The development of creative thinking in children. Development creativity in children. Educational games. Educational games for children's holidays. Exercises for the development of creative thinking.

AT modern psychology the tasks to which this section is devoted are usually called divergent thinking, and the thinking they activate is divergent thinking.

The specificity of divergent tasks is that one question posed may have not one, but several or even many correct answers. Naturally, it is the divergent type of thinking that usually qualifies as creative. This kind of thinking is closely related to imagination.

Divergent-type assignments are rarely used in traditional schooling. Orthodox education usually does not aim to develop the skills of non-standard thinking in a person, in connection with which divergent tasks acquire a special value: creative activity in any field requires, first of all, divergent thinking.

Consider, as an example, some types of tasks commonly used in the practice of working with children.

Take plastic, wooden (or make your own cardboard) multi-colored geometric shapes and invite the child to make as many different stylized images as possible (Fig. 1).

Rice. 1. Examples of images that can be folded from simple geometric shapes

The next task is in many ways similar to the previous one: use paper cones, cylinders and other elements to try to glue as many figures of people and animals as possible. Examples of this task are shown in fig. 2.

Rice. 2. Design and create paper figures of people and animals

Stock up on old illustrated magazines and bright pieces of fabric. 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. Examples are shown in fig. 3. All this is creative work, but the main task is: "Find as many analogies with real objects as possible." The collage can be rotated as you like.

Rice. 3. Examples of collages from different materials

A very interesting, and therefore very popular task was proposed by the psychologist J. Gilford: to find as many different, original applications as possible for a well-known subject. As such an object, you can use brick, chalk, newspaper and much more.

This task usually takes five to six minutes to complete. In the course of the analysis of the results, all answers are taken into account, except for those that do not correspond to the task, are repeated or may be considered ridiculous. This task can be offered to both older preschoolers and adults.

In this case, the productivity and originality of thinking are evaluated. The more ideas, the more unusual among them, the more points the participant receives.

Another task: pick up adjectives and nouns that contain the concepts of light and darkness (heat and cold, spring and winter, morning and evening, etc.). Let's give examples of answers.

Light - bright, gentle, lively;
sun - ...
morning - ...
lamp - ...
bonfire - ...
candle - ...

Darkness - closed, night;
night - ...
evening - ...
cave - ...

Find as many as you can common features for dissimilar items.

Well - parquet;
log - box;
cloud - door;
doll - snow.

Divergent tasks include tasks to find the causes of events. 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.
2. The sun has not yet gone beyond the horizon, but it has already become dark.
3. The dog sitting at the feet of the owner growled menacingly at the little kitten.

Another version of the task described above: think up and tell what happened to each of the characters.

The child must understand emotional condition each of the boys and tell what happened to them.

The third option for the task: think about what could happen if ...

"... it will rain without ceasing."
"... people will learn to fly like birds."
"...dogs will start talking with a human voice."
"... all fairy-tale heroes will come to life."
"... orange juice will come out of the faucet."

It is good if the child was able to come up with an interesting answer to each of the proposed phrases.

Another type of task for the development of creative thinking in children: inventing stories, stories or fairy tales using a given set of words, for example:

Traffic light, boy, sled.

The second option for this type of task: look at the pictures and come up with a fairy tale in which all these characters would participate.

The next type of tasks: "Mystery Clouds". The child needs to determine what the clouds depicted in the pictures look like ( ink stains). It's good if he can see at least one character in each cloud.

Another option for this task: try to draw something interesting using these shapes.

Another exercise: draw and color the sorceresses so that one becomes good and the other evil.

Divergent, creative tasks can be developed on any material. A good task of this type can be the creation of the most different figures. Indeed, not only palaces, bridges and other architectural structures can be built from the details of a building designer. Let's try to look at the construction designer from the other side. Its parts are suitable, for example, for the manufacture of technical models of a steamship, steam locomotive, car, aircraft. From them you can make schematic images of animals and people, and even voluminous plot compositions. Here are some examples possible solutions(Fig. 4).

To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com

Slides captions:

Creative tasks for younger children school age Prepared by: teacher primary school Lazareva Larisa Alexandrovna Nizhnevartovsk

Creative tasks can be used in any lesson in primary school. "Through the game - to knowledge!"

"Traces of Evil Forces!" Since childhood, everyone has been familiar with the lines of A.S. Pushkin “There are traces of unseen animals on unknown paths ...! No one has ever seen these traces, but it can be assumed that next to the traces of unseen animals there were also traces of evil spirits. Imagine and draw what the traces look like: Baba Yaga, Witch, Sorcerer, Kikimora, Vodyanoy, Kashchei the Immortal, etc.

"An old fairy tale new way» Try to come up with a new ending for the famous folk tales: “Ryaba Hen”, “Gingerbread Man”, “Wolf and Seven Kids”, etc.

"New Application!" Come up with 10 new uses for familiar items like a tablespoon, fork, grater, kitchen knife, etc.

"March Song" These songs help to walk in the ranks, that is, to march. These songs have a very clear rhythm, they are performed loudly and cheerfully. Try to march in formation, using the well-known children's songs “A grasshopper was sitting in the grass”, “It's cold in winter for a small Christmas tree”, “A gloomy day is brighter from a smile”, “Tired toys are sleeping”

“We are artists” Depict the whole team with facial expressions and gestures so that everyone can guess: - the arrival of the teacher at school; - message about upcoming control work; -news about the beginning of holidays, etc.

"We are artists" The team must draw on the board with eyes closed: - a bird; -elephant; - a cat: - a dog, etc. And guess the other.

"Drudles" Graphic riddles-puzzles. -What did you see? Describe.

Sinkwine The word "sinkwine" comes from the French word for "five". This is a short verse form. Consists of five lines. Such a poem is written according to special rules.

Rules for compiling syncwine - noun; - adjective, adjective - verb, verb, verb; - a sentence of several words, showing the attitude to the topic; - the word associated with the first word reflects the essence of the topic

The car is fast, high-speed moves, rushes, honks. The car makes it easier for a person to move. high-risk agent

On the topic: methodological developments, presentations and notes

Thematic parent meeting “Homework for students in elementary school. Family and school relations.

Homework is the independent fulfillment by students of the tasks of the teacher after school. Homework is characterized by a lack of direct help and guidance from the teacher. Ready...

Development of creative abilities of students in primary school

Report at the Methodological Association of Primary School Teachers on the topic "Development of the creative abilities of students in primary school"...

Topic: "Organization and conduct of creative work of students in elementary school through the use of information and communication technologies"

This work is one of the forms of implementation of the process of modernization of Russian education and contributes to the solution of the main task - improving the quality of education. Currently...

The development of creative abilities in primary school children

Creativity is highest form mental activity, independence, the ability to create something new, original. Creativity and creative activity define a person, so the formation ...

The creative development of children should also take place in these four areas of life.

Sphere of life "People"

The educator who organizes the developing environment in the sphere of life “People” forms the child-researcher in relation to peers and adults, cultivates the ability to vary his behavior, creatively use the experience of relationships.

In this area, you can offer children such creative exercises:

Creative exercise "Friendly people"

Pair the children and give them cards with the task, come up with small skits - dialogues between a friendly buyer and seller, driver and passenger, doctor and patient, grandmother and grandson, etc.

Creative exercise "Baby Helpers"

Put the children into pairs. Each couple should come up with a kindergarten situation in which friends help each other. For example: children plant trees. One digs a hole, the second carries water, the third holds a tree, the fourth wraps the earth.

Creative exercise "Kind word"

Put the children into pairs. Each couple must come up with words that can reconcile, regret, reassure, support. For example, to calm a child who has fallen and hurt himself badly; reconcile two friends, etc.

Creative exercise "Happiness and joy»

Put the children in groups and ask each group to come up with rules for happiness so that all the children in the group live happily. For example: when meeting in the morning, children should smile and say something nice to each other, children should share with each other, etc.

All rules of happiness are written down and remain in the group.

Creative exercise "Young and old"

Ask the children to come up with something for which the old can respect the young, and the young - the old. For example, old people can be respected for their wisdom, patience, life experience. The young can be respected for taking care of the old, the ability to work, etc.

Combine children with a couple of two friends. In each pair, one is young, the other is old. Children should tell why they respect each other. For example: grandfather - grandson: V. - "I respect you for what you taught me ..."

Creative exercise "Four friends"

Divide the children into groups of 4. Ask them to come up with a story about how four friends helped someone in their time of need. For example, an old woman will not be able to come home with heavy bags, older children offended a little boy; the girl got lost in the city; grandfather needs to cross the road, but he does not see this well.

Creative exercise "If there is no unity"

Invite the children to tell what can happen to the team of the group, in which there is no unity, in order to:

The group needs to be put in order;

Children do not listen to the teacher;

A new, beautiful toy has appeared in the group, everyone wants to play with it;

The child from the group has a birthday;

You need to complete complex tasks;

A new child has entered the group;

Collaboration (in the corner of nature, cooking, cleaning).

Creative exercise "Swan, crayfish and pike"

The teacher with the children recalls the content of the fable "Swan, Cancer and Pike", the children unite in triplets, imitate the actions of the heroes of the fable. Then they decide how best to agree so that everyone is fine. Discuss similar situations between children in a group, come up with options for solving them.

"Object world"

Creative exercise "Night conversation of toys"

Invite the children to come up with what toys could talk about at night (in the evening, when the children left the kindergarten): how children play with them, treat them carefully, or organize the play corner, etc.

Creative exercise "Cabinet Life"

Children are invited to consider a picture that shows a cabinet (chair, bucket, spoon, etc.).

Children get into groups and answer the question:

What is the closet made of?

Can the closet change mood?

Can the closet hurt?

Is it possible to take closets as friends?

What does a closet feel like when it's being cleaned or repaired?

Which member of the family does the closet love the most?

Remember the closet of the master who made it?

These questions can be asked about anything.

Then the children come up with a fairy tale about things (how the closet made friends with a new dress or how a cup (plate) quarreled with a spoon, etc.).

Creative exercise "What did the things say?"

Give the children pictures of various objects. Then put the children in pairs or small groups and invite them to imagine themselves as various objects that talk to each other, and then record these conversations.

The second version of this exercise:

Invite the children to imagine what things are talking about in their apartment in the absence of the owners. You can put the children into groups and give the groups different tasks. For example, talking dishes, furniture in the room, clothes in the closet, toys in the children's room, etc.

T creative exercise "The Science of Thrift"

Assemble children into groups. Give some groups new things, and others things that have served for many years and are very well preserved. Each group should list the life benefits of their belongings.

Then distribute to the children various broken, torn things. Children should communicate and decide how and how to help these things. After that, with the help of the teacher, the children put all these things in order.

Creative exercise "Who has what character?"

Give the children pictures of various objects and invite them to describe the nature of these objects, for example: the nature of a hammer, a bed, a pillow, a pencil. Compare and discuss descriptions of children. Have a conversation with the children about how the nature of various objects can change depending on who they serve and who holds them in their hands.

The second version of this exercise: invite children to describe the work of a sad or cheerful hammer, an executive or lazy saw, a proud or modest pencil, an attentive or inattentive notebook, etc.

T creative exercise "Using objects"

Children are asked to list all possible options use of this item (high chair, stick, book, rope, etc.).

"Game World"

Creative tasks:

Come up with a new plot for a role-playing game

You can come up with more items - substitutes in the role-playing game.

Option: in which games can a bar, cube, stick, etc. be used as a substitute item;

come up with new version games. For example: the game “I am a cupboard” (children jump into the hoop and say: “I am a saucepan”, “I am a plate”, etc.). Children come up with other options, for example: “I am a forest”, “I am a bedroom” and others.

Come up with a game: Come up with any game in five minutes, tell about it, answering the question:

What is the name of the game?

What does it consist of?

How many people take part in the game?

What role do the participants get in the game?

What are the rules of the game?

How does the game end?

How will the performance of the players be judged?

"World of Art"

Creative task "Creating a book ourselves"

Children are encouraged to become writers and artists and create a children's book junior group. Children make up different fairy tales and stories that illustrate them.

Creative task "Magic eye"

Children are asked to name the genre of the painting by its details or by viewing it through various openings.

Creative task "I see - I finish drawing"

Children are offered to guess the opinion of the artist, closing half of the picture.

Creative task "Restorer"

Children are offered to consider two reproductions (on one there are no some parts). It is necessary to restore the content of the reproduction.

Creative task "Choose music that fits the portrait"

Children from the proposed music choose the one that fits the portrait.

Creative task "Choose words for the picture"

Children are offered with the help of adjectives, words - comparisons, verbs to come up with a "compliment" to the picture.

Creative task "Let's pick a background for a still life"

Children are invited to compose a still life from various objects, choose a background for it, while taking into account the mood of the picture, where the light comes from, the aesthetic value of the still life.

Material: vases, bouquets, objects, various coasters.

Creative task "Guess what happened?"

Children are invited to carefully look at the picture, imagining the development of events: what happened, why, why. You can think of what happened to the characters in the picture then.

Creative task "Guide"

Children are invited to independently lead an excursion in an impromptu art gallery, to show the ability to creatively talk about a painting, sculpture, photography.

Sphere of life "Nature"

The “Nature” sphere opens up a great scope for fostering creativity in children: educators conduct, organize work with children on experimenting with natural objects, develop rationalization in caring for adults and animals, and contribute to the development of imagination and observation in the mysterious world of nature. We advise you to conduct such creative exercises with children:

Creative exercise "Know the bird"

Children receive cards with images of various birds. They are asked to consider:

What is the nature of this or that bird?

What people, flowers, trees, animals is this bird friends with?

Who are the enemies?

What is she singing about?

From what and how does he build a nest?

What does she like to do the most?

Children are warned that their answers can be fabulous.

Creative exercise "Forest Doctors"

Children are combined into two groups - "forest doctors" and "forest patients". "Forest patients" take turns talking about their illnesses. "Doctors" after a while give advice on how to help them. Then the children switch roles.

Creative exercise "Domestic and wild animals"

Children are combined into two groups - "wild animals" and "pets". Groups should come up with and after a while talk about the difficulties and advantages of their lives. The group with the most creative and interesting story wins. Children can do this exercise individually.

Creative exercise "Guess who I am"

The teacher gives the children cards with drawings of different animals. Children take one picture for themselves, then show the children with movements, the animal is shown in the picture. The other children need to know who the child is impersonating. You can invite children to show their favorite animals.

Creative exercise "Forest journalists"

Children are invited to imagine themselves as journalists, explore the life of any animal (plant), write a story about it for a children's magazine.

Creative exercise "And I said ..."

Children are invited to complete the sentence in different ways: “I went outside, it was raining (sun, wind, heat, etc.), and I said ...”

Let's talk about what you can offer a little fidget 3-5 years old. And this:

• Unconventional drawing.
• Application.
• Making delicious toys.
• Fun workshop.

Let's take a closer look at each type of handicraft.
Non-traditional ways of this type of creativity:

Method number 1
"Magic wand"
a pencil or pen is wrapped with foam rubber from the blunt end, which is tied with a thread. It turns out a large brush without hairs. The stick is held strictly perpendicular to the surface of the sheet, without tilt. The trail left by her imitates animal hair, tree crowns, snow. A stick with foam rubber is dipped in paint (the main thing is that there is not a lot of water), and the baby begins to cover the sheet with traces of it. Let him first just understand that with the help of the "magic wand" you can quickly and easily draw footprints. Then draw the branches of a tree or a bush with a black felt-tip pen, let the child finish the foliage with green, yellow, red or orange paint. Draw a simple outline of a bunny or a fox with a pencil, let the kid “stomp” it with his “magic tool” - the bunny and the fox will turn out fluffy, their fur will seem so disheveled that the baby will certainly want to touch it. It is extremely interesting to work in this technique with a stencil. Cut out an image in the middle of a thick sheet of cardboard, such as the head of a tiger cub or a bear. Attach the cardboard with the cut-out stencil to landscape sheet and invite the baby to “trample” that part of the album sheet that is visible in the stencil hole. After the child has done this, let the work dry, then paint the eyes, mouth, mustache, stripes with a brush.

Method number 2
"Figurine"
A very interesting way of drawing with a pencil, felt-tip pen, ballpoint pen according to pre-made stencils. Stencils can be of two types - some are cut inside the sheet, others are made from the sheet and separated from it. It is easier for small children to trace shapes embossed inside the sheet. Many squares and rulers have such patterns. Attaching them to the album sheet, you ask the baby to circle the shapes. Then you remove the stencil and together with it you come up with how you can finish drawing this or that shape. Children 4.5-5 years old will be able to circle single stencils cut out of cardboard. This is more difficult, because the hand does not hold well on the outside of the pattern and the baby draws extra lines. But you can interest children in the content of stencils: for boys, these are the silhouettes of cars and planes, for girls - animals, nesting dolls, bows and houses. Having circled the patterns, children can paint over their images with felt-tip pens and paints, hatch with various lines: straight, wavy, zigzag, with loops, wavy with sharp tops. Stencils can help when creating your own drawings, they will complement what the baby himself has created.
You can start a game: the child circles various objects, and you guess what it is. First, not all items can be circled. Finding them, the baby will understand the difference between voluminous and flat objects or things that have at least one even side, and those that do not. Secondly, it is not easy to circle this or that object on your own, without the help of an adult. And thirdly, in this game, the roles change: the baby confuses the parents, and the adults try to find the answer. All this pleases the child, providing him with a surge of creative forces.

Method number 3
"Mirror Copy"
Another method is based on the fact that a silhouette drawn with paints can be easily printed when a sheet of paper is applied to it. The sequence of work is as follows: the sheet is bent in half, unfolded, the surface is slightly wetted with water. On one half of the sheet, the silhouette of an object or part of a symmetrical image is drawn with paints, for example, half a Christmas tree, half a flower, half a house. The sheet is folded and strongly pressed by hand. Expanding the sheet, you will see a whole image or two objects (if you drew a whole object on one half). This method is to the liking of many kids, the appearance of the same image on the second half of the sheet seems like a miracle to children. When the work dries, the details can be finished with felt-tip pens, pencils or paints.
method number 4 - "Whose trace"
Another way of drawing, or rather, printing, is based on the ability of many objects to leave colorful prints on paper. You take a potato, cut it in half and cut out a square, a triangle, a rhombus, a flower or something interesting from one half. Moreover, one side of the print should be flat for applying to the paper, and you will hold on to the other side with your hand. Then you or a child dip such a signet in paint (preferably gouache) and apply it to paper. As you can guess, it leaves an imprint. With the help of these prints, you can make beads, ornaments, patterns, mosaics.

Method number 5
"Salt Drawings and Tooth Paint"
But what if you paint with glue, and sprinkle salt on top of these areas? Then you get amazing snow pictures. They will look more impressive if they are performed on blue, blue, pink colored paper. Try it, it's very exciting!
Or let's create winter landscapes in another way - by painting with toothpaste. Beforehand, the kid needs to be explained that this is a creative search, and such use of toothpaste does not give him the right to squeeze it out on the floor, shelves and tables. Together with the baby, outline with a pencil the light contours of trees, houses, snowdrifts. Slowly squeezing out the toothpaste, walk it along all the outlined contours. Such work must be dried and it is better not to put it in a folder along with other drawings. Best for creativity domestic product- it dries out faster.

Method number 6
« egg mosaic»
Another very fun way to create creative works- this is the execution of a mosaic of multi-colored eggshells. After leaving on your kitchen table eggshell don't throw it away. Separate from films, wash, dry and interpret. In several cups, dilute the paint and put the crushed shell there. After 15 minutes, the shell is caught with a fork and laid out to dry. Here is the material for the mosaic. Now you need to think over the drawing, mark it with a pencil outline and, having previously lubricated the surface with glue, fill it with a certain color of the shell.

Method number 7
"Like an artist to an artist"
And here is a very unusual way! You need to get a large piece of paper. Huge paper sheets are sold in bookstores and cost 6 rubles. You ask the baby to lie on such a sheet and circle it. Of course, it is better that it fits all (this can be achieved by gluing two or three sheets of whatman paper) or, in extreme cases, to fit the torso and head. You circled the baby, and now his time has come - let him try to decorate the silhouette: draw eyes, mouth, hair, jewelry, clothes. If the child is small, then do this work together - the kid offers, and you, admiring his imagination, draw with him.

Method number 8
"Rainy Fantasies"
Another option non-traditional drawing is as follows: during rain or snowfall, you boldly open the window and expose a sheet of paper for less than a minute, holding it horizontally. You probably guessed that drops of rain or snow will remain on the leaf. And this is what we were striving for. Bad weather tracks can now be traced and turned into fabulous creatures. They can also be connected to each other, guessing what kind of image is obtained.

"Application"
Very often, when drawing, kids ask for scissors. The desire to hold such a dangerous adult object in the hands increases one's own importance in the eyes of the child. Children can quite easily cut their drawing or cut out part of it. And this is not because they do not feel sorry for the drawing. Just the interest in front of the "magic" separation from the sheet of its parts fascinates them much more than the desire to preserve what has already been created.
How can you get started with the application?
Most simple plots- this is a house with an opening door, primitive cars, mountains. Better to do these things. Pay attention to the fact that one side of the paper is colored and the other is white. The cut line is drawn only on the white side. Draw a large square on the white side of the paper. Two of its sides will coincide with the edges of the sheet, the other two lines you have to draw yourself. Give the child scissors, hold the sheet yourself and guide it. After the cut out square, you can make a triangular roof. So the house is ready, it remains only to spread it with glue and press it firmly against the paper. Strange as it may seem, kids need to be taught this as well. It is better to spread on a special substrate made of linoleum or plastic. Pressing the part to the main background, remove the remaining glue with a cloth. When finished, invite the child to finish the details, for example, mark the windows, the door, the dormer window, the fence. Children love opening parts in houses or caves in the rocks. It is very easy to make these parts. At the bottom of the house you cut out the door. One side of her should hold her, as if on hinges. Of course, the door is not glued, but kept open. Now the child can close and open it himself. You can also make shutters on the windows, opening doors in cars, mysterious grottoes in the rocks.
Very young children can prepare various patterns in advance. It remains for the kid to get them out of the envelope or bag, examine them, smear them with glue and place them on the sheet as your heart desires. With a certain skill, the child can perform this lesson on his own. The patterns can be the following silhouettes: geometric shapes, flowers, berries, stars.
For applications, you can use not only paper. Pieces of cloth are also a wonderful material. They make wonderful costumes, various natural objects, for example, tree crowns, smooth water, animal hair. The fabric is selected depending on its texture and compliance with the image. Invite your child to examine the ironed shreds, figure out what they can be used for, and you will be surprised at his interest and enthusiasm.
Excellent material for applications - old magazines. Children who have already mastered the process of carving will enjoy looking for drawings and photographs on given topics. For example, today we are creating an application on the theme "Racing", and the kids are looking for images various kinds transport. Come up with topics and hand magazines to the crumbs!
It is curious to teach kids to use for applications not only old editions, but also junk paper- labels, wrappers, gift wrapping paper. You have to be a real dreamer to see in the photo of the forest the background for the appliqué of the seabed, and to cut out the flower round dance from the wrapper in the form soap bubbles. Transforming what you see into something else unusual images This is real creativity! In this regard, the game with letters is very interesting. You cut out various letters from magazines, ask the kid to come up with something new from them. So, a bow, a cheerful muzzle and a shoe are attached to the letter "I" - and now the little man is ready. But what if "P" is supplemented with a roof and a pipe? "K" - tail, claws and head? Try it, it's fun for adults too.
Another application can be created from cereals and pasta. But with food, you have to be extremely careful. After all, food is meant to sustain our lives, not to play. And yet you can try, with the reservation that we will take just a little bit of rice, oatmeal, beans and pasta to create something interesting and exciting. A path made of rice, tree trunks made of pasta, a sea of ​​oatmeal will look original and unusual.

So, there are ideas, there is not enough free time and energy. Let's carve out an hour, be patient and ... start creating together with the baby. Out of nowhere, strength will appear, a desire will come to invent and fantasize, and the baby will beg you to glue, sculpt, draw, play with him a little more. Agree, because from this “slightly” a thread will stretch to “forever”. And every mother dreams of becoming a friend, creative colleague and adviser of her child forever.
The materials of the following books were used in the preparation of the article:
Feldcher S., Lieberman S. "400 ways to keep a child 2 to 8 years old". St. Petersburg: "Peter", 1996.
Doronova T. N. "Nature, art and visual activity of children." M: "Enlightenment", 2000.

Some application ideas
We create an aquarium: fish, algae, pearls.
We glue the city: houses, cars, trees, stylized (simplified) images of people.
We have a kitchen! We paste photographs or silhouettes of various dishes, vegetables and fruits on paper plates.
Let's invent a little man from paper cups, cubic yogurt boxes, gluing the background, facial features and hair.
A collage of pieces of serpentine, ropes, ribbons, twine. By arranging these materials in a certain sequence, twisting them in a spiral, intertwining with each other, you can create interesting decorative works.
Application in the way of breaking, when the paper is not cut, but torn, it looks especially good when creating sea waves, thick trees, monsters. If it is difficult for a child to cut off a large image, let him tear it apart, gluing them against each other against the main background.

delicious toys
We repeat once again that, while making delicious toys, the baby must understand that food is of great value. Treating food with respect should be a must when making food crafts.
Invite your child to decorate the salad. Let him have on hand tomato slices, olives, strips of pepper, carrots, parsley curls. Perhaps the kid will create a face of a little man or make an ornamental decoration?
It is very interesting to squeeze out the cream from a syringe or a bag according to a preconceived pattern. Not everyone can do this art, so let the baby try it on cookies first. Very often, children see in a piece of bread that they eat, either a bear cub or a squirrel. Let's try to ask the kid, carefully tearing off pieces of bread, to create different animals. They will become fun toasts for breakfast, and we will dry the remaining crumbs and put them in a separate jar. They come in handy for breading. Be sure to tell your child about this, let him know that not a crumb of bread was lost!
Along with these original hobbies, we advise you to involve fidgets in the kitchen more often. Bake cookies with mom, cook pasta, cut potatoes
ku - yes, what could be more interesting and important for the growing crumbs!

Jack of all trades
When you finish reading an article, you must be tired, right? It is impossible to remember so many ideas at once, to understand so many sentences. And therefore, in the last section, we placed only barely marked thoughts about creating something new and interesting with our own hands. If something is curious, decorate these disparate thoughts for a taste!
Doing Jewelry: we string buttons, beads, rowan berries with a large needle on a thread. A whole necklace can be made by connecting paper clips together.
We tell rope stories: we made a circle out of the rope, we start a story about ... a gingerbread man, a sun, a plate, a wheel. Here our circle has grown a nose. What's this? Pinocchio, turnip? And so on - show and tell.
We make dolls from pillows tied with a rope, paper bags stuffed with newspaper and twisted in the middle. You can decorate paper dolls, stick hair, mustaches, beards on them.
Think about what else you can think of pillows? You find it difficult, but the kids will be happy to tell you that it can be a house, a car, or an airplane. Offer the crumbs to build such a building - he will be just happy.
Let's consolidate our creative ideas! Pour paper clips onto a sheet of clean paper. It turns out that you can create various silhouettes from them and circle them. Try it yourself, and then offer the little creator.
Have your child make lots of holes on the cardboard with a hole punch. When the work is completed, hand the lace to the baby. Having fixed it in one of the holes with a knot, ask to create patterns. This is similar to educational games called “lacing”, but the canvas is completely made by the child himself! And because the game will be perceived in a completely different way. You can create patterns in different ways, why not try to “draw” familiar and unfamiliar images with a lace.

The essence of creativity lies in predicting the result of a correctly set experiment, in creating a working hypothesis close to reality by the effort of thought.

People do a lot of things every day: small and large, simple and complex. And every case is a task, sometimes more, sometimes less difficult. But with all their external diversity, and sometimes incomparability, all cases can be divided into two groups - this is an old task or a new one.

The range of creative tasks is unusually wide in complexity - from puzzle solving to invention new car or scientific discovery, but their essence is the same: when solving, an act of creativity occurs. This is where the special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns, etc. - all that in the aggregate constitutes creative abilities.

Today, the school is designed to prepare the younger generation for life and work in modern conditions, which are characterized by competitiveness and competition, increasing demands on the quality of work. Under these conditions, the educational process at school should be aimed at fulfilling a new social order - at the formation of a creative socially adapted personality, its ability to be creative in a wide variety of fields of activity.

The more urgent the need of society for the creative initiative of the individual, the more acute the need for the theoretical development of the problems of creativity, the study of its nature and forms of manifestation, its sources, incentives and conditions.

Creativity - ability to generate unusual ideas, deviation from traditional patterns of thinking, quickly solve problem situations .

P. Torres understands creativity as "... dig deeper, look better, correct mistakes, dive into the depths, talk with a cat, go through a wall, light the sun, build a castle in the sand, welcome the future."

D. Gilfort identified 4 features of creative thinking:

Originality and unusualness of statements, the desire for novelty;

Semantic flexibility of thinking (the ability to see an object from different angles of view)

Figurative adaptive flexibility (the ability to change the perception of an object in such a way as to see its new or hidden sides);

Ability to produce various ideas to activate the creative thinking of younger students (he recommends using "Brainstorm").

The development of a student as a person, as a subject of activity is a significant problem of education in this moment. This is due to the fact that in our time there is an increased need for those people who can quickly adapt in the educational, and then in the work team, showing independence and initiative in work.

The development of creative thinking, firstly, contributes to the conscious acquisition of knowledge and the desire for their independent "extraction", the ability to apply them in their practical activities.

Secondly, creative thinking is necessary both for resolving contradictions and problem situations in educational process, and for the successful solution of life, not educational problems.

Thirdly, thanks to creative thinking and the ability to think outside the box, in a new way, a modern specialist is a competitive person, so creative thinking needs to be developed in every student-future specialist.

Unfortunately, in a modern school, especially according to the traditional program, very little time is still given to the development of creative thinking of children. One of the forms of its development are creative tasks. I have been working on the traditional program for many years and use them in my work.

Experience shows that mathematics lessons greatly enliven educational tasks of a creative nature, associated with their compilation and transformation, contributing to the implementation of not only educational, but also developmental goals. The use of creative tasks is different in that it takes the form gaming activity, which is very attractive for a younger student. Success in completing a task arouses interest in learning, creates a positive emotional background.

In psychological and pedagogical science, it has been repeatedly noted that now, in the conditions of rapidly growing information, the development and activation of creative thinking is of particular importance. Indeed, in any activity it becomes especially important not just to acquire a certain amount of knowledge, but to choose the most significant of them, to be able to apply them in solving a variety of issues.

Creative thinking research began to expand in the second half of the 20th century. The first diagnostic tasks were compiled, revealing the level of development of creative thinking. The processes of creativity of children and adolescents began to be experimentally studied. The first curricula for the formation of creative abilities were developed. At this time, the psychological components of creative activity were revealed: the flexibility of the mind; systematic and consistent thinking; dialectic; readiness for risk and responsibility for the decision made.

The flexibility of the mind includes the ability to isolate essential features from a variety of random ones and the ability to quickly rebuild from one idea to another. People with a flexible mind usually offer many solutions at once, combining and varying individual elements of a problem situation.

Systematicity and consistency allows people to manage the creative process. Without them, flexibility can turn into an "idea leap" where decisions are not fully thought through. In this case, a person who has many ideas cannot choose among them. He is not decisive and dependent on the people around him. Thanks to systematicity, all ideas are reduced to a certain system and analyzed sequentially. Very often, with such an analysis, at first glance, an absurd idea is transformed, and opens the way to solving the problem.

Creatively thinking person also needs the ability to take risks and not be afraid of responsibility for their decision. This is because often the old and habitual ways of thinking are more understandable to most people.

Is it possible to achieve that the child becomes “smarter”, “more capable”, “gifted”? Of course, if you engage in the development of mental abilities as regularly as you train in the development of endurance, strength and other similar qualities. If a child constantly trains his mind, solves difficult problems, acts actively, independently finds the right solutions in non-standard situations- the result is sure to be.

As you know, there are no disabled children, you just need to help the child develop his abilities, make the process exciting and interesting. The main thing is to start as early as possible and the result can be seen already at the end of the 1st grade. The question constantly arises: “Is the Olympiad in mathematics necessary in elementary school?” Required. But how to prepare children in a traditional program? You can not limit children to the school curriculum. It is necessary to liberate the student's thinking, to use the richest opportunities that nature has given him. Therefore, I believe that even in the classroom you can find 5-10 minutes to solve non-standard tasks that develop logic and ingenuity, aimed at developing the child's creativity. Such classes help to formulate their own point of view, instill in children confidence in their own strengths and interest in other opinions, and teach a culture of communication. It's great if you can devote a whole lesson to this. Promotes the development of creativity and extracurricular activities. An important step in the development of creative thinking is learning to solve problems of a cognitive, exploratory and creative nature.

Types of creative tasks

Usually, so-called “closed” tasks are solved at school, i.e. having an exact condition, a strict solution algorithm, the only correct answer. Life, on the other hand, poses “open” tasks for a person, which have rather blurry, different solutions. Based on this, there are the following types of creative tasks.

Inventive.

Her condition contains a contradiction: “You want to eat. There is bread on the table, and a hungry lion by the table. How to be? Children's answers:

Call zoo employees;

Light a torch and scare the lion with fire;

Throw a bone or meat to a lion;

Maybe it's not an animal, but a person;

The solution of this problem showed that children see different variants solutions.

Research.

There has been a phenomenon. It is necessary to identify its causes. For example, why does water turn to ice? How does this happen? Why?

Design.

It does not contain contradictions and suggests thinking through devices for a given purpose. Figure out how to measure the area of ​​​​a figure, while children still have no idea about the very concept of “area”.

Prognostic.

Offers an analysis of the positive and negative consequences of phenomena known to all, or you can modify the usual task and predict the result.

A problem with an adjustable condition.

Children analyze and enter the necessary data and restrictions themselves. The initial stage includes tasks for comparing geometric shapes, for choosing similar shapes, for highlighting parts of a complex drawing, for compiling and transforming figures in accordance with the condition of the problem, for compiling stories for drawings. Of course, tasks of the 1st and 2nd types (research and inventive) will hardly be appropriate in every mathematics lesson. I use them in the lessons of the world around us, reading, work, and in mathematics lessons - in warm-ups and minutes of rest, organized in the form of "brainstorming".

"Brainstorm" is a method that allows you to remove psychological inertia and get the maximum number of new ideas in the minimum time. When conducting a "brainstorming" criticism is prohibited and any idea is encouraged, even comic and obviously ridiculous. In order to activate the thinking of younger students, you can use the following tasks.

Task #1

A wooden building burned down on the seashore in the forest. Where did the fire come from? Children's answers: set fire to the children; a smoking man threw a cigarette; the tourists did not put out the fire; lightning struck the hut, etc.

Task #2

K. Chukovsky in the book "Doctor Aibolit" meets Tyanitolkai - a fantastic animal with two heads located behind and in front. Tell me, what advantages did Tyanitolkay get due to this quality? Children's answers: the ability to be constantly awake, since the heads sleep in turn; eat faster; sees everything that is around; having two heads is more fun to live; the animal sees and hears better, which means it can notice the danger in time.

Task #3

Game "Island"

Imagine that there was a shipwreck and you, miraculously surviving, ended up on desert island in the southern latitudes of the ocean. What needs to be done to survive?

Children's answers: it is necessary to build housing, hunt, fish, guard the camp.

The second method of activating thinking is called Synectics. The author of this method, William J. Gordon, identified two types of creative processes: intuition, inspiration, and the use of various types of analogy.

There is a widespread analogy in form, for example:

Icicle - pencil, knife, gloves, pen, nose, beak. Clock - moon, sun, flower, phone disk, plate.

To introduce children to a direct analogy, you can use works of art. For example:

Fantastic analogies make it possible to abandon stereotypes, remove psychological inertia, and follow a previously unknown path. She is able to translate any situation, any action into a fairy tale and consider magic, fantastic and fabulous animals, insects. Aliens from other planets to solve problems, to get out of this situation.

The functional analogy also belongs to the direct analogy: it is necessary to determine what functions the object performs, and then in the surrounding world to find an object that performs the same functions. For example:

Wind - fan, vacuum cleaner, breathing. Rooster - alarm clock, radio, sun, thunder.

Car - horse, donkey, ant, train, centipede, bicycle, bird.

Examples of tasks for the development of creative thinking

1. Tasks for the development of flexibility of thinking.

1) Develop several ways to use laws and phenomena.

2) Establish relationships between the studied material and a specific task:

Isolate the problem;

Draw up a solution plan;

Formulate hypotheses;

Select and justify The best way solutions.

2.Tasks for the development of originality of thinking.

1) Determine the "correctness" of the solution to the problem.

2) Come up with a word, an unusual task.

3) Suggest a completely different way of solving the problem.

Performing such tasks, my students are happy to find shortcomings in the tasks I offer, come up with their own options, including tasks with fantastic, non-existent characters. For a better assimilation of the new topic, we put together a fairy tale about how the line was born.

“In the country of Geometry, there once was a dot (the teacher shows on the blackboard, and the children put a dot on pieces of paper). One day, the dot thought: “How I want to have many friends! I'll go on a trip and look for my girlfriends.

The red dot has just left the gate, and the green dot is coming towards it. A green dot approaches a red dot and asks where she is going.

I'm going to look for friends. Get up next to me and let's travel together. (The teacher and children put a second dot next to the first).

After a while, they meet a blue dot.

Friends-points are walking along the road, and every day there are more and more of them. And finally, there were so many of them that they lined up in one row shoulder to shoulder, and a line turned out. Thus the line was born. When the dots go straight, you get a straight line, when uneven, a crooked line is a curve.

Such an explanation of the new material in the form of a fairy tale, the children really like and better remember the new material.

3.Tasks for the development of fluency.

1) Find several possible solutions.

2) Choose the best solution.

3) Establish similarities and differences.

4) Determine cause-and-effect relationships.

4.Tasks for the development of creative thinking.

1) Formulate your questions.

2) Determine what the contradiction is, formulate and specify it.

3) Express your critical remarks.

4) Independently evaluate the answers of classmates.

5) Fix bugs.

You can offer children the following tasks:

1) Auditory dictation: 1,3,6, 10, 15…

Come up with your own number pattern.

Think of a pattern of geometric shapes.

2) Draw a new geometric figure give it a name.

3) Two unequal segments are drawn on the board. Come up with a device that allows you to compare them.

4) Draw a rectangle with a perimeter of 24 cm. (6 solutions)

5) Find the root of the equation (x-17)*0=0 (set of numbers from 17 to infinity)

6) The Serpent Gorynych promised the children to set them free if they bring him water without the bucket itself (additional condition: in winter). Water can be frozen.

7) Perseus killed the Gorgon Medusa, looking into a shield polished to a shine. How else can this problem be solved? Children's responses may vary.

5.Development tasks logical thinking.

1) Reformulate the problem, translate it from figurative, artistic language into mathematical.

2) Choose a rational solution and bring it to its logical conclusion.

3) Determine whether all the given tasks are used in solving the problem.

4) Determine whether all the concepts contained in the problem are taken into account.

Tasks aimed at the development of logical thinking deepen the mathematical knowledge of children, develop such mental operations as analysis and synthesis, comparison, classification, generalization.

Children can be asked to do the following:

1) Is it possible to divide 5 sweets among five children so that everyone gets one candy and one remains in the box?

2) Petya gave younger brother half the supply of apples and another apple, and he did not have a single apple left. How many apples did Petya have?

3) Two fathers and three sons ate three oranges. How much did each of them eat?

4) Three kittens lived in apartments No. 1,2,3: white, black, red. A black kitten did not live in apartments No. 1 and No. 2. The white kitten did not live in apartment number 1. What apartment did each kitten live in?

5) A lynx eats 600 kg of meat in 6 hours, and a tiger eats 2 times faster. How long will it take them to eat this meat together?

6) Two students peeled 400 potatoes; one cleared 3 pieces per minute, the other - 2. The second worked 25 minutes more than the first. How long did each work?

7) There are 7 passenger cars and 20 freight cars on the siding with a total length of 217 meters. The passenger car is 4 meters longer than the freight car. Determine the length of both cars.

8) Three schoolchildren bought pencils. One gave 21 rubles for this purchase, another 18 rubles, and the third 15 rubles. The first student received two pencils more than the third. How many pencils did each student buy?

9) A flock of geese flew, and a gander met them:

Hello 20 geese!

No, we are not 20. If there were 20 times more, and even 3 geese, and you are with us, then there would be 20 of us. How many geese were there?

10) There are 4 children in the family; they are 5, 8, 13 and 15 years old, and their names are Tanya, Yura, Sveta and Lena. How old is each of them if one girl goes to Kindergarten. Tanya is older than Yura, and the sum of Tanya and Sveta's years is divisible by 3?

11) A kid can eat 600 g of jam in 6 minutes, and Carlson - 2 times faster. How long does it take them to eat this jam?

6.Non-standard tasks for multiplication and division

1) Is it possible to arrange 10 books equally on 3 shelves?

2) What is the product of 0*1*283*4*5?

3) Write down all pairs of numbers whose product is 12.

4) Will 8 double desks be enough to seat 20 students?

5) Think of and write down a number that is not equal to 0, which is divisible by 3, by 4, by 6.

6) Write down the number 5. What number should be assigned to the right so that the resulting number is divided by 6?

7) In the entry 6 5 2, arrange the action signs and brackets so that the value of the resulting expression is 42. Write down the equality.

8) Each cake was divided in half, and each half was divided in half. On each of the 12 saucers put 1 piece of cake. How many cakes were there?

9) In 5 years Petya will be twice as old as now. How old is he now?

10) What two integers, when multiplied, give the same amount as is obtained from their addition?

11) Lena wanted to multiply some number by 7. When multiplying, she made a mistake and she got 18, which is 3 less than the correct answer. What number did Lena want to multiply?

7.The tale of how a straight line turned into a segment

There lived a pencil. He was very inquisitive and wanted to know everything. He will see an unfamiliar line and will certainly ask:

What is this line called?

Once a pencil came out on a straight line and went along this straight line. He walked, walked in a straight line, walked for a long time. Tired, stopped and said:

How much longer will I go? Is the end of the line coming soon?

Laughed straight:

Oh, you pencil! Because you won't make it to the end. Don't you know that a straight line has no end?

Then I'll turn back, said the pencil. I must have gone in the wrong direction.

And there will be no end to the other side either. The line has no ends at all. Direct even sang a song to herself:

- "Without end and edge

The line is straight!

At least a hundred years go along it,