Construction as a type of productive activity for preschoolers. Development of other types of productive activities. Why productive activity is important for a preschooler

Productive types of children's activities include designing, drawing, modeling, appliqué and creating various kinds of crafts and models from natural and waste materials.

Productive activity, modeling objects of the surrounding world, leads to the creation of a real product, in which the idea of ​​an object, phenomenon, situation receives material embodiment in a drawing, design, three-dimensional image.

The influence of various types of productive activities on the development of a preschooler’s personality has been studied in sufficient detail in the works of such scientists as L. A. Wenger, L. N. Davidchuk, T. S. Komarova, V. S. Mukhina, L. A. Paramonova, N. P. Sakulina, D. B. Elkonin, and others.

Research by psychologists shows that preschool age is sensitive for the development of many types of activities. According to L. S. Vygotsky and Yu. A. Poluyanov, during this period the ability to independently form productive goals arises, which necessitates the development of productive activity as a means of developing focus and volitional regulation of behavior.

In preschool pedagogy, the main condition and means aesthetic development children, the artistic activity of children is considered, including productive ones, both stimulated by adults and arising on the initiative of children (T. M. Babunova). Influenced adult A preschooler, for example, develops ideas about color as an important but changing feature of an object. An adult pays attention to the variability of color, its diversity, a child learns to feel harmony, select color combinations, he develops a sense of color, which allows create finished artistic image.

In the process of productive activity, they intensively develop mental abilities of children. Thus, L.A. Wenger noted that children's drawing has a pronounced modeling character. A child's drawing is similar to a diagram that more or less conventionally designates the main parts of an object and conveys the relationship between these parts, i.e. which is a graphic model of an object. According to the psychologist, in the course of drawing, the prerequisites for graphic modeling arise.

The works of N.P. Sakulina show the role of visual activity in the formation sensory abilities. As N.P. Sakulina notes, decorative activities can be used to solve problems of aesthetic and sensory education: developing a sense of color, composition, expanding the idea of ​​colors, sizes, and geometric shapes. Reflection of the surrounding life necessitates the development of spatial concepts in children.

In the work of V. B. Kosminskaya, E. I. Vasilyeva, II. B. Khalezova emphasizes that “before the start of the image, children solve mental problems based on the concepts they have formed, and then look for ways to implement this task. A child of senior preschool age is capable of creating such real and fantastic images that he did not perceive through sensory means.”

The importance of design for the development of mental abilities is emphasized in the works of L. Paramonova, G. Uradovskikh. The authors note that practical activities to identify individual aspects, qualities of objects and phenomena, to identify connections and dependencies between them ensure the mental development of preschool children.

The studies of A. N. Davidchuk, Z. V. Lishtvan, V. G. Nechaeva, L. A. Paramonova and others are devoted to studying the influence of design on the development of a preschooler’s personality.

Speaking about the importance of productive activities for the development of a preschooler’s personality, T. N. Doronova notes that social and personal development of the child promotes the possibility of him showing creative activity, initiative when creating a drawing, modeling, crafts, etc., which he can use himself or show and give to others.

The works of T. S. Komarova, dedicated to teaching children drawing techniques, show how, based on actions with various tools and tools (pencil, brush, scissors, hammer, etc.) development of finely differentiated skills and abilities, requiring precise coordination, i.e. the hand as a working organ is improved. However, the author emphasizes that in mastering the techniques of working with these tools, great importance belongs to the teaching action of an adult.

Thus, productive activity is an effective means of all-round development of a preschooler. To fully ensure it, it is necessary to create a subject environment that meets certain hygienic and psychological-pedagogical requirements.

• Uruntaeva G. L. Preschool psychology: textbook, manual for students, psd. schools, institutions. 5th ed., stereotype. M.: Academy, 2001. P. 62.
• Uruptaeva G. L. Decree. Op. P. 67.

"Construction as one of the types of creative and productive activity of preschool children."

This topic attracted my attention because constructive skill is an effective means of overcoming existing shortcomings in the development of perception and thinking. A favorable condition for a comprehensive impact on the entire course of the child’s psychophysical development. Children learn to solve problems together, distribute roles, and explain to each other the importance of this constructive solution. In this regard, there was a need to reveal the importance of developing constructive skills in preschool children.

The purpose of my work is to create conditions for the development of constructive skills, and contribute to the solution of the following tasks:

Development of constructive thinking;

Creating conditions for the formation of prerequisites for creativity;

Creating conditions for cooperation in joint activities;

The necessary conditions were created for the work: the “Design Bureau” center, where the child takes the first steps towards mastering the amazing art of design, the “Architect” album (which presents geometric shapes in three projections), various types of construction sets (wooden, metal, push-button, magnetic ), graphic models by which children learn to build objects. Subject to systematic training, the use of a variety of methods aimed at developing not only constructive skills, but also valuable qualities of the child’s personality and mental abilities.

So, in the process of design activities, children are given the opportunity to choose various materials for design, all conditions are created for interesting, fruitful activities.

The initial stage of my work began with familiarizing children with the details of the designer, with the simplest analysis of buildings, seeing the elements of visual modeling, and using graphic models. Problems at the initial stage are associated with underdevelopment of fine motor skills, this is explained by the age characteristics of children. In order to develop fine motor skills, I used various techniques:

bimanual examination of building parts;

transfer to paper;

transferring onto colored paper and then cutting out;

By the end of the year we see significant changes in constructive activity. When completing buildings using a verbal description and visual action, to make it easier to remember the construction sequence, I use games: “What does it look like?”, “What has changed?”, “What has disappeared?”. I define a game problem situation: “Friends need help,” “The puppy has no friends.” I try to create a problem situation in such a way that the child himself wants to create one to solve the game problem assigned to him. When playing and discussing the construction, children learn to build according to a model and demonstration, remember the sequence of actions and apply their experience in independent play activities.

At the next stage, I used models, diagrams, templates, stencils, and modeling of action schemes. She taught children to analyze a graphic model in detail and encouraged children to work together. Joint constructive activities of children (collective buildings, crafts) play a big role in developing the initial skills of working in a team - the ability to agree in advance (distribute responsibilities, select the material necessary to complete a building or craft, plan the process of their production, etc.) and work together, without interfering with each other.

Children's speech is enriched with new terms and concepts (bar, cube, pyramid, etc.), which are rarely used in other types of activities. Children practice the correct use of concepts (tall - low, long - short, wide - narrow, large - small). In a precise verbal indication of the direction (above - under, right - left, down - up, back - front). In the process of constructive activity, such important personality qualities as hard work, independence, initiative, perseverance in achieving goals, and organization are formed.

The most difficult stage is to teach children to read design drawings presented in three projections, and to teach them in advance to think about the design of the future building.

The most important thing is that children are interested in the lesson, and this contributes to the successful learning of the material. In my work I use a person-centered approach to children. Each child has his own temperament and character that develops based on it. Such manifestations as mobility and slowness, fatigue and performance, restraint, uncertainty in behavior are directly determined by the characteristics of the child’s nervous system and other innate qualities. I structure my work in such a way as to stimulate the development of everyone in accordance with their age characteristics, but also individual capabilities. Caring for a child’s personality is, first of all, recognition of his dissimilarity, the peculiarities of his character, will, and thinking.

This work has been going on for three years and we can already say about the results:

children know how to plan, construct according to diagrams and drawings;

think technically;

work collectively (subgroups, pairs);

to imagine creatively;

apply acquired knowledge and skills in independent activities;

Parents of students are my first assistants in organizing and creating an environment for the improvement and development of children's curiosity and cognitive interests. However, achieving effective results in nurturing these valuable personality traits in children is possible only in close cooperation with the family.

The family has great opportunities for the consistent development of a child’s interest in learning. Parents and older family members know the child’s characteristics well, can influence his feelings, and lay the foundation for a positive attitude towards certain stereotypes of reality. Children are known to be imitative, so they are easily “infected” by the interests that are characteristic of their parents.

At the first parent meeting, I talked about my passion for design, the importance of design in a child’s development, and types of design. I told my parents about my plans to teach children how to design. The result was parental interest. They helped purchase materials: designers, produced various drawings and diagrams. A joint project with parents “Noyabrsk - the city of the future” was carried out. As the relationship develops, trust grows and parents acquire certain authority to use the ways and means necessary to raise the child. This is the purpose of our communication and cooperation.

Having studied and mastered the knowledge of developing constructive actions, I share my experience with colleagues.

Conducted a seminar on the topic: “Development of constructive skills for the development of independence and creativity of preschool children.” She compiled a card index of games and exercises for the development of constructive activities for preschool children, and developed a long-term plan for construction outside of class for all ages. She has compiled design work programs for all ages.

Each child is unique, and each is born with abilities that can and should be developed. Preschool children have a great desire to create and get results. By creating the necessary conditions for the development of constructive activity, we help the child understand the world around him and his place in this world.

Lecture No. 1. Children's design and forms of its organization in the light of the specifics of children's creativity

Psychological characteristics of children's creativity. Technical and artistic children's design. The relationship between play and children's design.
Forms of educational organization aimed at overcoming the shortcomings of children's spontaneous construction

Literature

1. Bogoyavlenskaya D.B. Psychology of creativity. M.: ACADEMIA, 2002.

2. Vygotsky L.S.. Imagination and creativity in childhood. M.: Education, 1976.

3. Davydov V.V. Requirements of modern primary education for the mental development of preschool children // Preschool education, 1970, No. 4.

4. Dyachenko O.M.. Preschooler's imagination. M.: Knowledge, 1966.

5. Lishtvan Z.V. Construction. M.: Education, 1981.

6. Novoselova S.L., Zvorygina E.V., Paramonova L.A.. Comprehensive education of children through play. // Preschooler's game / Ed. S.L. Novoselova. M.: Education, 1988.

Part one. What is “children's creativity”?

Creativity in the broad sense of the word is an activity aimed at obtaining something new and unique. Therefore, the main indicator of creativity is the novelty of the created product - a work of art, a painting, a mechanical device. The result of creativity can also be a scientific idea, which is expressed for the first time and receives the status of a scientific discovery.

From this point of view, it is inappropriate to talk about children's creativity. The result of their activities, as a rule, is not distinguished by objective novelty that is significant for the development of science, culture or production.

However, the products of children's activities are new to themselves and play a huge role for the development of the child.

Therefore, in psychology and pedagogy they talk about children's creativity, but highlight its specific features.

The first important feature of children's creativity is that the novelty of their discoveries and products subjective. The second feature is due to the fact that process creating a product, as a rule, gives the child even more pleasure than the pleasure of receiving the result, and, as a rule, turns out to be more important to him than the result. In this way, the creativity of children also differs significantly from the creativity of adults, for whom the process may be associated with a painful search.

The child begins new activities with ease. His meaningful actions with the material are preceded by orientation activities, spontaneous experimentation, which sometimes seems meaningless, but captivates the child and often leads to positive results. And this is the third feature of children's creativity, certainly related to the first two and especially to the second.

The above features of children's creativity demonstrate a certain degree of imperfection in the child's mental processes, which is natural at this age. Nevertheless, pedagogical practice must be based on these features. And only with this approach can we achieve success in the formation and development of creativity in children during preschool childhood.

It is also important to understand that the development of creativity in children is associated with targeted training, in which a special role is given to the imagination. It is the developed creative imagination that gives rise to new images that form the basis of creativity.

Analysis of types of solving problems involving imagination, carried out by O.M. Dyachenko, allowed her to identify two methods of action when constructing imaginary images:

1) " objectification" - when a child sees a certain object in some unfinished figure and, in accordance with this, completes it;

2) " inclusion" - when a child turns the figure given in the drawing into a secondary element of the image, and this ensures originality and productivity of solutions, i.e. creativity.

However, as our research has shown (L.A. Paramonova, O.A. Christ), the method of “objectification” under certain conditions also makes it possible to construct images that are distinguished by a high level of creativity ( rice. 1 on p. 4).

Rice. 1. Solutions to imagination problems when finishing drawing a circle:
A- “objectification” of a given figure using elementary drawing,
b- “inclusion” of a given figure in the image as a secondary element,
V- creative “objectification” of a given figure

However, even intense, but Isolated development of imagination is not enough for creative activity. From here we can draw an important conclusion for pedagogy: every system of teaching preschoolers aimed at developing creative abilities should also set other tasks:

- development of children's thinking (logical and figurative),
- development of arbitrariness (the ability to set a goal and achieve it),
- development of independence and free behavior (choice of activity, means of its implementation, topic, definition of one’s own task and methods of solving it, etc.).

Domestic psychologists have identified indicators with the help of which children’s creativity is “recognized.” This:

Product novelty (subjective),
- originality,
- variability of solutions,
- intellectual activity,
- emotional manifestations in the process of activity and the emergence of “ intellectual emotions" as a result of overcoming intellectual difficulties.

Let's take a closer look at one of the above general indicators - intellectual activity, highlighted by domestic psychologist D.B. Bogoyavlenskaya as an integral property of a creative personality. The actions of a creative person are not response form for a task set by someone, but they wear generative character that is, associated with setting new goals. Intellectual activity, as if overcoming the dictates of external necessity or utilitarian goals, stimulates selfless creativity. As shown by D.B. Bogoyavlenskaya, and then confirmed in our work carried out jointly with G.V. Uradovskikh, O.A. Christ, O.A. Safonova, children already in preschool age clearly manifest intellectual activity, which is of great importance in the development of the creative process. However, this most important quality must be in demand in various types of children's activities. Otherwise it fades out.

One of the most adequate types of such activities is “ children's experimentation", identified as a phenomenon by N.N. Poddyakov. N.N. Poddyakov defines two types of children's experimentation: “ selfless", aimed at identifying the properties of objects and their connections and relationships, regardless of the solution of any practical problems, and utilitarian, aimed at finding a solution to a problem. The first type of experimentation is especially significant, since independent familiarization of children with various properties of an object as equivalent, without distinguishing between “main” and “non-main”, allows the child to include these objects in various systems. This makes children's experimentation flexible and greatly enriches the creative design process.

However, observations of children's activities show that independent and “disinterested” acquaintance with the properties of objects in a significant part of children can remain at a rather primitive (operational) level. For example, a child throws up and catches an object many times and, while enjoying it, does not perform any other manipulations with it, leading to the discovery of new properties of this object. Or the child discovered that an object consists of two folding parts, and begins to enthusiastically repeatedly connect and separate them (open and close), then put small objects inside and rattle them. Further, the child’s interest in studying this object gradually fades away.

This leads to the following conclusion: Children's experimentation needs to be developed. Firstly, it is necessary to constantly expand the arsenal of objects that are clearly multifunctional. Secondly, give children the opportunity to use the properties of objects they independently discovered in various types of activities (games, drawing, design, etc.), encouraging them to further study them.

In design, for example, such objects for selfless experimentation are, first of all, materials (constructions, paper, natural material, modules, etc.) that have different properties: color, size, weight, structure, texture, functionality, etc., which are taken into account in to a large extent ensures productivity.

The static nature of most objects surrounding a child, their rigid functional fixation, serves as a significant inhibitor in the development of independent children's experimentation and creativity. That is why the issue of creating a “developing subject environment” in educational institutions is now persistently and urgently raised (S.L. Novoselova).

Another important component of children’s independent discoveries is ways of activity, which as a result of their repeated use in different situations are generalized. Generalization of methods occurs through their transfer by children to other contexts of activity. To do this, adults, as a rule, set the child the task of either using known methods in another situation or looking for new ones.

However, as our experimental study, conducted jointly with G.V., showed. Uradovskikh, tasks in the development of creativity play both positive and negative roles. On the one hand, they direct the search activity of children, and on the other hand, they sharply narrow it. Children are not looking for options, original and rational methods; the main thing for them is to achieve success and solve a problem.

That is why, before setting specific tasks for children, it is necessary to organize extensive experimentation with the material. This kind of experimentation radically changes the nature of solving subsequent problems: children develop intellectual activity associated with an enthusiastic search for solutions, the desire to obtain a more appropriate and original product. This is evidenced by the children’s remarks such as “Can you do it this way”, “No, it’s better in a different way”, etc.

The very solution of problems, which turns into a creative search, stimulates children to experiment with the material, which becomes deeper and more focused. Thanks to this, children discover new properties of objects, find their relationships, and set certain goals for themselves. Thus, “children’s selfless experimentation” becomes a full-fledged means of building a child’s cognitive activity, an important component of any creative process.

However, preschool children can “invent” techniques or “discover” new ways of acting only on the basis of their existing experience, acquired, in particular, in the process of imitation of adults.

Therefore, the use of samples is necessary for the formation in children of such knowledge, skills and abilities, which will then be used by them in independent activities, will become more generalized and will become the starting point for the development of creativity.

Part two. Children's creativity and children's design

The above features of children's creativity must be taken into account when developing a pedagogical strategy in relation to children's creative design.

The term "design" comes from the Latin word construere, which means - creating a model, constructing, putting into a certain order and the relationship of various individual objects, parts, elements.

Design is a productive activity because it is aimed at obtaining a specific product.

Children's design usually means the creation of various structures and models from building materials and construction parts, the production of crafts from paper, cardboard, various natural (moss, branches, pine cones, stones, etc.) and waste materials (cardboard boxes, wooden spools, rubber tires, old metal things, etc.). There are two types of design: technical and artistic.

IN technical children mainly design display real-life objects, and also come up with crafts based on associations with images from fairy tales and films. At the same time, they model their main structural and functional features: a building with a roof, windows, a door; a ship with a deck, stern, steering wheel, etc.

The technical type of design activity includes: design from building material (wooden painted or unpainted parts of geometric shape); constructing constructors from parts that have different fastening methods; construction from large-sized modular blocks.

IN artistic When designing, children, creating images, not only (and not so much) reflect their structure, but express their attitude towards them, convey their character using color, texture, shape: “cheerful clown”, “thin simpleton wolf”, “prince charming”, etc.

The artistic type of design includes design from paper and design from natural material.

Computer design, as well as the creation of structures from waste material, can be both technical and artistic in nature. It depends on the goal that the child himself or the adult sets for himself.

Construction is a productive activity that meets the interests and needs of preschoolers. Children use the created buildings and crafts mainly in games, as gifts, decoration of premises, grounds, etc., which brings them great satisfaction.

Children's construction, and especially technical construction (construction from building materials, from construction kit parts, from large modules), is closely related to play activities. Children build buildings (car garage, knight's castle, etc.) and play with them, repeatedly rebuilding them during the game.

However, the features of the game and design convince of the feasibility fundamental separation these two types of activities and the need to abandon the term “building games”, since such games simply do not exist. Here we are dealing either with a role-playing game, which includes construction elements that contribute to the development of the game plot, or with full-fledged construction as an activity that uses toys and game elements that positively influence the process of construction itself.

For example, children of six years old, while playing “travelers,” build a ship from large modules, and children of four or five years old, while playing “kindergarten,” build furniture for dolls. As a rule, such buildings have a purely symbolic meaning and are somewhat simplified (they convey mainly only external similarities). The process of creating them is not the main goal for children and is very short in time. More significant is the acting out of the plot of the game, the fulfillment of the assumed role (captain, navigator, doctor, teacher, etc.), which is typical for a role-playing game. Buildings, along with substitute objects and other toys, become only one of the means of realizing play plans.

Here is an example of a different nature of the relationship between play and construction. Two six-year-old boys are building a garage for cars on a table. They select bricks and small plates and build the back wall of the garage from plates and the sides from bricks. One of them suggests making side walls with windows so that there is light in the garage, and the other suggests building a foundation and a “pit” for repairing cars. Children dismantle the walls and build first a foundation with a floor, and then walls, alternating bricks with cubes so that windows are formed in them. Next they try to transport a truck and make the front wall out of bricks, leaving an opening - a door. At the top they put ceilings and a roof made of large prisms. But then one boy notices that the roofs in garages are flatter; they remove the prisms and build a roof of plates. Two long plates are placed in the door opening - descents for cars. They show the finished building to other children, and then start playing: they bring two cars to the garage and, imitating the sounds of the car, giving the command “Unload”, put the “broken” cars in the garage for repairs, etc.

Creating a building takes a significant part of the time in this case (30-35 minutes). Children construct a building of a rather complex structure and reproduce its main parts in accordance with their practical purpose. At the same time, they select the material, look for the right methods of design, monitor their activities in a timely manner, etc. This activity has all the features inherent in design.

And here it is necessary to say about the identified the dynamics of the relationship between play and construction throughout the preschool period. At first, at an early age, construction is merged with play; then the game becomes a stimulus for construction, which begins to acquire independent meaning for children; and by older preschool age, the formed full-fledged construction stimulates the development of the game’s storyline and sometimes itself acquires a plot character (several constructions are created, united by one plot).

Taking into account the features of play and design, their relationship is necessary when the teacher determines the forms and methods of organizing these different types of children's activities. For example, requirements teacher to the quality of structures, built even by older children during role play, unjustified because it could destroy it. And vice versa, to be content with primitive children's buildings and crafts and not to purposefully develop full-fledged construction as an activity means to significantly impoverish the development of children.

There are two interconnected stages in the design: creation of a plan and him execution. Creativity, as a rule, is associated more with the creation of a plan. However, practical activity aimed at fulfilling the plan is not purely executive. A feature of design thinking even among older schoolchildren is the continuous combination and interaction of mental and practical acts(T.V. Kudryavtsev, E.A. Faranonova, etc.).

As for the activities of preschoolers, the mutual enrichment of practical and mental actions is one of its strengths. In this case, practical actions can act as extensive experimentation with the material - disinterested and purposeful, associated with the implementation of the plan. The idea, in turn, is often clarified and changed as a result of exploratory practical actions, which is a positive moment for the development of further creative design.

However, this happens only if training is organized aimed at overcoming the following shortcomings of children's design:

1) vagueness of the plan, explained by the vagueness of the structure of the image;
2) instability of the design - children begin to create one object, but receive a completely different one and are content with that;
3) haste in performing activities and excessive enthusiasm for it - very little attention is paid to the plan;
4) unclear ideas about the sequence of actions and the inability to plan them;
5) inability to pre-analyze the task. Otherwise, children's construction may proceed at a very low level, preventing the development of full-fledged creative activity.

The source of children's ideas is the life around them, its rich palette: a diverse objective and natural world, social phenomena, fiction, various types of activities, and primarily games, etc. But children’s perception of the environment is often superficial; they grasp first of all the external aspects of objects and phenomena, which they then reproduce in practical activities. That is why we must not only strive to ensure that children’s lives are filled with impressions, but also create conditions for a deeper mastery of the environment, to develop in them the ability to see the characteristic features of objects, phenomena, as well as their relationships and convey them in their own way in designs , crafts. Construction in this case is based on figurative ideas about objects that actually exist or were invented by someone (for example, in a fairy tale), and this becomes the basis of children's plans.

As different types of children's activities are enriched with new content, methods and techniques, children develop the ability to construct new and quite original images, which has a positive effect on the development of both children's thinking and imagination, and the children's activity itself, including design.

In this case, it is especially important to be able to operate with images in space both for the purpose of changing the spatial position of the entire image (rotation, movement in space) and for the purpose of transforming the structure of the image (regrouping its components, details, etc.). Such mastery of spatial thinking significantly expands children’s capabilities in various types of creative construction (from paper, from construction kit parts, from modules, etc.). And this, as our joint research with I.Yu. has shown. Pashilite, is most successfully formed in the process of computer design, organized in conjunction with the practical.

In order to develop children's design as an activity during which the child himself develops, experts have proposed various forms of organizing design training. Some of them are widely used in practice, while others, either due to their lack of popularity or due to the difficulty of organization, are almost never used by teachers.

Let's take a brief look at everything we know forms of organizing training in children's design.

Design based on a model, developed by F. Frebel, consists in the fact that children are offered samples of buildings made from parts of building materials and construction sets, paper crafts, etc. and, as a rule, show ways to reproduce them ( rice. 2A). This form of education ensures direct transfer of ready-made knowledge and methods of action to children, based on imitation. It is difficult to directly connect such construction with the development of creativity.

However, as studies by V.G. Nechaeva, Z.V. Lishtvan, A.N. Davidchuk and our own, made from building materials, the use of samples is a necessary important stage of learning, during which children learn about properties of parts building materials, master the technique of constructing buildings (they learn to allocate space for construction, carefully connect parts, make ceilings, etc.). Properly organized examination of samples helps children master generalized method of analysis - the ability to identify the main parts of any object, establish their spatial location, highlight individual details in these parts, etc. Such a structural analysis helps to identify significant relationships and dependencies between parts of an object, establishes the functional purpose of each of them, and creates the prerequisites for developing in children the ability to plan their practical activities in creating structures, taking into account their main functions.

By directing the independent activity of preschoolers to the selection and appropriate use of parts, you can successfully use drawings and photographs as a model that show the general appearance of the building (F.V. Izotova), see. rice. 2b. You can also offer to reproduce a sample of a certain design, giving children building material in which the individual parts that make up this design are missing, and they should be replaced with existing ones (this type of task was proposed by A.N. Davidchuk), see. rice. 2V. You can also use tasks to transform samples to obtain new designs. In this case, the child must create each subsequent building by transforming the previous one: for example, rebuild a sofa into the guard box shown in the figure, using all the details of the set (the type of tasks was developed by the founder of the form of education in question, F. Frebel).

Thus, designing according to a model, which is based on imitative activity, is an important learning stage. Within the framework of this form of construction, it is possible to solve problems that ensure the transition of children to independent search activities of a creative nature.

Model design developed by A.N. Mirenova and used in the study by A.R. Luria, is as follows. Children are presented with a model as a model, in which the outline of its individual elements is hidden from the child (the model can be a structure covered with thick white paper). Children must reproduce this model from the building material they have ( rice. 3). Thus, in this case, the child is offered a certain task, but is not given a way to solve it.

And, as the study of A.R. showed. Luria, setting such tasks for preschoolers is a fairly effective means of activating their thinking.
In the process of solving these problems, children develop the ability to mentally disassemble a model into its constituent elements in order to reproduce it in their own design, skillfully selecting and using certain parts.

However, in our opinion, such an analysis provides a search aimed at conveying only external similarity to the model without establishing the dependency between its parts, as well as the functional purpose of both individual parts and the structure as a whole. For the most effective use of models in design, children should first be encouraged to master various designs of the same object expressed in the model. Based on their analysis (identifying the main parts, their spatial arrangement, functional purpose, etc.), children form generalized ideas about the object being designed (for example, all truck designs have common parts - cab, body, wheels, etc., which may have different appearances depending on their practical purpose). These generalized ideas, formed in the process of designing from models, will subsequently allow children, when designing from a model, to carry out a more flexible and meaningful analysis of it, which will undoubtedly have a positive impact not only on the development of design as an activity, but also on the development of analytical and imaginative thinking children.

Note that design by model is a more complicated type of design by sample. However, unfortunately, it has not become widespread, apparently due to the fact that there are no ready-made three-dimensional models, and gluing structures is a very impractical procedure.

Design according to conditions proposed by N.N. Poddyakov, fundamentally different in nature. It is as follows. Without giving children a sample of the building, drawings and methods of its construction, they only determine the conditions that the building must meet and which, as a rule, emphasize its practical purpose (for example, to build a bridge of a certain width across the river for pedestrians and vehicles, a garage for cars or trucks and so on.). Design tasks in this case are expressed through conditions and are problematic in nature, since no methods for solving them are given.

In the process of such construction, children develop the ability to analyze conditions and, on the basis of this analysis, build their practical activities of a rather complex structure. Children also easily and firmly grasp the general dependence of the structure of a structure on its practical purpose and in the future, as our experiments have shown, they can themselves, based on the establishment of such a dependence, determine the specific conditions to which their construction will correspond, create interesting ideas and implement them, i.e. . set yourself a task.

As studies have shown (N.N. Poddyakov, A.N. Davidchuk, L.A. Paramonova), this form of educational organization most contributes to the development of creative design. However, children should already have certain experience: generalized ideas about the objects being constructed, the ability to analyze objects that are similar in structure and the properties of different materials, etc. This experience is formed primarily in designing from samples and in the process of experimenting with different materials.

Note that this form of construction traditionally refers to construction from building materials. However, as we have seen, it can be successfully used in other types for the purpose of developing creativity.

Design based on simple drawings and visual diagrams was developed by S. Leona Lorenzo and V.V. Kholmovskaya. The authors note that the modeling nature of the activity itself, in which the external and individual functional features of real objects are recreated from the details of building materials, creates opportunities for the development of internal forms of visual modeling. These possibilities can be most successfully realized if children are first taught to construct simple diagrams-drawings reflecting examples of buildings, and then, conversely, to practically create structures using simple diagrams-drawings.

However, children, as a rule, do not know how to identify planar projections of volumetric geometric bodies (parts of building material). To overcome such difficulties, templates were specially developed (V.V. Brofman), which children used to build visual models (drawings) reflecting their design ideas.

As a result of such training, children develop imaginative thinking and cognitive abilities, i.e. they begin to build and apply external “second order” models - the simplest drawings - as a means of independent knowledge of new objects.

However, as our research has shown, this occurs most easily and naturally when using computer-aided design in conjunction with practical design.

Designing according to a plan, compared to designing according to a model, has greater opportunities for developing children’s creativity and for demonstrating their independence; here the child decides for himself what and how he will design. But we must remember that creating a plan for a future design and its implementation is a rather difficult task for preschoolers: plans are unstable and often change in the process of activity.

For this activity to proceed as a search and creative process, children must have generalized ideas about the object being constructed, master generalized methods of construction, and be able to look for new methods. This knowledge and skills are formed in the process of other forms of design - according to the model and conditions. In other words, designing by design is not a means of teaching children how to create ideas; it only allows them to independently and creatively use the knowledge and skills acquired earlier. At the same time, the degree of independence and creativity depends on the level of existing knowledge and skills (the ability to build a plan, look for solutions without fear of mistakes, etc.).

Design on the topic. Children are offered a general theme of constructions (“birds”, “city”, etc.), and they themselves create ideas for specific buildings, crafts, choose the material and methods of their implementation. This form of design is very close in nature to design by design, with the only difference being that children’s ideas here are limited to a specific topic. The main goal of organizing construction on a given topic is to update and consolidate knowledge and skills, as well as switch children to a new topic if they get “stuck” on the same topic.

Frame construction. This form of children's construction was highlighted by N.N. Poddyakov. Such design involves the initial acquaintance of children with a frame that is simple in structure as the central link of the building (its parts, the nature of their interaction) and the subsequent demonstration by the teacher of its various changes, leading to the transformation of the entire structure. As a result, children easily grasp the general principle of frame structure and learn to identify design features based on a given frame. In this type of construction, a child, looking at the frame, must figure out how to complete it, adding various additional details to the same frame. In accordance with this, “frame” design is a good means of developing imagination, generalized methods of design, and imaginative thinking.

However, we note that the organization of this form of design requires the development of special design material that allows children to create different frames - the foundations of future structures that correspond to their plans, and then complete them to create complete objects. And only the German “Quadro” construction set, which has recently appeared in our country, represented by several sets, makes it possible to implement N.N.’s general theoretical idea in pedagogical practice. Poddyakov.

The author of the productive idea of ​​frame construction himself implemented it in the experimental teaching of children to build houses of different shapes (L-shaped, U-shaped, square, etc.) by appropriate spatial arrangement of cubes, forming different configurations of their bases, called N.N. Poddiakov's "framework". As a result, children, on a basis given by an adult, which has a certain configuration (L-shaped, U-shaped, etc.), were not only able to correctly recreate the entire structure, but also learned, by preliminary construction of the base (frame), to practically plan the configuration of the future structure of the house, in other words, to mark its foundation.

Tasks of this type themselves, as the author showed, play a positive role in the development of imaginative thinking in a child. However, it seems to us that they do not sufficiently reflect the essence of frame construction and do not fully realize the rich possibilities of this form of organization of design training.

Each of the considered forms of organization of design training can have a developmental impact on certain abilities of children, which together form the basis for the formation of their creativity. However, as our long-term research has shown, this becomes possible under certain conditions. These include: filling each form of education with new developmental content, taking into account the specifics of the type of construction (from construction kit parts, from paper, from natural materials, etc.); ensuring the organic interconnection of all forms of education with the aim of developing holistic, mutually enriching design subsystems and building on this basis a general system for the formation of children's creative design.

Questions for the lecture

1. What are the features of children's creativity?

2. Name the indicators of the development of children's creativity.

3. Why should children's experimentation become a concern for teachers?

5. Name two types of design. Which type of design reflects real-life objects, and which serves to express an attitude towards them?

6. How is construction different from playing? Is it appropriate to use the term "building games"?

7. What disadvantages of children's construction is training designed to overcome?

8. List the forms of organizing teaching children's design.

1.1 Construction is one of the types of visual activities of preschool children

Construction (from the Latin word construere) means bringing various objects, parts, elements into a certain relative position.

By its nature, children's design is more similar to visual activity. Children's buildings and crafts are used for practical use (for games, decorating a Christmas tree, a gift for mom, etc.).

Children's design is usually understood as the creation of various structures and models from building materials and construction kit parts, the production of crafts from paper, cardboard, various natural materials (moss, branches, pine cones, stones, etc.) and waste materials (cardboard boxes, wooden spools, rubber tires, old metal items, etc.) materials. There are two types of design: technical and artistic.

Construction is a productive activity that meets the interests and needs of preschoolers.

There are two interconnected stages in the design:

Creating a plan;

Execution of the plan.

Creativity, as a rule, is associated more with the creation of a plan, since it consists of thinking and planning the process of upcoming practical activity - in imagining the final result, in determining the methods and sequence of its achievement.

Practical activity aimed at using the plan is not purely performative.

A feature of constructive thinking even among older preschoolers is the continuous combination and interaction of mental and practical acts (T.V. Kudryavtsev, E.A. Faraponova, etc.). Data from Soviet psychologists show that in older preschool age a child can already mentally imagine the result of his actions. In the works of L.S. Vygotsky points out that in preschool age children have access to activities in which the child goes from idea to action. Studies devoted to the study of design in preschool children (V.G. Nechaeva, Z.V. Lishtvan) show that under the influence of pedagogical guidance, children begin to act in accordance with the plan. The constructive plan reflects not only the final result of the activity, but also the methods of creation. The design concept is formed during the design process. We judge the level of activity aimed at forming a plan by whether the child, when starting to build a building, imagines its final result. The preliminary design level shows children's verbal descriptions of the future building and methods of its construction, as well as preliminary sketches of what is proposed to be built. The basis for the formation of a constructive plan is the cognitive activity of children. Construction reflects the surrounding reality and therefore, before building an object, a child must know its features, as well as have some constructive skills. A child’s constructive plan can be formed on the basis of cognitive activity at various levels: at the level of perception of a specific object or idea of ​​it, as well as at the level of thinking. When children perceive a model in which all the links of the design are clearly visible and the methods of activity are easily revealed, then as a result of its analytical-synthetic perception, children form a plan in which both the structure of the object and the methods of its construction are displayed. In all other cases, children can only perceive the structure of an object, more or less divided into elements: more fully in a drawing, photo, less fully in a diagram, model. The idea of ​​methods of activity is formed in the process of cognitive activity at various levels: at the level of perception - in the case of reproducing other people's actions, as well as at the level of representation and thinking - in the case of choice and search. By solving constructive problems, children have the opportunity to show elements of creativity in the process of finding ways to construct. In design by design, as in design by conditions, the children themselves create the design. In design by design, they get the opportunity to solve a problem in different ways (this is evidenced by the research data of V.G. Nechaeva, Z.V. Lishtvan, V.F. Izotova). Children of senior preschool age, based on knowledge of spatial relationships, as well as constructive experience in using them in the process of analyzing the design of an object, are able to create a constructive plan, both in structure and method of activity, and subordinate their practical actions to the implementation of this plan. A characteristic feature of a child’s design plan is that it provides for the basic elements of construction and methods for constructing them. In practical activities they are refined and improved. The source of children’s ideas is everything around them: the diverse objective and natural world, social phenomena, fiction, various types of activities, primarily games, etc. But children’s perception of the environment is often superficial: they primarily cover the external aspects of objects and phenomena, which they then reproduce in practical activities. It is important to create conditions for a deeper development of the environment, to develop the ability to see the characteristic features of objects, phenomena, as well as the relationships between them and to convey them in their own way in designs and crafts.

The emotional content of children's activities is also fundamentally important, in which the child can freely use different materials and create original designs. The connection of construction with everyday life, with other types of activities (games, theater, etc.) makes it especially interesting, emotionally rich and allows it to be one of the means of self-expression. The need for such activities in children becomes pronounced.

Psychologists and teachers note that construction has a fruitful effect on the comprehensive development of a child’s personality. Thus, N. Shiryaeva notes that the formation of mental activity - the ability to reason, make logical conclusions and justify their decisions - is of great importance in preparing children for school. Design is one of the means to solve this problem. Thanks to construction, preschoolers develop the ability to think actively, consciously set tasks for themselves and find ways to solve them. At the same time, the child performs the necessary mental operations, testing them with practice. He also develops a creative imagination, which is important for any activity, both in kindergarten and at school. Modern psychological research A.V. Zaporozhets, V.V. Davydova, N.N. Poddiakov reveal the enormous potential of children’s mental development. It has been established that one hundred senior preschoolers are able, in the process of object-sensitive activity, to identify the essential properties of objects and phenomena, to establish connections between individual objects and phenomena and to reflect them in figurative form. A.V. Zaporozhets pointed out that the effectiveness of teaching preschoolers depends on the extent to which teachers are able to correctly use specifically children's activities - playing, drawing, designing - and give them a cognitive character. As a number of studies by L.P. show. Luria, N.N. Poddyakova, A.N. Davidchik, L.A. Paramonova’s constructive activities, meeting the interests and needs of preschoolers, have extremely broad opportunities in terms of the mental education of children. In the process of targeted learning, children develop generalized methods of analysis, comparison and correlation; develops the ability to plan one’s activities, the ability to independently find ways to solve constructive problems. In a study by L.A. Paramonova is of great importance in this case, the formation in children of generalized methods of action, the ability to use these methods in new conditions. The need for special training for children - to apply knowledge in different situations - is indicated by many studies by N.A. Menchinskaya, Z.I. Kalmykova, E.N. Kabanova-Meller, N.I. Nepomnyashchey and others. According to N.I. Nepomnyashchaya, in the learning process it is necessary to create certain conditions that will contribute to the formation of generalized mechanisms for applying knowledge in preschoolers. The main condition is systematic tasks of a problematic nature, tasks that require children to correlate the methods of action known to them with new conditions; the use of these methods when solving new design problems.

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