment during which 180 knowledge workers of large American companies had to keep diaries and record daily what they remember about the working day, what emotions they experienced, what impressions they experienced and what tasks they faced. The researchers compared people's feelings during time pressure and during calm days. It turned out that the vast majority of workers after an emergency surge experience a kind of "hangover": people become capable only of dull routine work, without any innovation. The researchers came to the conclusion that there are only two factors, the influence of which on a person in a limited time will allow him to show creativity. Firstly, the employee should be focused on only one task (he should not be distracted, switch to many small tasks, etc.). Secondly, in order to find a creative solution to a problem in an emergency, a person must clearly see the application of his work - why he does it, which specifically depends on the result of his activity. Therefore, employers who hope to constantly milk valuable ideas from employees through temporary pressure are most often faced with the unproductiveness of "stupid" employees and their burnout.

This is interesting! Do you know what distinction Gilford (the author of one of the classic studies) made between creative people and everyone else? Creatives are looking for many answers to one question, while everyone else is looking for the only correct answer of all possible.

This is interesting! Development of creative thinking "in between".

When riding a bus or walking, read store signs backwards. Sometimes it can be frankly funny, try it! For example, the sign "Everything for the home" you will read as "Amod yald esv."

While you are waiting for your turn, you can get a book and start reading sentences not from top to bottom, but from bottom to top. For example, you will get that the hero of the novel performs all the actions in reverse order. First, he leaves home in the morning, then he has breakfast in his kitchen, brushes his teeth and gets out of bed, and then only hears the alarm clock.

During a break, come up with 10 exotic names: separately male, separately female. For example, Malaruktigara or Penigestior.

Alternatively, you can draw, especially if you have never done it or always thought that you were not good at it. Draw something unreal, like a non-existent animal, and call it a non-existent name.

While you are at home, take a pencil in your left hand and write! And if you are absolutely sure that no one will catch you doing this, take a pencil with your toes. You can draw or write text.

In your free time, think up phrases from incompatible words. For example, sweet salt or true lies.

Take any word and try to imagine that it is an abbreviation. Try to decrypt it. For example, MILK: One Can Love Very Much Giving Oneself to One.

4. Methods, technologies for the development of creative thinking.

IN Within the framework of studying the issue “Development of creative thinking by various types of creativity”, the question is relevant: “What personality traits should and can a teacher develop in children as part of the formation of creative abilities, and what means of pedagogical support are most effective for this?”.

P Initially, we note the main groups of personality traits that characterize creativity / creativity (which were summarized on the basis of a large number of existing features by Davis, 1995, p. 426):

• mindfulness- perception of oneself as a creative person, capable of creating something new.
• Originality- flexibility in ideas and thoughts, resourcefulness, willingness to challenge proposals, act on the basis of the principle "What if?".
• Independence- self-confidence, managing one's behavior based on internal values ​​and criteria, the ability to resist external requirements.
• risk appetite- willingness to try something new, even if it may lead to adverse consequences, resistance to failure, optimism.
• Energy- absorption in actions, enterprise, enthusiasm, spontaneity, "easiness to rise."
• Artistry - expressiveness, aesthetic interests.
• Interest- breadth of interests, curiosity, a tendency to experiment and ask questions.
• Sense of humor- playfulness.
• Craving for complexity- interest in the incomprehensible and mysterious, tolerance for ambiguity, confusion, the combination of the incompatible.
• open-mindedness- susceptibility to the new, to other points of view, liberalism.
• The need for solitude- introspection, reflexivity (a tendency to self-awareness), the ability to work alone, the presence of internal needs that are usually not disclosed to others.
• Intuitiveness- insight, the ability to see implicit connections and relationships, observation.

In addition to the above qualities, modern psychologists point out that creativity / creativity requires the presence of another personality characteristic:

Tolerance towards uncertainty- comfortable behavior of a person in a situation where there is no comprehensive information, there are no exact rules of action, the prospects for further development of events are not quite clear. People who have no or poorly expressed creative, creative abilities experience strong discomfort and anxiety in such situations, tend to avoid them.

M We are aware that:

To form all of the above personality traits that characterize a creative / creative pupil is impossible for “one” teacher in the framework of the educational process;

And also that these groups of qualities, for each age category, are differentiated by content, severity, age characteristics, some of them are formed only by the end of graduation from school;

but each of the teachers can determine the possible parameters for the development of children's creativity in their own direction and form qualities close to the above parameters that characterize a creative / creative personality. This idea is also confirmed by the fact that pedagogical support for the development of children's creative thinking in institutions of additional education is most effective than in other educational institutions, since it is here:

The possibilities of additional education on creative development are used, which allow taking into account both individual capabilities and age patterns of the development of children's creative thinking;

Develop creative thinking, both in cognitive and practical activities;

Combine the collective and individual creativity of children;

The development of creative thinking begins in the period of preparing children for school and occurs with active interaction in the educational process of the teacher, children and parents.

T Now let's turn our attention to the content of PDO activities. What level of pedagogical support should be provided to the child so that the children’s creative / creative abilities are formed “at the end” and the ability to apply them in the right situation?

D In order for creativity to become a property of the individual, and not to be exclusively situational, on the one hand, systematic studies in this direction are necessary, which are desirable to start at an early preschool age, and on the other hand, the creation of a creative environment in the family and kindergarten, an institution of additional education , school through the involvement of parents and teachers in the process of developing children's creative thinking.

H necessary conditions organizations of the educational process of PPE, focused on the development of creative / creative abilities of pupils, are:

1. The organization of PDO cognitive and practical activities of children in the classroom, which takes into account both individual and general age-related patterns of development of children's creative thinking (individual dynamics in the development of creative thinking in each child, the presence of periods of decreased creative activity in children, the influence of environmental factors, the relationship of creative thinking with cognitive processes).
2. Development of content and methodological support for the development of children's creative thinking:

Program (usually consisting of three content modules: development of cognitive processes, creative thinking, emotional-volitional sphere of children).

Methods that activate the creative thinking of children when performing tasks aimed at developing perception, attention, memory, imagination, thinking, speech.

A system of tasks using educational games and didactic material, a method for diagnosing creative thinking, adapted to the regional and age characteristics of children.

1. Forms of interaction between a teacher, children and their parents in the educational space of an institution that ensure the creative thinking of children:

Individual interview with the child and parents before the start of classes.

Conducting classes in the form of fairy tales, travel and other active game forms.

Joint classes of parents and children, or the presence of parents in the classes of children.

The system of "homework" activating the creative thinking of the whole family.

Conducting a series of creative events during the academic year.

Group thematic classes for parents with the involvement of highly specialized specialists (teacher-psychologist).

What methods, technologies allow to form creativity in children?

ABOUT Two programs have been officially approved by the Ministry of General Education and Science of the Russian Federation: the Program for Preschool Children and the Program for Schoolchildren. The pedagogical basis of these programs is the technology for the development of creative thinking, which is aimed at supporting the cognitive potential of each child. Technology includes:

• Non-traditional forms of conducting classes.
• Organization of "creative minutes" at each lesson.
• Research, project activities of pupils.
• Modular, elective courses focused on the development of creative abilities.
• system of extracurricular activities.
• Education of parents, family involvement in the development of the child's creative potential.
• Use of special creative thinking methods:

№	Method name	Summary
	TRIZ/ theory of inventive problem solving	Algorithmic approach to invention, creativity + desire and feelings of the child
	Creative task system	All types of gaming techniques
	Modeling	Creation of a problem situation, its resolution; analysis + comparison
	Synectics	Solving with analogies
	Algorithmization	Support, block of information, algorithm
	Brainstorm/ problem solving step by step	1. The maximum number of solutions to the task - even absurd ones, criticism is not allowed; 2. Quantitative analysis of the proposed solutions, the choice of "+", "-"; 3. Selection of the most interesting and real
	Heuristic / heuristic conversation	A chain of questions and answers that make it possible to build a dialogue on a specific topic
	KTD / collective creative work
	Method of analogies and alternatives	Spontaneous thinking in different directions without trying to choose the best solution and without detailed study of individual options
	Method of figurative-conceptual thinking	The method of figurative-conceptual thinking is aimed at developing the imagination, the ability to work with images in the imagination
	guessing method	We have to resort to the guessing method in situations of uncertainty, where there is no way to try and build the optimal solution.
	Note method	Faraday used a method that is tentatively called the portable memory bank method. It's very simple. You buy a small notebook and carry it with you everywhere, just like young Einstein and Faraday did. The method works because it satisfies the first law of behavioral psychology: as soon as you write down an impression or thought, you form a special type of creative behavior.
	Mindmapping/ mind maps, mental maps	This is a convenient and effective technique for visualizing thinking and alternative writing. It can be used to generate new ideas, capture ideas, analyze and organize information, make decisions, and much more.

5. Everything that can be adopted by the teacher: training games, workshops, tests, exercises for the development of creative thinking, etc.

Tasks for preschoolers:

• "Creative stick". We choose an object and think of what we can do with it. For example, a stick. She can dig the earth, lean on it, donate it or simply throw it away. You need to come up with as many different, and most importantly, unusual options as possible.

• "What does a rainbow smell like?" Let's draw what a rainbow smells like. You can come up with a bunch of similar questions: draw what a cloud feels like ...; draw the taste of grandmother's cutlets ...; draw what the stars dream about.

• "Numbers in the image" (association, digital alphabet). Each figure must be presented in the form of some kind of object, and then the objects must be connected in one logical chain. (for example: 1-stick, 2-swan, 3-fence, 4-antenna, 5-fat man, 6-grandmother, 7-poker, 8-matryoshka, 9-bug, 0-puddle). Task: 8, 3, 9, 0. For these numbers, according to the invented alphabet, you can come up with the following association: "Matryoshka was standing by the fence, and a bug was swimming nearby in a puddle." The larger the number series, the longer and more interesting the stories. Try to make your own!

• "Warm Red Smile" (association game). We call the child words, he comes up with adjectives for them, remember them, then we play the other way around: we call the child his adjectives, and he remembers the words that we called from them (for example: Steamboat - Big and fast, Strawberry - Sweet and juicy, Smile - Warm and red, Shoe - Ragged and dirty. In the second part of the game we change: Warm and sweet, Sweet and juicy?).

• Truck History. Come up with a history of the ship. In what city and in what factory it was made, on what seas it sailed, what it saw how it escaped a pirate attack. Then do the same thing with a truck, with a bump, and even with a bear, which is important to sit on a shelf in a store.

Creative Thinking Exercises:

• Take plastic, wooden (or make your own cardboard) multi-colored geometric shapes and invite your child to make as many different stylized images as possible.
• From paper cones, cylinders and other elements, try to glue as many figures of people and animals as possible.
• Together with your child, cut out figures of different shapes from the illustrations contained in the magazines and pieces of fabric. Now we paste the resulting figures on a sheet of cardboard and get a collage. The collage can be rotated as you like.
• Find as many different, original uses for a well-known subject as you can. As such an object, you can use brick, chalk, newspaper and much more. This task usually takes 5-6 minutes to complete.
• Choose adjectives and nouns that contain the concepts of light and darkness (heat and cold, spring and winter, morning and evening, etc.) For example: Light - bright, gentle, lively; Sun - ..., Morning - ..., Darkness - closed, night; Night - ..., Evening - ..., Cave - ...
• Find as many common features as possible for dissimilar objects: Well - parquet; Log - box; Cloud is a door; Doll is snow.

• Divergent tasks (there may be more than one answer to one question, but several answers). Here are a few situations that you need to determine the causes of their occurrence:

1. In the morning Dima woke up earlier than usual.

1. The sun had not yet gone below the horizon, but it was already getting dark.
2. Sitting at the feet of the owner, the dog growled menacingly at the little kitten.

Think about what could happen if...

1. "... it will rain without ceasing."

2. "... people will learn to fly like birds."

3. "...dogs will start talking with a human voice."

4. "... all fairy-tale heroes will come to life."

5. "... orange juice will flow from the faucet."

• The game "Fly" (allows you to train the ability to keep a visual image in the mind for a long time). A 3 x 3 square is drawn. In the center, a “fly” sits. It moves one cell right, left, up, down. Reverse actions cannot be performed. The main thing is not to let the "fly" off the field. The game involves 2-3 people. The one who allows a move that takes the “fly” out of the playing field loses. At first, the game “goes with the field”, it is impossible to fix the movement of the “fly” with your finger. Then the game continues, and the players are guided by their visual representation.
• Exercise “Name everything round… (in this room, on the street, etc.).
• Exercise “Name 3 items that can combine 2 named features. For example: bright, yellow (light, sun, lamp). Task options: fluffy - green, transparent - blue, strong - kind, sonorous - loud, sweet - light.
• Exercise "Guessing riddles".
• Game "Superfluous word". Say the extra word. Pike, crucian, perch, crayfish. Chamomile, lily of the valley, lilac, bluebell. Sasha, Kolya, Masha, Lena, Egorova. Hare, elk, wild boar, wolf, sheep. Ear, face, nose, mouth, eye.
• Game "Name the difference" Find as many differences as possible: a wardrobe - a TV, a tape recorder - a dog, a book - a car, a bell - a pencil, a bird - an airplane.
• Game "Search for common". Find common features: TV - closet (etc.).
• Word grouping game. Group the words and explain why an arrow, a bee, a butterfly are flying objects, a kite, a sparrow are birds, a bee, a butterfly are insects.
• Making up a story from pictures. Approximate scheme: - What happened before the event shown in the picture? What do the cartoon characters think? What will happen next? How will it all end?
• Joke puzzle: If you wanted to make breakfast for a giant, how would you measure the following products: pancake flour, milk to drink, pancake oil, syrup, eggs, salt, pepper. How much would you take of each product?
• Inventing the end of the story. (For example: Once upon a time there was a little hippo. Many animals laughed at him that he was so small. One fly laughed the most. And then one day she sat on a branch next to the hippo and began to tease him ...).
• Conclusion game. Petya is older than Masha, and Masha is older than Kolya. Who is the oldest and the youngest? Vanya is thinner than Misha, but fatter than Andrey. Who is the fattest, the thinnest?

Exercises for the development of creative abilities by activating fantasy:

1. Tell the children the following story. One day a little boy was walking home from school. As he walked along the pavement, he looked very carefully at his feet to make sure he wasn't stepping on a single insect. He was a very kind boy. He didn't want to harm anyone. Suddenly he stopped. Right at his feet lay, sparkling in the rays of the sun, a brand new coin. "Wow!" the boy exclaimed and picked up the coin. Today must be a lucky day, he thought. And the coin was really very beautiful: a tree was depicted on one side of it, and an outlandish bird was depicted on the other. It was actually a magic coin, but of course the boy didn't know about it. As soon as he dropped the coin into his pocket, he felt something very strange. It seemed to him that he was getting smaller and smaller, and this feeling did not leave him until he became a very tiny little man.

1. Ask: “If you were (a) this little boy, what would immediately think (a)?”
2. Continue like this: “You offered (a) very interesting guesses, now I will tell you what the boy really thought. The boy began to think first of all about how he would now get home. But since this story does not say anything about what this boy did, you can tell about it yourself (a). So how can he get to his house? Don't forget that the boy is very short."
3. Ask a question about the consequences that our hero, in general, a person of such height, may face. What happens when the boy gets home? What will his parents think? What will his siblings and his dog and cat think? What will change when he eats? What difference will he feel at night and when he wakes up in the morning?
4. Continue the reasoning: “You made (a) quite a lot of interesting proposals. Now think about how things will be for the boy in kindergarten?
5. Unexpected turn of events. Remind your child of the content of the story you are telling. Then say: “So, after the boy became small, whole days and nights passed. And he decided to return to what he was before. He decided to put the magic coin back on the pavement in hopes of growing back and becoming the same again. He placed the coin on the side with the tree on it. The moment the coin touched the ground, the boy felt himself getting bigger and bigger. But the magic coin did not know how tall a normal boy should be, and therefore he grew until his height became more than the height of the ceiling in this room. Ask the children to list problems that a person of this height might face. Try to make sure that there are as many answers as possible.
6. Conclusion. “It is clear that the boy did not want to be a giant, just as he did not want to be very tiny. He really wanted to be an ordinary boy of his age. In our story, the boy decided to go back to the place where he found the magic coin. This time he laid it on the ground with the bird side up. As soon as he did this, he felt that he was rapidly decreasing in size. Suddenly, the moment came when he stopped decreasing. He looked around and noticed that he was back to normal height. Conclude by asking the child to make a suggestion about how they think the story ended. Thus, it is possible to stimulate the child to search for a variety of ways to develop the situation.

Activation of creative thinking in various activities:

Cognitive activity:

Discuss all possible uses for water. Try to name the maximum number of objects that work on electricity.

Name all the people who help us travel, protect us from disease, provide everything we need to live, build houses for us, etc.

Think about what the following items have in common (shape, color, size, etc.). Name the objects that exist in pairs. How many balls do you think will fit in the basket? Give as many figurines as the cat has paws, etc. What happens if all the umbrellas disappear? What if it stops raining? Make up a story about a ball, a bunny and the sun. How can empty boxes, paper bags, pieces of crayons, pencil shavings, etc. be used?

Speech activity:

Describe what an alien who has landed on Earth looks like, what he is wearing, what kind of ship he has, etc. Tell a story about what you would see if you rode on a rainbow: what you can see from above, what feelings - joyful or scary, whom you would like to take with you, etc. Turn into a mother (dad, etc.). How will you talk now? Ask me for something like you're a teacher. Imagine that you are a TV presenter of a program about animals. What can you tell the audience?

Creative activity:

- Music: What do you think this melody can tell about? Is she sad or happy? Do you want to dance or jump, move on tiptoe or just lie down?

- Artistic Creativity: Build a house for an imaginary creature from the available material (wood chips, rags, cardboard, plasticine, etc.). Draw a bird with watercolor, gouache, wax crayons. Blind it from clay and paint it. Try to make the same from plasticine. And now an application made of cardboard and colored paper. Here is the figure. Draw it so that it looks like something. Here are a few identical plasticine balls, threads, matches, buttons, dry twigs. What can be done so that no ball looks like another?

Communication activities:

Invite your child to make a small purchase, pay for transportation, answer a question from a neighbor. Model the situation, for example, you are a patient, a child is a doctor. Play her. Allow your child to meet strangers (zoo, theatre, cafe, etc.)

Maths.

The development of mathematical skills is the ability to analyze, synthesize, classify, generalize and evaluate. Children can do the following exercises.

1. Help your child trace the application of mathematical concepts in practice. For example, ask him to calculate how many days are left before some interesting and significant event for him, for example, before a trip out of town. You can ask if there are enough napkins for everyone at the table. The process of cooking also provides an opportunity for the practical application of mathematical knowledge (measuring raw materials using cups, teaspoons, etc.).

2. Organize a makeshift store at home. Let your child decide what to sell, what prices to set, how to register purchases, etc.
Analysis
3. Offer the children several tasks (puzzles) to classify geometric shapes by color and size. Ask to draw (or indicate) a triangle shape, which should go in the following sequence: triangle - circle - square - triangle - circle - square - triangle - ...
4. Have the children line up the tins in height. Then fill these jars with different materials and have the children put them in order of increasing weight.
Synthesis
5. Invite the child to invent a new geometric figure and give it a name.
6. Tell your child that it is as if some burglar has stolen every clock in the city. How can you keep track of the passage of time until a new clock is installed in the city?
Grade
7. What is the best way to measure the components included in a chocolate cake: flour, water, salt, sugar, vanillin, cocoa - with measuring spoons or cups?

Speech.

The art of language proficiency includes the ability to listen and communicate (orally) and, at an older age, to read. The development of speech skills can be stimulated by guessing riddles, reading poetry, folk legends and fairy tales, stories, etc. The following exercise gives an idea of ​​​​some of the methods for developing skills in this area.

Practical application of knowledge
1. Come up with sentences in which the last word is omitted. Invite the child to complete the phrase with a word that makes sense. For example: "I want to wear ...", or "My favorite color ...", or "Peter threw ...". A more difficult variation of this exercise would be the task of finding the right words in the middle or at the beginning of a phrase. For example: "... rode a bicycle" or "Dasha ... her little brother."
2. Challenge the children to name words that rhyme, for example, with the word "car". Then ask them to come up with a poem containing those words.
Analysis
3. Invite the child to make a coherent story from the pictures. Then swap the pictures. Challenge your child to put them in their original order.
Synthesis
4. Invite your child to imagine that he is the best cook in the world and should be on a television show to demonstrate how to prepare the most delicious dishes. The rules of this game provide that children can use any auxiliary material they need.
5. Give the child four unrelated pictures. Ask him to group them together to make a story.
Grade
7. Show your child reproductions of the most famous paintings and drawings. Ask them to express and justify their attitude to this or that picture, to name the work that they liked the most. If there are works by different artists, ask the children to name the artist whose work they liked the most, and then justify their choice.

The science.

Scientific abilities include the ability to observe, classify, experiment, and hypothesize. With regard to preschool education, the most common topics studied at this level are the senses, air, water, seasons, weather, the simplest laws of nature, insects, plants and animals.

Practical application of knowledge
1. Tell your child about an animal, such as a snake. Ask for answers to the following questions: What would you feed a snake? What kind of home would you build for her? Where would you look for snakes?
2. Show your child how simple scales are made. To do this, take a long flat plate, such as a wooden ruler or a designer piece, and place it on a fulcrum. Explain how the two objects can be balanced. Then offer to experiment on your own by placing different amounts of weights on both ends of the board.
Analysis
3. Give your child a pipette, two cans of colored water, a sheet of wax paper, and a magnifying glass. Offer to take a closer look at these objects, then ask them to explain what happens to water when it gets on wax paper? What happens to two drops of water of different colors when they come into contact with each other? What happens to water if it gets on your hand?
4. Help your child find the anthill and examine it with a magnifying glass. Scatter breadcrumbs near the anthill and ask your child to guess how the ants will behave. When you see that the ants have made their way to the crumbs, ask what they will do if a stone is placed in their path or part of the path is washed away with water.
5. Give your child some earthworms, water, earth, dark and light paper, a magnifying glass, and a flashlight. Ask him to take over the responsibility of taking care of the worms for a few days, during which time you need to become familiar with them. After making sure that the preschooler had sufficient opportunities to observe the behavior of worms, you can ask him the following questions: what do worms do in the world? How do they react to water? How can you determine where the tail is and where the head of the worm is? Give the child the opportunity to express all his thoughts on the results of observing the worms.
6. Have your child grow alfalfa seeds by dipping them in liquid overnight and covering them with a wet towel. Give the child a task to record the process of seed germination (for example, draw). Ask him to describe all the changes that occur as the plant grows. Instead of alfalfa seeds, seeds of other plants and cereals can be used.
Synthesis
7. Ask the child to imagine that the cows have lost their voice and cannot moo. Ask how the cows will communicate with each other in this case.
8. Set the task for the preschooler to get paints of new colors by mixing. In the form of raw materials, not only oil paints, but also tinted water, plasticine, etc. can be used.
9. Offer to invent a new fantastic creature, something between an insect, a mammal and a fish. Ask them to describe this new creation: what it eats, where it lives, how it moves, etc. Then ask them to draw it on paper.
Grade
10. Ask your child to name their favorite dish and tell them why they love this dish more than others. The topic for the story can be favorite animals, fish, insects, plants, etc.
11. Invite the child to imagine that with the help of magic, he can turn into a car or an animal. Ask him which option he would prefer and why.

By working through these exercises, you will be able to determine how the level of development of creative (creative) thinking in your child is gradually changing.

Communication sphere.

1. Invite your child to try his hand at different roles: stewardess (steward) and waiter, hairdresser and educator, seller and buyer, etc. How does he cope with provocative situations? Which one finds a way out when communicating with non-standard passengers (customers, etc.)?
2. Offer to be the first person to answer the phone. Thank him if he does a good job as a dispatcher.
3. Ask yourself to explain to the seller which toy (or product) you need to get from the store shelf.
4. Before your birthday, offer to call your grandparents, friends, etc. and invite them to the party.
5. Let the child tell the teacher on Mondays how the weekend went.

Creativity training.

Creativity training principles:

1. Modeling situations of novelty and uncertainty.
2. Game character of interaction. (The game is defined as a form of activity that is not aimed at obtaining some kind of utilitarian benefit, should bring benefits to the participants, contribute to the development of those psychological mechanisms that are applicable in real conditions.)
3. Positive feedback, refusal to criticize the content of the work.
4. Balance between intuition and critical thinking (Stating the problem - critical thinking; generating ideas about how to solve it - creative thinking, imagination, intuition; evaluating options, considering strategies for their implementation - critical thinking.)
5. Retrospective building of parallels between the content of the classes and the life experiences of the participants. (The main task is to let the participants understand what psychological mechanisms were involved, what skills were developed and personal qualities were activated, and how all this is connected with the life of the participants).
6. Widespread use of visual and plastic expression. (First, the skills necessary for the creative solution of life and professional problems are practiced on purely gaming material, and then they are updated on material related to the real life problems of the participants.)

Training conditions:

The creativity training program is designed for high school students;

The optimal group size is 8-16 people;

The main focus of the program is on solving the following tasks:

1. development of intellectual qualities that make up creativity (fluency, flexibility and originality of thinking, imagination.)

2. demonstration of the possibilities of using creativity in solving life problems;

3. formation of team creative work skills.

The sequence of classes and exercises within each of them is built on the basis of the principle of consistency in the presentation of the material and the rules for organizing socio-psychological training.

Creativity training program:

1. Acquaintance and bonding.
2. Creative thinking.
3. Unusual in the ordinary.
4. Imagination and expression.
5. Let's draw...
6. Creativity and understanding.
7. Team creativity.
8. Creativity in everyday situations.
9. Creative problem solving.
10. Creativity as a lifestyle.
11. Let's sum up.

1. Acquaintance and rallying.

The task of the lesson: to acquaint the participants, to unite them, to create a general idea of ​​creativity and what is the essence of training technologies for its development. It is advisable to start with a short introduction, spend 2-3 minutes on the introduction technique, and then spend 15-20 minutes talking about what creativity is. In addition, the rules for working in the group should be discussed and adopted.

dating techniques.

• "Everything but the name." Participants get to know each other in pairs, after which each introduces his neighbor to everyone else. He calls the real name, and invents everything else himself, but in such a way that the name is remembered.
• "Three Facts" Each member tells the group their name and three facts about themselves. One is real, the other two are fictitious. The task of the rest is to determine which of the facts presented is true. Then the participant who introduced himself reveals the truth: which of the given facts is real.

Exercise "Papers"

Participants are divided into subgroups of 5-6 people. Each has 4 paperclips. The first task: to make a chain of them as quickly as possible. The leader fixes the minimum and maximum time. The second task: to disassemble the chain as quickly as possible. After that, the participants are given 1 minute to discuss how to complete the task in the fastest way, and the game is repeated.

• the exercise shows that an activity is more productive when the way it is carried out is planned in advance;
• Discussion: How much faster did you complete the exercise on the second attempt? What is the reason for this acceleration - is it due to the fact that training took place, or to the fact that a more efficient way of activity was invented?

Exercise "Curious"

The leader calls any letter from among the common ones in the Russian alphabet, after which he begins to ask other participants various short questions (one for each). The answer to them should be words starting with this letter. The main thing here is the speed of reaction, the ability to quickly come up with many questions and answers to them. Whoever delays in answering for more than 2-3 seconds or says a word starting with another letter takes the place of the driver himself.

• Example

Let's say the letter "K" is named. Then the conversation might look like this.

Who? - Goat.

Where? - In the cafe.

What is he doing? - It flaunts.

With whom? - With a cat.

Who is this cat? - Sorcerer.

2. Creative thinking.

The main objective of these classes is to demonstrate the basic qualities that characterize creative thinking (fluency, flexibility, originality).

Exercise "Improbable situation"

Participants are invited to reflect on some imaginary situation, the onset of which is unbelievable. Their task is to imagine that such a situation did happen, and to offer the maximum consequences for humanity that its onset can lead to. The exercise is performed in groups of 3-5 people, time is given for 5-6 minutes per situation. Here are some examples of improbable situations for this exercise.

• The force of gravity on the Earth will increase by 5 times.
• All volumetric geometric shapes will turn into flat ones.
• All humans will suddenly grow tails.
• The endings in all words of the Russian language will disappear.
• The dollar will rise in price 100 times compared to all other currencies.
• From the clouds, cables will begin to hang down to the Earth itself.
• Sports will immediately and completely disappear from people's lives.

Each of the subgroups in turn gets the floor, in order to voice one idea, it is impossible to repeat. If the original ideas of the subgroup have been exhausted, it leaves the game; the team that stays in the game the longest wins.

Discussion. Which of the proposed ideas are the most memorable, seem the most creative? Why are these ideas interesting?

Exercise "Pairs of words"

Each participant comes up with two words that do not have a direct logical connection between themselves, and voices them. The neighbor sitting on the right formulates a logically correct sentence linking them. Let's say the words "mug" and "shovel" are named. The sentence might look, for example, like this: "The treasure hunter took a shovel and began to dig out the mound, but found only a broken mug there."

- "intellectual warm-up", training the ability to combine outwardly loosely related things, look for unexpected analogies.

What options do you remember, seemed the most interesting?

3. Unusual in the ordinary.

The classes include a series of exercises designed to teach participants to look at familiar things from new angles, to notice the original in the ordinary.

Exercise "Unusual situations".

Participants are offered several descriptions of strange, but completely real situations taken from life experience. Both the facilitator and the participants themselves can give examples of them, putting forward ideas that explain how such a situation arises. Ideas must be believable. The exercise is performed in teams of 4-5 people, the time for discussion is 5 minutes per situation. Then representatives from each of the teams talk about the ideas put forward.

Situation examples

• “We were walking through the forest, and at the edge of the forest, one young tree attracted our attention. An aluminum can of beer was fastened directly to its top. How did they put it on? The height of the tree is five meters, but it is clearly too thin, especially at the top, to support the weight of a person climbing on it .... "
• “I saw a very strange road accident. A rumpled car is standing by the roadside, and another car is on its roof, the wheels hanging in the air. Traffic cops are bustling around. There is only a flat highway nearby, there are no intersections, no sharp turns, no obstacles on the road. How could such an accident happen? ... "

Exercise "Strange guesses"

Participants are offered several riddles, and they must come up with as many answers to them as possible that would not coincide with the “traditional” riddles, but would not contradict the conditions of the riddle, logic and common sense. So, for example, “a hundred clothes and all without fasteners” is not only a head of cabbage, but also an onion, a “collapse” of second-hand jumpers, a matryoshka doll, a wire with multilayer insulation, a champagne doll (made from rags wound on top of each other), silkworm cocoon, etc.

Riddles examples.

• He himself is thin, and his head is a pood.
• Flowers of unprecedented beauty grew in the sky.
• Oh, don't touch me, I'll burn you without fire.
• Without windows, without doors - the upper room is full of people.
• The girl is sitting in a dungeon, and the scythe is on the street.

The exercise is performed in subgroups of 3-4 people, they choose 3 riddles for work from the proposed ones (if desired, they can add their own) and within 10 minutes come up with a maximum of “strange guesses” for each of them. These options are then read aloud.

Learning to search for unusual angles of viewing information, to search for original, at first glance, strange, but quite acceptable interpretations of it.

Discussion. What thoughts, ideas, memories, associations helped to come up with "strange guesses"? Which of the proposed options, from the point of view of the participants, are the most interesting, and why? What skills are developed in this exercise, in what life situations are they needed?

4. Imagination and expressiveness.

The main thing is the development of creative imagination.

Exercise "Guessing the colors."

Each participant thinks of a color and demonstrates it with facial expressions and gestures so that the driver guesses which color is meant. In this case, it is impossible to point to the present objects painted in it. The driver is given 3 attempts to guess each color, if he guessed it, then he changes places with the participant, if not, he proceeds to guess the color conceived by the next from the group.

• The development of expression skills, the creation of conditions for the invention of ways to transmit information with a lack of funds.
• Discussion. Exchange of emotions and feelings that have arisen in the process of work.

Exercise "My reflection".

Each participant leans with his back against the wall, where a panel of wallpaper or 2-3 glued sheets of whatman paper is hanging high in his height and takes a favor, which, in his opinion, reflects his typical emotional state. The partner draws the outline of his body on the sheet with a pencil, after which the participants change roles. When the contours of the body of each participant are outlined, the resulting drawings are painted and, if desired, supplemented with real decorations and details of the clothing of the practitioners. Working time - 30-40 minutes, when painting the contours of the body, it is advisable to use watercolor or gouache.

At the end of the drawing, each participant is asked to come up with and demonstrate a presentation of their “reflection on the wallpaper” (2-3 minutes per person).

• Awareness of increased muscle tension associated with insufficiently expressed emotions, unfulfilled desires.
• Discussion. What emotions and feelings arose during this exercise? How comfortable and natural is the pose shown in the picture? What new things did you learn about yourself and about other participants during this exercise?

5. "Let's draw ..."

Exercise "Blot".

Each participant is asked to drop gouache, ink, or thickly diluted watercolor paint onto a sheet of paper. The sheet is folded in the place where the drop hit, pressed for a few seconds, and then straightens again. As a result, a blot is obtained on it, which has a complex shape. Participants are asked to take turns demonstrating the blots they have made and quickly name three animals and three inanimate objects they resemble.

• Discussion. What options and what do you remember, seemed the most interesting?

Exercise "Hide the drawings"

Participants are invited to make 4-5 small (2-3 cm in size) drawings on an arbitrary topic on a piece of paper (6-8 minutes). When this part of the work is completed, it is proposed to create one large drawing on this sheet, which would include the previously completed small ones in such a way that they were “hidden” in the large one, perceived as its parts - so that at a cursory glance it would be impossible to recognize them ( 8-10 minutes). Small drawings should be "embedded" in a large one in such a way as to completely merge with it.

When the drawing is completed, the result is demonstrated and the objects that were originally depicted are named. The rest are looking for these small drawings as part of a large one.

• The example of this task demonstrates the technique of embedding components (not only images, but more broadly - knowledge, ideas) into a new context, which is directly related to the creative process.
• Discussion. In what life situations does it become necessary in this way to build something that already exists into something that is being created anew? And in which - not just, but also to hide the old in the new?

6. Creativity and mutual understanding.

The exercises are aimed at activating the creative potential in communication, finding mutual understanding with others.

Exercise "The one who was guessed."

The driver goes out the door, the participants at this time think of one of their number. Then the driver returns, and the participants alternately voice their associations associated with the “mysterious” character, answering, for example, such questions.

• What subject does it look like?
• What plant does it resemble?
• Which celebrity does he look like?

The task of the driver is to guess who it is about (3 attempts are given for this). In addition to those noted above, he can ask other questions aimed at identifying associations associated with the mysterious character.

• Associative thinking training, creating conditions for receiving feedback.
• Discussion. What emotions and feelings arose during this exercise? What have you learned about yourself and others?

Bridge exercise.

Participants, united in teams of 4-6 people, are given 40-50 sheets of paper (possibly intended for waste paper) and are given the task: to build the longest possible bridge from this paper, thrown between two chairs or tables. It must be entirely suspended, without intermediate supports. It is forbidden to use any fastening materials or additional items included directly in the bridge structure. At the disposal of the "builders" there are scissors. 10-12 minutes are allotted for work, then each of the teams is given the floor in turn to present their building (1-2 minutes per team). The best building is determined by voting.

• The exercise allows you to train the ability to put forward and defend creative ideas in teamwork, helps to increase group cohesion.
• Discussion. How was the work distributed among the participants in the teams? What is the reason for such a choice of positions, how typical is it for the participants in other life situations?

1. Team creativity.

Exercise "Balls".

The participants, united in triplets, receive the task: first, inflate 3 balloons as quickly as possible, and then make them burst, holding them between their bodies. At the same time, you can not step on them, use any sharp objects, nails, clothing details.

• The psychological meaning of the exercise. Warm-up, rallying, destruction of spatial barriers between participants.
• Discussion. A short exchange of impressions will suffice.

Exercise "Overcoming space".

Participants are located near one of the walls of the audience and are given the task - everyone to get to the other wall in such a way that their feet do not touch the floor (for example, moving by crawling or moving on chairs), but that each method of movement is used only once. However, those who have already crossed this space once can go back and help the remaining participants to cross. Movement methods should not be repeated.

• The psychological meaning of the exercise. Creation of conditions for the promotion and implementation of ideas about how to act in a non-standard situation, group rallying.
• Discussion. First, the participants exchange emotions and feelings, then they voice all the ways in which they moved.

8. Creativity in everyday situations.

The main thing is to study where and how creativity can manifest itself in real life situations.

Exercise "Who can"

The participants sit in a circle. Each of them, alternately acting as a driver, says: “Change those who can ...”, and names some skill. Those who possess it should quickly get up and switch places.

• Discussion. What did you manage to learn new and interesting about the group during this exercise? Which of the following do you not yet know how to do, but would like to learn?

Exercise "Oriental Bazaar".

Each participant is asked to find some “worthless item” that has minimal or no value.

When the items are found, everyone is invited to come up with as many arguments as possible why it makes sense for others to buy their item (5 minutes). Then the "oriental bazaar" is staged - the participants lay out their items and voice the reasons why they need to be purchased.

• The psychological meaning of the exercise. In addition to developing the ability to generate ideas, the exercise allows you to train in arguing your position.
• Discussion. What was more important - the content of the arguments or the form of their presentation, what was the reason for this? What other situations in life, besides real trade, can this “oriental bazaar” be likened to?

9. Creative problem solving.

Classes are aimed at teaching how to use one's own creativity in solving real life problems, setting and achieving goals. The exercises demonstrate that creativity is not just a “thing in itself”, but an effective tool that can and should be used in various life situations.

Exercise "Crumpled sheet".

Participants are asked to think about a problem they want to find a solution to, think about it for 2-3 minutes, and then briefly, in 1-2 sentences, describe its essence. When this part of the work is completed, each participant takes a sheet of paper, crumples it heavily, and then smoothes it again. After that, participants are asked to carefully examine this sheet, concentrating on the pattern formed by the lines along which it was crumpled, and to discern any pattern in this pattern (2-3 minutes). Then the participants trace with a pencil the drawing that they managed to see in the pattern (5-7 minutes).

When the image is ready, they are asked to look at it carefully, re-read the previously completed description of the problem, and then put forward and write down as many ideas and associations as possible about how the drawing can be related to the problem posed and possible ways to solve it (everything is fixed, whatever comes to mind). Working time 4-6 minutes per person.

• The psychological meaning of the exercise. After thinking about the problem and describing its essence, a person "sees" in a chaotic set of lines, something related to this problem and possible ways to solve it. Awareness of this connection can make it possible to see the problem in a new, non-trivial perspective, to discover an unexpected way to solve it.
• Discussion. Each participant is asked to express what this technique has given him personally and in what real life situations it is advisable to use it.

10. Creativity as a lifestyle.

Classes are aimed not so much at developing specific skills related to creativity, but at the personal growth of participants. The main thing is the development of the reflective abilities of the participants (opportunities for self-awareness, comprehension of actions in the context of a personal life path).

Exercise "Unusual actions".

Each of the participants is offered to remember some of their unusual, original action, a strange and not quite explicable from the standpoint of common sense, an act committed over the past one to two months. Participants are then asked to briefly describe it and also comment:

• In what exactly do they see the unusualness of this action?
• What, from their point of view, prompted him?
• How do they evaluate this action "in hindsight" - what did it lead to, was it worth doing?

Exercise "Four Ages".

Participants are asked to individually complete 4 small drawings of people of different ages:

• Child;
• Teenager;
• Adult;
• Old man.

When this part of the work is completed, the participants are invited to unite in subgroups of 4-5 people. Within the subgroups, they show their drawings and talk about the meaning they wanted to put into them. Then they are asked to discuss and collectively develop a description of each of the ages by answering the following questions.

• What is the most important thing for a person at this age?
• What are the unique opportunities at this age that are not available at any other age?
• What most often makes people of this age happier?

11. Summing up.

The final meeting is aimed at comprehending the experience gained during the training, summing up the results, and giving feedback on the past classes.

Exercise "Rhyme".

Participants are invited to complete in rhyme a few phrases related to the past training. In particular, you can offer such phrases.

• We met, we played, we developed creativity...
• We came to the training, where you and I were taught ...
• Creativity - what kind of bird?
• We remember so vividly...
• Our training is coming to an end...

Time for reflection is given based on the calculation of 2-3 minutes per phrase.

Exercise "Gifts to the group"

Participants stand in a tight circle so that their shoulders touch their neighbors. They put their hands on each other's shoulders. Leading together with the participants in the same circle. He begins to slowly swing it to the right - to the left, accompanying this with a story: “Let's imagine that our training took place on a ship. We stand on it, the sea breeze blows over us, the deck gently sways under our feet. The ship is approaching the port - soon our training will be over, we will go from the deck to the shore and go our separate ways. But now, while we are all together on the ship, let's think about what we could give each other so that our future life would be more interesting, easier, more successful, more creative. Let's say what each of us gives to the group. For example, I give you optimism and self-confidence ... ”Further, each of the participants expresses what he would like to give to the group (we are talking about personality traits, life positions, various wishes).

When the gift exchange is completed, the host continues: “Well, our ship has successfully arrived at the port. Now we will go ashore - from training to real life. But before we take this step, let's say thank you to each other, wish us success and reward ourselves for a successful swim with applause!”

• The psychological meaning of the exercise. A ritual that allows you to complete the training beautifully and on a positive emotional note.

Psychodiagnostics of creative thinking.

Creative tests.

As a result of experimental studies, among the abilities of a person, a special kind of ability was singled out - to generate unusual ideas, deviate from traditional patterns in thinking, and quickly resolve problem situations. This ability was called creativity (creativity).

TEST BATTERY FOR STUDYING CREATIVE THINKING.

The tests are designed for the age group of 5 to 15 years. With children from 5 to 8 years old, the procedure is carried out on an individual basis. With the age group from 9 to 15 years, work with tests is carried out in a group form (it is also possible to conduct it in an individual form).

Subtest "Words".

Modification for children 5-8 years old.

The subtest is carried out individually.

Think of words that begin or end with a certain syllable.

Instruction for the subject

1 part. Think of words that begin with the syllable "by", for example "shelf".

You have 2 minutes to answer.

2 part. Think of words that end in 'ka', like 'bag'.

You have 2 minutes to answer.

The duration of the entire subtest is 4 minutes.

Evaluation

Subtest "Expression".

Modification for children 9-15 years old

Come up with sentences consisting of four words, each of which begins with the specified letter.

Instruction for the subject

Think of as many four-word sentences as you can. Each word in the sentence must begin with the specified letter. These letters are: B, M, C, K (subjects are presented with printed letters).

Please use the letters only in that order, do not swap them. I give an example of a sentence: "A cheerful boy is watching a movie."

Now come up with as many of your sentences as possible with these letters.

Subtest execution time - 5 minutes.

Evaluation

Give as many definitions for commonly used words as possible.

Instruction for the subject

Find as many definitions for the word "book" as you can. For example: a beautiful book. What else is a book?

Subtest execution time - 3 minutes.

1. Time of publication (old, new, modern, antique).

2. Actions with a book of any type (abandoned, forgotten, stolen, transferred).

3. Material and method of manufacture (cardboard, parchment, papyrus, handwritten, printed).

4. Purpose, genre (medical, military, reference, fiction, fantasy).

5. Affiliation (mine, yours, Petina, library, general).

6. Dimensions, shape (large, heavy, long, thin, round, square).

7. Prevalence, fame (famous, popular, famous, rare).

8. Degree of preservation and cleanliness (torn, whole, dirty, wet, shabby, dusty).

9. Value (expensive, cheap, valuable).

10. Color (red, blue, purple).

11. Emotional-evaluative perception (good, funny, sad, scary, sad, interesting, smart, useful).

12. Language, place of publication (English, foreign, German, Indian, domestic).

Qualitative description of the obtained data.

The tests used are given to children in the form of fun activities. Children are warned in advance that all their answers will be correct, the more they come up with answers, the better, even if they are unusual answers. Participants are encouraged to dream up, all answers are encouraged.

Subtest "Words".

Examples of frequently cited words: in the first part - “floor, went, field, train”; in the second - "cat, mouse."

Examples of original words: in the first part - "plantain, congratulations, commemoration, flogging"; in the second - "shrimp, line."

Subtest "Expression".

The subtest has great distinctive power. The average number of invented sentences is 4. The range of sentences is from 0 to 9.

Examples of frequently cited sentences: “There is a cinema in Moscow”, “A cat is sitting in the car”.

Examples of original, grammatically correct sentences: “Starlings scream on Shrovetide”, “You can always salt potatoes”, “Sparrow prevented the magpie from screaming”, “Salty sea water, guard”, “Vitya knocked down a mosquito with a fly swatter”.

Subtest "Word Association".

Frequent answers: "interesting, beautiful, big, small, fabulous, good."

Rare responses: "amazing, weird, forgotten, true, shitty, bought, documentary, banned, wet."

Conclusion.

Note!

The data obtained can be used by psychologists and teachers to study the nature of creative thinking, as well as in psychodiagnostics when studying the creative abilities of individuals and in selecting gifted and talented children.

Since the tests described above are conducted in a playful manner (as fun activities), they can be used by educators to develop children's creative thinking. I would like to warn teachers against giving negative marks on test results. When conducting such classes, it is only permissible to encourage the children, and when discussing the results, only the best answers should be given.

Failing tests should not be discussed, and children should simply be told, "Well, that's fine." When discussing the best answers, the teacher tries to expand the mental horizons of children, to instill in them the ability to look at things and phenomena from different angles, to see the unusual in the ordinary. This is how independence of thinking, fantasy, that is, a creative approach to life, is formed.

List of used literature:

1. Ilyin E.P. Psychology of creativity, creativity, giftedness. - St. Petersburg: Peter, 2009
2. Ozhegov S.I. Dictionary of the Russian language: Ok.53.000 words / S.I. Rzhegov; Under the general editorship of prof. L. Skvortsova. - 24th ed., Rev. - M .: Publishing House Oniks LLC: Publishing House Mir and Education LLC, 2006. - 1200 p.
3. Gretsov A.G. Psychological training with teenagers. - St. Petersburg: Peter, 2008 - 368 p.: ill.
4. Kazansky O.A. Games in themselves. 2nd ed. – M.: Rospedagenstvo, 1995.-285 p.
5. How to lead. The Big Book of the Leader. Tutorial. - M .: Pedagogical Society of Russia, 2004 - 608 p.
6. Nikolaeva E.I. psychology of children's creativity. 2nd ed. - St. Petersburg: Peter, 2010
7. Polonsky V.M. Dictionary of concepts and terms on education and pedagogy. - M., 2000. - 368 p.
8. Popular psychological tests. / Comp. E.A. Andreeva. - M .: LLC "TD" Publishing House "World of Books", 2006. – 320 s.
9. The practice of fairy tale therapy / Edited by N.A. Sakovich. - St. Petersburg: Speech, 2006. - 224 p.
10. Prutchenkov A.S. School of life: Methodological development of socio-psychological trainings. - 2nd ed., Rev. and add. - M .: MOODIM "New Civilization", Pedagogical Society of Russia, 2000.-192 p.
11. Psychological programs of personality development in adolescence and senior school age. Handbook for school psychologists. Under the general editorship of I.V. Dubrovina, M. Publishing Center "Academy", 1995
12. Educational games: faster, higher, stronger. - St. Petersburg: Delta, 1998. – 208 p.