Program of development of creative thinking of children
The MUNICIPAL budget preschool educational institution kindergarten No. 5, Vladimir MD.Ortrud
develop creative thinking in children
Compiled by an educational psychologist
the first qualifying category
The activities of educational institutions aimed at creating the necessary environment for personal development of pupils, their ability to be creative. Creativity is manifested in the ability to respond adequately to what is happening in life changes, in readiness to exploit new opportunities. provide a continuously updated life, in the desire to avoid the obvious, traditional solutions, in terms of non-standard, creative ideas. But the most important thing is that creativity gives you the opportunity to meet the highest human need – the need for self-realization.
Development of creative abilities of children has always been regarded as one of the pressing problems of education. This importance is due primarily to the fact that traditional schooling is a largely reproductive process of transfer to the child that has beencreated by mankind in various fields of science and culture. Success in learning is associated with the development of two contradictory processes: the logical component of thinking ( the possibility of an algorithmic, step-by-learning) and creative component of thinking. It is the development of creative thinking provides the Foundation for intellectual development of the child.
Research about the impact of creative and logical capacity on cognitive abilities showed that a special course on development of creative thinking of children improves their cognitive activity, the degree of assimilation of knowledge, the ability to develop a wide range of concepts and thinking. Since in the system of preschool education such classes presents little creative thinking of children develops spontaneously, and as you move the child to the end of school the level of creative thinking decreases. Directed systematic work with children of preschool and then school age creates favorable conditions for development of creative abilities. Therefore, the program on development of creative abilities of children in extremely high demand.
The creative process is painted bright and strong positive feelings. This makes it attractive to the child and affects the formation of the need for creativity, the creation of a new, an unknown. Creative motivation encourages the development of curiosity, supports the child’s interest in school as the source of knowledge necessary for creativity. Develop in preschoolers creativity promotes creative recycling subjective experience of children ,making them open to the unknown.
Creating the classroom conditions for the development of creative thinking in the child the opportunity to learn culturally conditioned ways of creative expression. These activities help the child to Express their own feelings, enrich his experience of overcoming patterns and stereotypes.
It is known that the mental development of children of preschool age is also dependent on registration and use of sensitive periods in the development of separate mental functions. The most sensitive for the development of creative thinking and imagination is the senior preschool age( 6-7 years).The child at this age is already well aware of objects and phenomena of the surrounding world, shows curiosity and inquisitiveness, interest in receiving new information. For children of this age is characterized by visual – figurative thinking, which is a prerequisite for the formation of verbal-logical thinking. Speech development of a child of this age is characterized by a good vocabulary ( 3,5 -7 thousand words). Visual-spatial perception has a fairly high level. The development of hand-eye coordination allows children 6-7 years to coordinate their movements. To draw lines, simple objects, although for this age and is characterized by poor development of the small muscles of the hands. Children of senior preschool age with interest play, learn, work hard and fantasize. They are able to arbitrary attention. However, its resistance is small. The same type of activities ( sculpture, drawing, listening) kid can do no more than 10-12 minutes.The children of this age are not yet able to quickly and too often to switch attention from one object to another.They dominated the involuntary memorization, is the ability to arbitrary action. At the same time the child is unable to perceive more than two objects.
Thus, preschool children have difficulty under static loads, the limitation in motor mode, fast switching from one activity to another, the perception of more than two objects simultaneously.
Children 6-7 years old is able to understand his position in society of people. They are interested in others, know how to communicate with adults and peers, develop the ability to empathize and sympathize, can help. They have mastered the basic rules of behavior and interaction in the game and life, they are able to control their behavior. understand the rules and restrictions. I can run errands adults, oriented in familiar and unfamiliar surroundings. Children of this age are able to perform the tasks of the teacher, if they are formulated clearly and concisely contain the algorithm steps. At the same time these children have difficulty in assessing the results of its activities. It is difficult to compare the products of their labor with other works, they do not know how to correct mistakes. As a rule of inflated self-esteem.They can adequately respond to the failure, comments and criticism from adults and peers.So, when compiling the program, I was considered as an individual( based on the results of the observation and diagnosis of the child). and age peculiarities of children of 6-7 years, tasked not only to save the child’s creativity, but also help him to Express himself as a creative personality. So the program is more eventful I used the existing developments and techniques leading psychologists ( P. Torrence,L. S. Vygotsky,A. A. Wenger,V. N. Druzhinin, etc.
^ Goal program:
The organization of such a system of classes with preschool children,
– the manifestation of fluency, flexibility, originality of thinking ( namely,
children’s imagination, establishing causal links, language
intuition, the ability to write stories and novels, solve problem tasks).
-psychological preparation of children for school and socio-
psychological adaptation in society ( teaching methods of removal
emotional stress, relaxation, social skills).
– create the ability to work with the figurative, symbolic and Seman-
the political content of the text or picture;
– teach children to look at objects from different positions, to see in new
old familiar, familiar;
– develop a willingness to generate ideas in terms of collective and
individual creative problem solving;
– to develop the ability to imaginative and verbal development details;
– encourage self-assessment of creative products;
– to develop children’s ability to imagine what does not exist in
– learning to transform the representation of memory, providing
ultimately, the creation of obviously new;
^ In the field of socio-psychological adaptation and preparation for school: