Productive activity of preschoolers

No one is surprised that the main activity of children in the preschool period is play, however, there is another important type of activity - productive. In preschool education, productive activity is the activity of a child under the guidance of a teacher, the result of which is the appearance of a product. Many studies have been conducted that have proven that it is thanks to productive activities that older preschoolers develop graphic skills, perseverance and perseverance. Productive activity creates favorable pedagogical conditions for the important process of socialization of children. During this age period, productive activity along with play is crucial for the development of the child’s psyche.

What are productive activities?

A child’s productive activity is a method of activity that aims to produce a product with a specific set of qualities. Productive activities mean the following activities:

assembly of structures in various ways;
modeling from special clay or plasticine;
making all kinds of crafts;
production of mosaics and applications;
More challenging activities with different layouts.

All of the above activities are very important for the development of preschoolers. They are included in many kindergarten programs aimed at preschoolers. The goal of such programs is the comprehensive education and development of this age category.

Comprehensive development

The formation of this type of activity for children takes place in kindergarten under the guidance of experienced specialists. At this time, the connection between the children’s desire to create this or that product and the expansion of their cognitive abilities, various processes and qualities, the emotional area, and the volitional sphere of development is most clearly manifested.

The most vivid and controlled development of children’s character traits occurs, the formation of their character and individuality.

It is also interesting to read what features the speech development of an older preschooler has.

Why is productive activity important for a preschooler?

The development process of a preschooler is multifaceted, and productive activities play one of the most important roles in it. Together with games, they merge into a general complex of work devoted to preschool education by the adult generation (educators and teachers). Such activities should lead to the emergence of a specific product. Experts from all over the world have conducted numerous studies with various categories of children who have not yet started school, which have shown how effective productive activity is for this age category:

It was found that such activities have a beneficial effect on the development of graphic skills, the development of determination and perseverance in the process of mastering various skills.
Engaging in productive activities contributes to the development of a child’s creative imagination, develops coordination of movements, hand muscles, and thinking mechanisms (synthesis, analysis, ability to compare).
Like any other cognitive activity, productive activity also plays a significant role in the mental development of children.
During classes, the most favorable conditions are created for the development of the necessary qualities of initiative, inquisitiveness, independence and curiosity.
In general, the comprehensive influence of productive activity on the education of preschool children is noticeable.
A close connection with sensory education is also noticeable. In order to form an idea about objects, it is necessary to first obtain knowledge about their qualities and properties, size, shape, color, position in space.

In the process of productive activity, physical and mental activity simultaneously manifests itself. To create a drawing, an appliqué, or sculpt a figurine, you need to master certain skills, make an effort, and perform creative actions. In the process, preschoolers learn practical skills that they will later need for a wide variety of jobs. They acquire skills that allow children to feel much more independent. The integrated approach is successfully implemented in productive activities. In addition, here children are freed from fears and stress. Modeling of surrounding objects in the process of productive activity ends with the creation of a product in which the idea of a phenomenon, situation or object receives a completely material embodiment in a design, drawing or figurine.

Areas of productive activity

There are several areas of productive activity:

creating objects suitable for research and educational activities, as well as for games;
filling the art gallery with handmade objects;
creation of layouts;
creation and design of a “book” filled with children’s stories, a nature diary, a group’s chronicle, and fairy tales;
production of souvenirs and decorations for holidays in the form of posters, invitation cards, greeting cards, Christmas tree decorations, garlands, etc.;
inventing a collective story, unusual in that all the words begin with the same letter (such an activity perfectly develops children's oral creativity skills, helps them master writing and reading);
creating theatrical materials for your performance - making elements of costumes, scenery, etc. Productive activity here is successfully associated with a plot-based children's game or reading fiction.

The work done gives the following results:

a system of productive activities is being created for older preschoolers;
children develop creative abilities;
in a group, children’s psychological well-being improves;
children are successfully preparing for school.

Typically, productive children's activities are closely associated with such areas as: artistic creativity, cognition, socialization, communication, work, and safety. When engaging in artistic creativity, there is an excellent opportunity to develop children's speech. At this age stage, there are still many problems in children's speech: it is monosyllabic, rather poor (due to an insufficiently rich vocabulary), composed only of simple sentences, and non-literary expressions and words are often used. Also, the use of the method of productive activity has a huge impact on the moral education of children. In the process of performing various practical works, a similar connection is formed and begins to operate in children. In addition, these classes help consolidate knowledge gained from the outside world and develop a number of useful qualities:

activity;
observation;
independence
determination;
the ability to finish what you start;
ability to assimilate received information;
patience.

Productive activity also affects the physical development of a preschooler. During classes, children's vitality increases, their mood and behavior improve, and their character becomes more active and cheerful. The child himself becomes much more mobile. During classes, it is necessary to develop in children the correct gait, posture and other physical characteristics of the body, which will be very useful for the little person in life. Children's muscles and vestibular apparatus become stronger, and their movements become more coordinated.

Development of creative abilities of children of primary preschool age

Article for educators on the development of children's creativity
Author: Nikulina Ekaterina Petrovna, MBDOU No. 26 “Fairy Tale”
Development of the artistic and creative abilities of children of primary preschool age.
Relevance The development of children's creativity is a pressing problem of modern pedagogy and sets the education system the main goal of instilling in the younger generation a creative approach to transforming the world around them, activity and independent thinking that contribute to the achievement of positive changes in the life of society. In the preschool period of childhood, the foundations for personality development are laid and creative abilities are formed. Practicing teachers note that if a child is talented, he is talented in many areas. E. A. Florina gave the following definition of children’s creativity: “We understand children’s visual creativity as a child’s conscious reflection of the surrounding reality in drawing, modeling, design, a reflection that is built on the work of the imagination, on the display of his observations, as well as the impressions he received through word, picture and other forms of art.
The child does not passively copy the environment, but processes it in connection with accumulated experience and attitude towards what is depicted.” Further research into children's creativity further clarified this definition.
N.A. Vetlugina defined children’s creativity as “the initial stage in the development of creative activity. At the same time, a child’s creativity can bring pleasure with its spontaneity and freshness of expression. In his artistic creativity, a child discovers something new for himself, and for those around him - something new about himself.” L.S. Vygotsky wrote: “It is impossible to teach the creative act, but this does not mean at all that the educator cannot contribute to its formation and manifestation.”
He noted that visual activity is the very first, most accessible and attractive type of creative work for young children.
Skillful and tactful management of visual activities will help develop the child’s abilities. T.S. Komarova studied the component of image ability, such as mastering graphic skills and abilities, including drawing techniques. It defines the content of graphic skills and abilities, identifies a system of these skills and abilities that is accessible to preschool children in general and children of different age groups in particular, and develops a methodology for their formation. N.P. Sakulina considers the child’s visual activity as the ability to depict, that is, the ability to correctly draw an object, and the ability to create an image that shows the attitude of the person drawing to it. This ability of expression is an indicator of children's creativity. Research by N.P. Sakulina show that training does not hinder the development of creativity. It contributes to its formation and development in the presence of certain conditions. From a psychological point of view, preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive, they have a great desire to learn about the world around them. In this context, the problem of developing the creative abilities of preschool children acquires special significance. Productive activity plays an important role in their development, since, along with play, it is the leading activity in preschool childhood. The formation of a child’s creative personality is one of the most important tasks of modern pedagogy. The most effective means for this are visual arts, appliqué and modeling. They promote children’s active knowledge of the world around them and develop their ability to creatively reflect their impressions. In addition, creative activity is a source of special joy for children, helps to instill in them a sense of pride and satisfaction with the results of their work, and reinforces a sense of success. Before starting the project, I observed children’s attitudes towards creative activities. At this stage, I observed what type of activity the child preferred in independent activities: experimentation, creative activity, play corner. Analysis of children’s choice of activity at the beginning of the project, %

The results of observations of children showed that the preferences of children in the group were distributed as follows: 1st place - play corner (62%) 2nd place - fine arts activities (23%) 3rd place - experimentation (15%) In the process of observing the artistic creativity of children, I noted that often children’s works are sketchy and monotonous, some children do not choose bright colors and use unsuccessful compositional solutions. I concluded that it is possible to solve these problems only with a new approach to organizing educational activities with children in this area, namely, the inclusion of a variety of productive activities for children when organizing the evening period of time. That is why I came up with the idea of implementing the artistic and creative project “Creative Fingers”. I build my work on developing the creative abilities of children of primary preschool age on the following principles: • From simple to complex , which provides for the transition from simple to complex activities. • The principle of clarity is expressed in the fact that children have more developed visual-figurative memory than verbal-logical memory, so thinking is based on perception or representation. • The principle of individualization ensures the involvement of each child in the educational process. Goal: Comprehensive development of artistic and creative abilities through productive activities. To achieve the intended goal, the following tasks were identified: 1) Conduct a diagnostic examination in order to determine the level of development of the artistic and creative abilities of children of primary preschool age; 2) Develop long-term thematic planning for the development of artistic and creative abilities of children of primary preschool age through productive activities; 3) Organize a subject-development environment for the development of artistic and creative abilities of children of primary preschool age; 4) Develop artistic and creative abilities through sensorimotor activity; 5) Develop artistic and creative abilities through visual activities (drawing, sculpting, appliqué), including using non-traditional methods 6) Introduce parents to methods and techniques for developing artistic abilities. To implement this project, long-term planning for the development of creative abilities was drawn up. I began to actively introduce drawing, modeling and appliqué into working with children. The development of creativity largely depends on the organization of the subject-development environment in the group. Thus, the “Center for Art and Creativity” appeared with a variety of traditional and non-traditional tools and materials for visual activities and artistic work: brushes, pencils, felt-tip pens, paints, plasticine, printing stamps, cocktail tubes, cotton swabs, paper of various qualities, cotton wool, synthetic padding polyester, yarn, waste material, etc. The available material is arranged in such a way that children can freely, according to their interests, choose materials and aids for this type of activity, if they wish, not only reproduce, but continue what they did in class , in joint activities, but also to show their creativity, as well as finish the game or work they started, and realize their plans.

In the corner there is a stand for an exhibition of children's works. The main goal of this center is to enhance children's artistic creativity and enrich the experience of creative activity. Children were happy to participate in decorating the group with their works; this made it possible to further motivate children to be creative. Didactic games play a big role in the development of creative abilities. Their main feature is that the task is offered to children in a playful way. Children play without suspecting that they are mastering some knowledge, mastering skills and actions with certain objects, and learning a culture of communication with each other. In order to introduce children to the seven colors of the rainbow, I used the board and printed game “Lelya and Seryozhka in the World of Color.” During this game, I not only introduced the children to the colors of the rainbow spectrum, but also taught them how to combine objects into groups based on color.

I played with children such didactic games as “Color, Shape, Size”, “Geometric Lotto”, “Pick by Shape” and others aimed at consolidating sensory standards, developing perception, attention, visual memory, and associative thinking. In addition, in the group and during walks we play outdoor games: “Sunshine and Rain”, “Crested Hen”, “Little White Bunny Sitting”, “The Sea Is Worried” and many others to consolidate knowledge about the world around us and develop creativity. In children 3-4 years old, the level of artistic abilities depends on the level of development of fine motor skills of the hands. Therefore, to develop it, I actively use sensorimotor activity using various means. So, to develop fine motor skills, I use plastic and wooden clothespins. I invite children to attach clothespins of the same color to the required plate, thereby fixing the names of the main colors.

After I saw that the children learned to deftly handle clothespins, I suggest they try to make something out of them. Thus, we not only develop fine motor skills, but also develop our creativity. And we got interesting centipedes, prickly hedgehogs, radiant sunshine and much more. To develop artistic and creative abilities and fine motor skills, I use colored pasta of various shapes. With the help of them, we consolidate knowledge about the shape and color of objects.

Excellent educational aids are plastic jars, bottles, small cardboard boxes - all with lids, which make wonderful exercise equipment. The children's task was to match each container with a lid. To complicate the task, I added a few extra lids that have nothing to cover. I used bottle caps to secure flowers and develop fine motor skills. To do this, I developed a card index of games with colored lids.

The child also develops precision and coordination of movements while playing with fasteners. To do this, I use a self-made soft educational exercise book. I started this task with the simplest - unfastening the Velcro, untying the laces. Then they moved on to unfastening buttons, zippers, snaps, and so on. After the child began to complete the task independently, I complicated it, offering not only to unfasten it, but also to fasten it back, selecting the required type of fastener.

In kindergarten, the development of artistic creativity takes place in drawing, modeling, and appliqué classes. Each of these types has its own capabilities in displaying a child’s impressions of the world around him and developing children’s visual creativity. Drawing is one of children's favorite activities, which provides great scope for the manifestation of their creative activity. The themes of the drawings can be varied. By mastering the techniques of composition, children begin to reflect their ideas in plot works more fully and richly. “There is a significant difference between the way a child draws with a pencil, felt-tip pen, stick, chalk and other graphic materials, and the way he works with paints. In the first case, he is interested in the plot, form, relationships between characters, in the second - the expression of his emotions and attitude to the depicted phenomenon through a combination of colors.”

“Drawing,” notes L.S.
Vygotsky, is a typical creativity of an early age, especially preschool. At this time, children draw willingly, sometimes without being forced by any adult; sometimes a slight stimulus is enough for the child to start drawing.” In order to develop artistic and creative abilities and instill a love for fine arts, to arouse interest in drawing from early preschool age, I use unconventional methods of depiction. Such unconventional drawing gives children a lot of positive emotions, reveals the possibility of well-known objects as artistic materials, and surprises them with their unpredictability. Drawing with unusual materials and original techniques allows children to experience unforgettable positive emotions. The result is usually very effective and almost does not depend on skill and ability. Non-traditional methods of depiction are quite simple in technology and resemble a game. For classes, it is necessary to prepare beautiful and varied materials, to provide children with the opportunity to choose visual media. An unusual start to work, the use of gaming techniques - all this helps prevent monotony and boredom in children's visual activities, and ensures the liveliness and spontaneity of children's perception and activity. Working with children of primary preschool age, I will play out the plot of the future drawing with the help of various toys and objects, accompanying the drawing with an emotional comment, using the artistic word. This approach allows me to interest children, hold their attention longer, create the necessary emotional mood and a positive motive for activity. Introducing children to non-traditional drawing techniques, I started with finger painting - this is the easiest way to obtain an image. At an early age, many children are just learning to use artistic instruments, and therefore it is easier for them to control the movements of their own finger than a pencil or pussy. This method of drawing provides the child with freedom of action. The kid dips his finger into the gouache and puts dots and spots on the paper. I start the work with one color: I give the opportunity to try different movements, leave different prints. Three-year-old children are not yet ready enough to pick up a brush to paint with strokes. And to master this faster and easier, I pay attention to drawing with cotton swabs. At the same time, the children do not get their hands dirty with paints, they learn to put neat dots and small strokes, which, when visually fused, create the effect of a painting. Drawing with cotton swabs or pointillism for children has a positive effect on mood and imagination, develops imagination and creativity from an early age.

I taught children of primary preschool age to draw with their palms. They really like this way of drawing. We produced wonderful drawings “Autumn Forest”, “Christmas Tree”, “Radiant Sun”.

It should be noted that the fascination of the process for the child is much more important than the final result, so I tried to stop the baby in time and switch his attention to the created image, for example: “What did you draw?”, “Whose footprints are these?”, “Which berry do you like?”, “Who are these berries for?” Already from the younger group we draw with corks and stamps made from potatoes. This technique allows you to repeatedly depict the same object, making a variety of compositions from its prints, decorating postcards, napkins, scarves, etc. with them. The child presses the signet onto a pad of paint and makes an impression on a sheet of paper. To obtain a different color, both the bowl and the signet are changed. We drew: “Berries”, “Apples”, “My favorite cup”, “Radiant sun”, “The little Christmas tree is cold in winter”, “Starry sky”, “The flower rejoices in the sun”.

From the age of 4 I introduced the “tamponing” technique. I make a tampon from foam rubber. The ink pad serves as a palette. To change the color, you need to take different foam rubber and a bowl. Using this technique, it’s good to draw something fluffy, light, airy, and transparent. For example, we get very unusual “Dandelions”, “Balloons”, “Clouds”, “Christmas trees”. Funny “Snowmen”, “Chickens”. When working with pencils, children enjoy coloring pictures. The first works that the children colored were not very neat, dull, because they held the pencil incorrectly and did not press well. But by the end of the project, I noticed that the children began to color the picture more carefully. We tried not to go beyond the contour, hand movements became much more confident and the work turned out bright.

To develop my creative abilities, I actively use appliqué. Applique is one of the simplest and most effective ways to work with paper. For children 3-4 years old, applique is a new type of visual activity. The process of gluing ready-made forms is difficult for the baby. Therefore, at the beginning, she often showed the gluing sequence. First, the finished forms are laid out on a sheet of paper. This teaches the child to see the image as a whole. In class, I taught the children to name, arrange, and stick paper figures I had cut out in a certain order. At the same time, they had to combine and alternate them by color, size, compose an object from two or more parts, observing the sequence of gluing on the base. I reinforced the children’s ideas about the shape of a circle, a quadrilateral, about primary colors (red, blue, green, light blue), about size (big - small, tall - short). From the first lessons, she taught the children to follow the rules of accuracy: - do not put too much glue on the brush; -after spreading, place the brush on the stand; -spread the molds only on oilcloth; - when gluing, press the figure with a cloth; The application involves depicting objects of the surrounding world and creating plot compositions. In the process of practicing appliqué, children become familiar with simple and complex shapes of various objects, parts and silhouettes of which they cut out and paste. Creating silhouette images requires a lot of thought and imagination, since the silhouette lacks details, which are sometimes the main characteristics of the object. Application classes contribute to the development of mathematical concepts. Preschoolers become familiar with the names and characteristics of the simplest geometric shapes, gain an understanding of the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (more, less). These complex concepts are easily acquired by children in the process of creating a decorative pattern or when depicting an object in parts. To ensure that the work brought pleasure to the children and had a positive impact on their upbringing and development, I came up with an entertaining form of completing the task, used game techniques: play actions (collect apples in a basket, find a hidden toy, help mom preserve vegetables, etc.). The content of the application was associated with direct observations, seasonal changes in nature, holidays, and games. For example, in the fall we collected and examined leaves, flowers, vegetables, and fruits. After observing the rain, we decided to make a collective application “Autumn Rain”.

For applique I use various materials, which significantly expands the child’s capabilities, develops a sense of color, harmony, imagination space, imaginative thinking, and artistic and creative abilities. Creating crafts in integration with non-traditional techniques of paper and other materials gives children great pleasure when they are successful, and great disappointment if the image does not work out. The basic principle of these techniques is to transfer the drawing onto the base, identify areas of the same color and fill each area separately with the prepared material. So, in the course of the theme “Visiting a Fairy Tale”, in a joint activity in the evening with children on appliqué, I used the following non-traditional work techniques: mosaic from napkins “Strawberry Berry”, applique from cotton pads “Snowman”.

During the implementation of this project, in order to continue the development of artistic and creative abilities, I used a new creative technique - the technique of plasticineography, during which children learned to create an image by smearing and smearing one element onto another. To develop a creative interest in studying the world around us, I suggested making appliqué using plasticine. To do this, it was necessary to pinch off small pieces of plasticine and roll them into small balls and lay them out along the contour of the design. The children tried to do the work carefully and selected the necessary colors.

Thus, using interesting, accessible and varied content, I consistently and systematically formed in children both the development of ideas about the environment and artistic and creative abilities.
When working with a child, one of the teacher’s tasks is to establish a trusting relationship with the parents. As practice has shown, the closer the relationship between the teacher and parents, the more success the child has. The kindergarten staff and parents must become like-minded people in solving the assigned problems. In order to identify the attitude of parents towards the artistic and creative activities of their children, I conducted a survey. Based on the results of the initial survey, it was concluded that they were interested in this topic because they were happy to fill out the proposed questionnaires. A qualitative analysis of the responses received showed that parents have a positive attitude towards children's creativity, but not everyone understands its importance in the development of the child and preparing him for school. The greatest difficulty was caused by questions about the organization and management of non-traditional drawing. Parents noted being busy at work and lack of time for creative activities with their children. Interaction with parents occurs individually and collectively. Consultations were held: “Development of creative abilities at home. Drawing”, “Use of non-traditional drawing techniques to develop children’s creative abilities”, parent meetings “We are young artists”, “The role of the family in developing a child’s interest in artistic and creative activities”, “Creative activities of children of primary preschool age”, “Creative fingers” . Visual material for parents in the form of booklets, for example this one, plays an important role: “How to support a child’s interest in drawing.” Once a quarter I hold an open session for parents, through which parents can learn about the achievements of their children. When working with parents, I try to find something good in each child and praise him with all my heart. For my part, I take into account the wishes and recommendations of parents, involve them in the creative and educational process, in preparation for creative activities (parents prepare materials, conduct video recordings of classes). I pay special attention to creating a cognitive and developmental environment in the group with the help of parents. Together with my parents, I made an album “Non-traditional drawing techniques”, computer presentations on artistic creativity, didactic games “Talking Colors”, “Color Pairs”, “Tasty Palette”, “An Artist Called Nature”, “Same and Different”, “Choose a Palette” to the picture”, “Make a portrait”, “Who is who”. At the end of the project, parents independently began to bring photographs depicting how they were doing creative work at home, as well as the crafts they made. And we got a wonderful photo exhibition “Our creativity at home. Work on the project took place in 3 stages: 1st preparatory: I set goals and objectives, determined directions, objects and methods of research, preliminary work with teachers, children and their parents, selection of equipment and materials; An initial diagnosis of children on the development of creative abilities was carried out. 2nd - research: searching for answers to the questions posed in different ways; 3rd - generalizing (final): generalizing the results of the work in a variety of forms, analyzing them, formulating conclusions and, if possible, drawing up recommendations. The practical significance of this project lies in the fact that the results obtained made it possible to develop and use in practice a set of measures to develop the creative abilities of children of primary preschool age through productive activities. This complex can be used by a wide range of people: teachers of other groups, parents of children. The teacher’s work included the following points: 1. development of the “Creative Fingers” project. 2. creating notes for classes to develop creative abilities. 3.development of a card index of finger gymnastics, games for speech development. 4. selection of materials for creative development: modeling, appliqué, drawing. 5.creation of attributes for the development of creative abilities: potato stamps, foam swabs for drawing. Children's activities: 1. Visual arts, modeling, appliqué and drawing. 2. Joint activities of the teacher and children (finger, didactic, outdoor games). Activities of parents: 1.questioning of parents; 2.parent meetings: introduction to the “Creative Fingers” project; 3. individual and group consultations “We are young artists”, “The role of the family in developing a child’s interest in artistic and creative activities”, “Creative activities of children of primary preschool age”, “Small steps into a beautiful world” 4. recommendations: “How to maintain interest child to draw." 5. days of communication (teacher’s answers to questions of interest to parents). Expected result of project activities: •for the teacher: 1.increasing the level of pedagogical competence;
professional growth; 2.job satisfaction; 3. systematization and improvement of the quality of work with children of primary preschool age on the development of artistic, creative and speech abilities through various types of activities. •for children: 1.development of children's creativity in visual arts; education of children's aesthetic perception 2.introduction to the world of art; 3.development of the ability to master and transform the surrounding cultural space; 4. improvement of manual motor skills; nurturing interest and improving sustainable technical skills in drawing, appliqué, and modeling; 5.development of a “sense of initiative”; 6. ability to work actively in a group, together. •for parents: 1.conscious attitude to the artistic and creative process of children; 2. careful attitude towards children's creativity products; 3. partnership between parents and teachers in the joint organization of group life. 4. learned to organize children's creativity; 5.Equipped mini corners for children's creativity; 6.increased the level of pedagogical knowledge. Conclusion

Summing up the results of the research work aimed at developing the artistic and creative abilities of children of primary preschool age when organizing an evening period of time, it can be noted that not only the level of artistic abilities of the children increased, but also the personal growth of each pupil became obvious, which is confirmed by the positive results of the work done : - children acquired valuable experience in the creative implementation of ideas, experience in partnerships, active interaction based on visual activities, became more liberated, more proactive, and learned to express their thoughts more freely. — the children learned to help each other, build partnerships with the teacher, this gave confidence to even the most “stressed” children. - preschoolers used decorative elements in their drawings, both in class and in free activities, tried to give expressiveness to the image using shape, color, composition; — children have moved away from stereotypical images, their works have become brighter and more diverse, more original and interesting in content, made through the prism of their individual vision; — preschoolers got used to terms and concepts and learned to understand their meaning. At the final stage of the project, I conducted another observation of children’s attitudes towards artistic creativity. Children's preferences were distributed as follows: 1st place - play corner (23%) 2nd place - experimentation (16%) 3rd place - creative activities (40%) I concluded that the key to the successful development of children's artistic and creative abilities are: 1. Systematic comprehensive work using new methods of teaching art activities, communication and interaction with the child. 2.Creating conditions for free independent activity, development of ideas about the diversity of the surrounding world, opportunities for self-expression. 3. Interaction and cooperation of teachers, educators and parents, a common position in understanding the prospects for the child’s development. 4. Creative growth of teachers, nurturing their own creativity. We believe that the widespread inclusion in the pedagogical process of a variety of artistic and creative activities, maximum attention and respect for the products of children's creativity, their widespread use in the lives of preschool children and in the design of the premises of a child care institution fills the lives of children with new meaning, creates for them an environment of emotional well-being, causes a feeling of joy. In creative activities, we see our task not so much in teaching children the fine arts, but in providing the foundations for the development of each child into a competent person capable of adequately thinking, feeling and acting in a cultural society.

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Features of different types of productive activities

In the process of child development activities, the development of artistic and aesthetic qualities corresponds to a modulating type of productive activity. It is with the help of this method that it is easiest for a preschooler to display, at his own discretion, the reality that surrounds him. The characteristic obtained as a result of the conclusions made allows the preschooler to independently create the images he has chosen. Thanks to this approach, children develop excellent imaginative thinking and learn to realize their own imagination.

art

In an integrated approach to the educational process, an important task is to improve children's aesthetic attitude to the world around them. The importance of this task cannot be overstated. After all, it is obvious that only harmoniously developed individuals can feel and see everything beautiful that is around. This technique plays an important role in the methodology of child development in order to form aesthetic feelings in the younger generation. It would seem that what is so difficult about drawing? But it is precisely this type of activity that gives educators new opportunities to develop children’s own views and to develop an emotional and aesthetic attitude towards the surrounding reality. For preschoolers, it’s as if a new world of beauty is opening up, which actually exists and is always near us. The child’s behavior changes and positive beliefs are formed.

Drawing

It is known that children especially love drawing, since it provides maximum scope for the realization of their creative activity. Drawings can be on completely different topics. Children usually draw what interests them: individual objects, literary characters, scenes from the surrounding life, decorative patterns. The productive method, expressed in the visual arts, allows the child to consolidate his attitude towards what is depicted. While drawing, the child once again very vividly experiences the same sensations that he had in the process of perceiving the depicted object. And the richness of the surrounding world provides a limitless palette of colors, objects of various shapes, unusual and rare phenomena.

What productive activities are available to preschoolers?