Thesis: Development of creative abilities of junior schoolchildren in literary reading lessons. Development of creative abilities of junior schoolchildren in extracurricular activities

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Introduction

Relevance of the research problem. The talent and creativity of an individual in modern socio-economic conditions are the engine of intensive economic development of the country and a contributing factor to national prestige. As it turned out, an intellectual with a high level of development of creative abilities cannot be replaced either by a cybernetic machine or by a group of individuals with average intellectual and creative abilities. Intellectual and creative potential largely depends on the extent to which psychological and pedagogical science, together with school practice, can develop a scientifically based theory and effective pedagogical technology for identifying and further developing in the process of teaching the creative abilities of schoolchildren of different age categories, managing the process of education and self-education of creative personality.

Scientific research tends to move away from development general theory creativity to find ways to teach creative activity. But the very problem of teaching creativity contains internal disagreement. The phenomenon of creativity involves the creation of something qualitatively new that did not exist before. Therefore, it is impossible to teach from what has not been created, but you can teach the mechanisms of its creation, to form abilities for creative activity, its driving motives.

Psychological and pedagogical research (D. Bogoyavlenskaya, L. Vygotsky, A. Zhuganov, V. Kan-Kalik, N. Kirillova, V. Kraevsky, Yu. Kulyutkin, M. Lazarev, V. Lozovaya, R. Nizamov, A. Petrovsky , V. Smagin, O. Sushchenko, P. Shevchenko, etc.) give us reason to believe: the defining quality of a creative personality is its creative activity, which is considered as an integrative characteristic of the personality, which, on the one hand, reflects new deep formations in the structure personality (creative needs, motives, harassment), and, on the second, qualitative changes are expressed in activities that become more focused, powerful, and productive.

Although, a feature of the activity of a teacher at a primary educational institution is the fact that he participates in a creative act - the creation of a new person, therefore, creativity is the most essential aspect of a teacher’s activity. Primary schools are obliged to identify as early as possible the peculiarities of the creative abilities of the personality of younger schoolchildren, to begin to successfully develop them in all pupils, remembering that all children, without exception, are born with various inclinations of creativity. At the same time, greater care should be taken to develop the creative abilities of the individual of capable and gifted children. That is why the training system for future teachers should be focused on their mastery of advanced pedagogical technologies, to use subject knowledge for the purpose of more effective education and personal development, to master computer technology, to form a holistic scientific picture peace, the ability for life self-determination of younger schoolchildren. In order to form a creative personality in the process of education and training, every teacher must know the features of the creative learning process, be able to diagnose the level of development of creativity in children, know modern organizational forms, ways and mechanisms for the formation of a creative personality as a system of qualities, in order to be able to form such qualities in their students . This justifies the relevance of the chosen topic: “Psychological and pedagogical foundations for the development of creative abilities of junior schoolchildren.”

The object of the study is the process of forming the creative abilities of younger schoolchildren.

Subject of study- the basics of developing creative abilities in literary reading lessons.

To study this problem in the field of literature, a target: to reveal the psychological and pedagogical foundations of the formation of creative abilities of a primary school student in the process of learning literary reading.

In the course of our work, we set ourselves the following tasks:

1. Study and analyze the psychological and pedagogical foundations of the development of creative abilities of younger schoolchildren;

2. Identify the main components of creative abilities based on an analysis of the literature studied;

3. To identify effective means of developing the creative abilities of younger schoolchildren in literary reading lessons.

4. Through experimental research, check the effectiveness of the developed methodology and its use for developing the creative abilities of younger schoolchildren.

Hypothesis research: the effectiveness of the psychological and pedagogical foundations for the development of the creative abilities of a primary school student will increase if he is included in active educational and cognitive activities using a system of cognitive tasks in literary reading lessons and the creation of certain didactic conditions.

The methodological basis of the diploma research was made up of the following works:

The problem of creativity and creative abilities has been studied by many scientists(J. Guilford, A. Maslow, T. Anderson, V. Andreev, V. Bibler, A. Brushlinsky, S. Goldentricht, O. Matyushkin, Y. Ponomarev, etc.). The result of their many years of research was the conclusion that creativity is not a special gift for a select few; on the contrary, it is a property that is distributed among all of humanity to a greater or lesser extent, and creative thinking begins to work for any normal person, if life itself and practice prompt her to some difficulties, obstacles that appear in the form of more or less complex tasks.

The works of V. Lozova, O. Stolyarova, O. Sushchenko, G. Shevchenko, O. Stepenok examine certain aspects of nurturing the creative activity of students and teachers: in the conditions of problem-based learning, labor, aesthetic, social activities, as well as in the process of analyzing certain pedagogical situations, but the development of the creative personality of a junior schoolchild in mathematics lessons separate issue was not illuminated.

The following methods were used during the study:

1. Analysis of psychological, pedagogical, methodological educational literature on the research problem;

2. Analysis, systematization and generalization of teaching experience;

3. Observation;

4. Pedagogical experiment.

Theoretical significance consists of a theoretical substantiation of the methodology for developing the creative abilities of younger schoolchildren in literature lessons.

Practical significance the obtained research results consists of testing the test and processing the results of experimental work, developing a set of tasks to develop the creative abilities of younger schoolchildren in the process of studying the subject of literature.

Base experimental research there was the State Institution “Zhanakhai Primary School”, Fedorovsky district.

1. The current state of the problem of developing the creative abilities of junior schoolchildren

creative schoolboy reading

1.1 Analysis of the psychological and pedagogical foundations for the development of creative abilities of junior schoolchildren

The problem of creativity today has undoubtedly become relevant. The problem of developing the creative abilities of younger schoolchildren forms the basis, the foundation of the learning process, is an “eternal” pedagogical problem that does not lose its relevance over time, requiring constant, close attention and further development. Today in society there is a particularly acute need for people who are proactive, creative, ready to find new approaches to solving pressing socio-economic and cultural problems, capable of living in a new democratic society and being useful to this society. In this regard, the problem of developing the creative activity of the individual is of particular relevance today. Creative individuals at all times have determined the progress of civilization, creating material and spiritual values ​​that are distinguished by novelty and unconventionality, helping people to see the unusual in seemingly ordinary phenomena. But today the educational process is faced with the task of educating a creative personality, starting from elementary school. This task is reflected in alternative educational programs, in innovation processes happening in a modern school. Creative activity develops in the process of activities of a creative nature, which forces students to learn and be surprised, to find solutions in non-standard situations. Therefore today in pedagogical science and practice there is an intensive search for new, non-standard forms, methods and techniques of teaching. Non-traditional types of lessons, problem-based teaching methods, collective creative activities in extracurricular activities are becoming widespread, contributing to the development of creative activity of younger schoolchildren,

To develop creative abilities in literature lessons today, every teacher must be familiar with the essence of the creative process, modern ideas about him, methods of studying creativity, the qualities of a creative personality, their system, in order to be able to form such qualities in younger primary school students. In addition, every teacher must be able to diagnose the level of creativity, know the basic forms, ways and mechanisms of development of the creative abilities of a junior schoolchild, especially the main one - the creative task.

The main task in a teacher’s work is to identify the qualities of a creative personality in students as early as possible and develop them in all younger schoolchildren, paying attention, of course, to the fact that children are born with different inclinations of creativity. At the same time, it is necessary to take care of the development of creativity in capable and talented students.

Philosophers define creativity as “mental and practical activity, the result of which is the creation of original, unique values, the identification of new facts, features, patterns, as well as methods of research and transformation of the material world or spiritual culture; if it is new only for its author, then the novelty is subjective and has no social significance.”

“We call creative every activity that creates something new... Arguing that creativity is a necessary condition for existence, and everything around owes its origin to the creative process of man,” this is the position of the famous psychologist L. Vygotsky on issues of creativity.

Psychologist A. Ponomarev, interpreting the concept of “creativity,” defined it as a “mechanism of productive development” and did not consider “novelty” to be a decisive criterion for creativity.

Bibler V.S., revealing the essence of creativity from the position of psychology, determines that “creativity is understood as the process of creating something new for a given subject.” Therefore, it is clear that creativity in one form or another is not a talent of the “chosen few”; it is available to everyone.

A look at the creativity of advanced practicing teachers (V. Sukhomlinsky, A. Zakharchenko, V. Shatalov, Sh. Amonashvili, V. Irzhavtseva, etc.) deserves attention. V. Sukhomlinsky defined creativity as a unique sphere of spiritual life, self-affirmation, when identity develops and the individuality of each child. A. Zakharchenko considers the creativity of junior schoolchildren as a special high-quality and at the same time public sphere, since its results are directly addressed to the student’s personality, influence the passion for the process of cognition, instilling the need to work, and high moral qualities.

A creative personality, according to V.I. Andreev, is a type of personality characterized by perseverance, high level focus on creativity, motivational and creative activity, which manifests itself in organic unity with a high level of creative abilities, allowing it to achieve progressive, social and personally significant results in one or more types of activity.

V. Levi characterizes the stages of creativity as follows: “In his thoughts, somewhere within himself, he discovers a new, more wonderful world. And then you need to find yourself in society, yourself in a person, yourself in the world.”

A person begins to think creatively as early as childhood, since each situation was new for the child and required a new (creative) approach and solution. A child does a lot of things every day: small and large, simple and complex. And every task is a task, sometimes more or less difficult. When solving problems, an act of creativity occurs, a new path is found, or something new is created. This is where special qualities of the mind are required, such as observation, the ability to compare and analyze, find connections and dependencies - all of which together constitute creative abilities.

However, gradually, as Gerald Nirenberg notes, “we become limited and forget that we can be a creative person. Many of us, throughout our lives and beyond, inherit established stereotypes in this way.” According to J. Nirenberg's definition, creative thinking is “learning something new. It is an integral part of human intelligence." In his studies, S. Freud also pointed out the huge differences between the brilliant mind of a child and the smoldering mentality of an adult.

“A creative personality is a person capable of penetrating the essence of ideas and implementing them despite all obstacles until a practical result is obtained.” This is exactly what T. Edison meant.

Much attention is paid to the definition of the concept of a creative personality in philosophical, pedagogical and psychological literature (V.I. Andreev, D.B. Bogoyavlenskaya, R.M. Granovskaya, A.Z. Zak, V.Ya. Kan-Kalik, N.V. Kichuk, N.V. Kuzmina, A.N. Luk, S.O. Sysoeva, V.A. Tsapok and others). N.V. Kichuk defines a creative personality through its intellectual activity, creative thinking and creative potential.

Most authors agree that A creative personality is an individual who has a high level of knowledge and has a desire for something new and original. For a creative person, creative activity is a vital need, and a creative style of behavior is the most characteristic. The main indicator of a creative personality, its most important feature, is considered to be the presence creative abilities, which are considered as individual psychological abilities of a person that meet the requirements of creative activity and are a condition for its successful implementation. Creative abilities are associated with the creation of a new, original product, with the search for new means of activity.

There are different interpretations creativity. Dr. Edward Land describes it as a “sudden retreat of stupidity,” and Dr. Margaret Mead believes that a person, by working, constructing or inventing something new for himself, commits an act of creativity. The word “new” is inherent or allowed in most definitions of creativity. Many researchers have tried to create a theory of creativity, but their approaches and interpretations differed significantly.

The essence of creativity lies in predicting the result of correctly performing an experiment, in creating, through the effort of thought, a working hypothesis that is close to reality.

Let's consider how the sciences philosophy and psychology define creativity.

Philosophy does not consider creativity as a process, but foresees that the inner world of a person consists of what he has developed and improved in himself: the qualities of active abilities. The philosophical dictionary interprets creativity as an activity that gives birth to something new that has never existed.

Psychologists view creativity as a high level of logical thinking, which is the impetus for activity, “the result of which is created material and spiritual values.”

Today, many psychologists argue that the definition of creativity as “... a system of actions leading to the creation of a new product” cannot be considered satisfactory. Thus, many psychophysiologists S. M. Bondarenko, V. S. Rotenberg consider creativity as a type of search activity - a type of activity that is focused on changing a problem situation or on changes in the subject himself interacting with it. Ya. A. Ponomarev in his concept says that the essence of creativity comes down to intellectual activity and synergy with the by-products of one’s activities.

Thus, there is no single definition of creativity, but a large number of works devoted to age, general psychology, as well as the psychology of creativity, contains many facts that help to study the essence of the phenomenon under study.

For many years, the problem of developing students' creative abilities has attracted close attention from representatives of various fields of scientific knowledge - philosophy, pedagogy, psychology, linguistics and others. This is due to the ever-increasing needs of modern society for active individuals capable of posing new problems, finding high-quality solutions in conditions of uncertainty, multiple choices, and constant improvement of the knowledge accumulated by society, since “in our days, talent and creative talent become the key to economic prosperity and a means of national prestige.”

Creative abilities are abilities that determine the success of creating objects of material and cultural spirituality, the production of new ideas, discoveries, inventions, in a word, individual creativity in various fields of activity.

We can distinguish the components of the structure of creative abilities:

1. The ability to independently transfer knowledge and skills to a new situation;

2. The ability to see new problems in a familiar situation;

3. The ability to independently combine known methods of activity into a new one;

4. The ability to find different ways to solve a problem and alternative evidence;

5. Ability to build fundamentally new way solution to a problem that is a combination of known ones.

These creative abilities do not appear simultaneously when solving a particular problem, but in different combinations and with different strengths.

In the psychological and pedagogical literature, next to the term “creative personality” there is the term “creative personality”.

The most successful approach to this definition was proposed by S.O. Sysoeva. Under the creative personality of Sysoev S.O. understands a personality that has internal preconditions (personal inclinations, neurophysiological inclinations) that ensure its creative activity, that is, search activity that is not externally stimulated is not always productive. We call productive creative activity creative activity, that is, a creative process as a result of which a new movement arises.

Creative person- this is a creative person who, subsequently influenced by external factors, acquired the additional motives, personal inclinations, and abilities necessary to actualize a person’s creative potential that influence the achievement of creative results in one or more types of creative activity.

Normal children have a variety of potential abilities. The most effective way to develop individual abilities is through introducing younger schoolchildren to productive creative activities from the 1st grade during school education. However, the effect educational activities decreases, first of all, due to imperfection of teaching methods or methods. And this happens because the necessary methods are not sufficiently developed and strengthened. Their mobility and transfer of learning actions to different situations are not developed; the most complex tasks are not provided by practicing more complex methods, which often leads to unsuccessful activities. Because of this, students do not feel satisfied with the activity, on the way to which there are obstacles that not every student can overcome. Following this, interest decreases and the desire to learn disappears.

Traditional schooling contains mainly elements of an explanatory-illustrative type, when the teacher himself poses problems and himself indicates ways to solve them. With this type of training, the criterion component becomes decisive, i.e. the sum of knowledge at the end of training, while educational research and procedural orientation remain outside the scope of didactic searches. This approach organizes education processes based on the predominance reproductive activity, with detailed results described.

In modern psychological and pedagogical literature (V.I. Andreev, G.S. Altshuller, M.I. Makhmutov, T.V. Kudryavtsev, A.M. Matyushkin, E.I. Mashbits, A.I. Uman, A. .V. Khutorsky and others) focuses on identifying means of increasing productivity cognitive activity students, the organization of their joint creative activity, the issues of organizing the creative activity of students by creating problem situations, developing the methodological culture of schoolchildren in the process of performing creative tasks are considered.

Primary school is a crucial period in a person’s life. It is at primary school age that purposeful education and upbringing begins; the main activity of the child becomes educational activity, which plays a decisive role in the formation and development of all his mental properties and qualities.

Psychologists agree that the age of primary school children is the most suitable for the development of communication and creative skills. Entering school is a turning point in a child’s life: new relationships are formed with adults (teachers) and peers (classmates), the child is included in a new system of groups (school-wide, class).

This is explained by the fact that it is at primary school age that a child’s “creativity” is formed. But often the education system in grades 1-4 is based mainly on children performing training exercises to consolidate a skill (for example, penmanship). Consequently, the teacher offers a ready-made model of action, and the children perform the exercises “according to a template.” Implementation of the educational process in this style leads to the development of a “stamped solution” to the task, as a result of which the search activity is curtailed, and the child gradually loses interest not only in learning, but also in the creative process.

The unity of development and learning is the fundamental principle of modern school education, and teaching literary reading is a process and result of cognitive activity aimed at mastering the fundamentals of language theory for the purposes of communication, speech, mental and aesthetic development, and mastering the culture of the people as native speakers.

A junior schoolchild is still a small person, but already very complex, with his own inner world, with his own individual psychological characteristics. Jr school age called the pinnacle of childhood. The child retains many childish qualities - frivolity, naivety, looking up at the adult. But he is already beginning to lose his childish spontaneity in behavior; he has a different logic of thinking. Therefore, for a primary school student, learning is one of the important activities. At school, he acquires not only new knowledge and skills, but also a certain social status. The interests, values ​​of the child, and his entire way of life change. During this period, the child little by little leaves the illusory world in which he lived before.

At primary school age, a significant expansion and deepening of knowledge occurs, and the child’s abilities and skills are improved. This process progresses and by the 3rd-4th grades it leads to the fact that most children display both general and special abilities for various types of activities. General abilities are manifested in the speed at which a child acquires new knowledge, skills and abilities, and special abilities are manifested in the depth of study of individual school subjects, in special types of work activity and in communication.

The younger schoolchild perceives the life around him with lively curiosity, which reveals something new to him every day. The development of perception does not happen by itself, here the role of the teacher is very great, who daily develops the ability not just to look, but also to consider, not just to listen, but also to heed, teaches to identify the essential signs and properties of objects and phenomena, indicates what to pay attention to , teaches children to systematically and systematically analyze perceived objects. A number of studies have proven that the most effective method the organization of perception and education of observation is a comparison. At the same time, perception becomes deeper, the number of errors decreases.

The main activity that ensures the formation of mental properties and qualities of a school-age child is educational, cognitive activity. Moreover, it most intensively carries out the function of personality development when it is just emerging, that is, at primary school age. Child development occurs only through activity. Only through your own efforts can you assimilate the experience and knowledge accumulated by humanity and develop your intellectual and other abilities.

Impressions from poems and stories performed in an expressive artistic form, from a theatrical performance, from a song, from a musical play and a film can be deep and lasting for children of 8-10 years of age. Feelings of pity, sympathy, indignation, and worry for the well-being of a beloved character can reach great intensity. However, in the perception of individual emotions of people, young schoolchildren make serious mistakes and distortions. In addition, a small schoolchild may not understand some of people’s experiences, and therefore they are uninteresting to him and inaccessible to empathy.

Psychological properties that appear in a child in last years preschool childhood, before entering school, during the first four years of schooling they develop, consolidate, and by the beginning adolescence many important personality traits have already been formed.

The child’s individuality at this age also manifests itself in cognitive processes, or cognitive abilities. These are mental processes through which a person understands the world, himself and other people. These abilities include: sensation, perception, attention, memory, thinking and imagination. Cognition is also impossible without speech and attention.

Each stage of childhood has its own prerequisites for mental growth. At primary school age, the readiness and ability to remember and absorb come to the fore. And, apparently, there are truly extraordinary data for this. The point here is not only in the properties of memory. For elementary school students, the authority of the teacher and the determination to follow his instructions and do exactly what is necessary are great. Such trusting diligence greatly favors the assimilation of educational material. At the same time, inevitable imitation initial stage learning is based on the child’s intuition and his unique initiative.

Scientists' research indicates special learning opportunities at primary school age.

Psychologists compared the characteristics of learning a foreign language by second- and fifth-graders who began their first language classes. foreign language, it turned out that the superiority of adolescents in the level of mental development and nervous endurance does not provide them with greater success. “Junior schoolchildren showed greater success in language acquisition, in particular, due to the peculiar speech activity characteristic of their age. In foreign language lessons, they are much more willing to try to use new vocabulary and not yet mastered phonetics, they are not afraid to make mistakes, activity in foreign language speech is part of their general need for verbal communication, which is not yet subject to the influence of many psychological “brakes” of adolescence. This means that in relation to a foreign language it is quite possible to talk about special age sensitivity.

Hard work and independence, a developed ability for self-regulation create favorable opportunities for the development of children of primary school age and outside of direct communication with adults or peers. We are talking, in particular, about the ability of children of this age to spend hours alone doing what they love.

Of particular importance for development at primary school age is the stimulation and maximum use of motivation to achieve success in educational, work, and play activities. Strengthening such motivation, for the further development of a primary school student, seems to be a particularly favorable time in life, and brings two benefits:

Firstly, the student develops a vitally useful and fairly stable personal trait - the motive for achieving success, which dominates the motive for avoiding failure;

Secondly, it leads to the accelerated development of a variety of other abilities of the child.

The thinking of a primary school student undergoes very big changes in the learning process. The development of creative thinking leads to a qualitative restructuring of perception and memory, to their transformation into voluntary, regulated processes. Consequently, it is important to correctly influence the development process, since for a long time it was believed that the thinking of a child is, as it were, the “underdeveloped” thinking of an adult, that a child learns more with age, gets smarter, and becomes smart. However, now psychologists have no doubt that the thinking of a child is qualitatively different from the thinking of an adult, and that it is possible to develop thinking only based on knowledge of the characteristics of each age. The child’s thinking manifests itself very early, in all those cases when a certain task arises before the child. This task can arise spontaneously, you can come up with an interesting game yourself, or the task can be proposed by adults specifically for the development of the child’s thinking.

Studies of children's creativity allow us to identify at least 4 stages of development of creative thinking:

Visually effective;

Causal;

heuristic;

Creative.

Visually effective thinking is born from action in the younger and early age. In the process of developing visual-effective thinking, the child develops the ability to identify in an object not just its external properties, but precisely those that are necessary to solve a problem. This ability develops throughout life and is absolutely necessary for solving any of the most complex problems.

Development causal thinking in children it begins with awareness of the consequences of their actions. In a 4- to 5-year-old child, cognitive interests shift from individual objects, their names and properties to the relationships and connections of phenomena. They begin to be interested not just in objects, but in actions with them, interactions of people and objects, the relationship of causes and effects. First, children learn to plan actions on real objects, then with linguistic material: words, statements, texts. Thanks to independence, the child learns to control his thinking; set research goals, put forward hypotheses of cause-and-effect relationships, consider the facts known to him from the perspective of the hypotheses put forward. These abilities, without a doubt, are the main prerequisites for creativity at the stage of causal thinking. Critical thinking is manifested in the fact that children begin to evaluate their own and other people's activities from the point of view of the laws and rules of nature and society. Foresight and planning underlie creativity at the stage of cause-and-effect thinking. This is how the plots of fantastic stories and fairy tales are born.

Since, as children grow older, they encounter a large number of situations where it is impossible to identify one cause for an event, in these cases causal thinking will be insufficient. There is a need for a preliminary assessment of situations and selection among the many options and abundance of facts that have a significant impact on the course of events. In this case, the choice is made based on a number of criteria that allow you to narrow the “search area”, make it more abbreviated and selective. Thinking, which, based on the criteria of selective search, allows you to solve complex, problematic situations, is called heuristic. It is formed approximately by the age of 12-14 years.

Refracting with age and changing in importance, these types of thinking development continue to develop during the period of study in primary school. Moreover, the study of children's cognitive activity shows that by the end of primary school there is a surge in research activity. “Children’s research activity at the stage of causal thinking is characterized by two qualities: increased independence of mental activity and increased criticality of thinking”;

The adjective heuristic is derived from the word heuristics (from eureka - “found, discovered”) - the science of processes and methods of discovering something new. The purpose of heuristics is to explore methods and rules that lead to discoveries and inventions. Heuristic reasoning is not final, but is seen as preliminary, the purpose of which is to find a solution to a specific problem.

It turns out that heuristic thinking gives a person the opportunity to direct his search activity to the optimal solution to a problem, to obtain new knowledge. According to some scientists, heuristic thinking is auxiliary and occupies an intermediate place between algorithmic and creative thinking. This is due to different views on understanding heuristics.

The concept of “heuristics” meant Ancient Greece method of verbal teaching used by Socrates (469 -399 BC) (remember the “Socratic conversations”). The student had to find the true conclusion by answering leading questions from the teacher, who led the conversation along the optimal path to new knowledge. Socrates believed that each person is unique, which means that his individuality, including his individual thinking, deserves attention and respect. At that time, Socrates’ activity was interpreted as creative, the term “heuristics” was not yet used, although the need arose for the emergence of a concept not associated with “materialized” creativity.

Ancient Greek mathematician Pappus of Alexandria in the 3rd century AD. studied in detail the works of ancient thinkers, including mathematicians, and identified logical methods and others with the help of which the solution to the problem was found. He combined the latter and gave them the code name “Heuristics”. In a treatise entitled “Treasury of Analysis” (or “The Art of Solving Problems”), Pappus of Alexandria proposed different ways to solve a problem, including non-logical ones;

Psychological and pedagogical science notes that in the conditions of rapidly growing information in the 21st century. special meaning gains development and activation creative thinking: in any activity, it is important not only for the student to acquire a certain amount of knowledge, but also the ability to apply it when solving problems various issues or tasks.

Creative thinking is characterized by the creation of a subjectively new product and new formations in the very cognitive activity of its creation, relating to the goals, motives, assessments and meanings of the activity itself. Such thinking is distinguished by the ability to transfer knowledge and skills to a new situation, vision new problem, both in familiar and non-standard situations, the ability to determine a new function of the object. Creativity is a search that reveals to a person what is not yet known, helping to expand the boundaries of knowledge. A creative product must be original and individual. It is also important that elements of creativity can be found in any human activity, including when studying various educational disciplines.

For more active mental activity of students, a teaching method is used - conversation. During the conversation, questions are raised to discuss the upcoming work, and student answers are clarified and supplemented. Often, in the process of students completing work assignments, an individual interview is used to determine the degree to which the student understands individual work methods, the entire task, or the causes of errors. The conversation can have the character of a free discussion and develops independent judgment of creative ideas.

Thus, by gradually forming all types of thinking with the development of a child’s creative approach to any given task, we can give him the opportunity to grow into a thinking and creative person.

One of the most important conditions for the formation of a child of primary school age is creative imagination. True mastery of any academic subject is impossible without the active activity of the imagination, without the ability to imagine, imagine what is written about in the textbook, what the teacher talks about, without the ability to operate with visual images.

Characterizing the imagination of children, L.S. Vygotsky spoke about the need to understand the psychological mechanism of imagination, and this cannot be done without clarifying the connection that exists between fantasy and reality. “The creative activity of the imagination,” writes L.S. Vygotsky, is directly dependent on the richness and diversity of a person’s previous experience, because this experience represents the material from which fantasy structures are created. The richer a person’s experience, the more material his imagination has at his disposal.” This idea of ​​the scientist should be especially emphasized, because it is too widely believed both abroad and here that a child has a wild, unlimited imagination and is capable of generating bright, inorganic images from within. Any intervention by an adult or teacher in this process only fetters and destroys this fantasy, the richness of which cannot be compared with the fantasy of an adult. At the same time, it is quite obvious that the poverty of a child’s experience also determines the poverty of his imagination. As experience expands, a solid foundation is created for children's creative activity.

In the process of developing imagination at primary school age, the recreating imagination associated with the representation of what was previously perceived or the creation of images in accordance with a given description, diagram, drawing, etc. is improved. Creative imagination as the creation of new images associated with the transformation, processing of impressions of past experience, by combining them into new combinations, combinations also receive further development.

Creative (creative) abilities are the comprehensive capabilities of a schoolchild in performing activities and actions aimed at creating new educational products.

In connection with the problem of introducing a new educational paradigm in the 21st century, the requirements for the development of the creative abilities of primary schoolchildren are increasing. A student must have flexible, productive thinking and a developed active imagination to solve the most complex problems that life poses. Rapid changes are taking place in society. A person is forced to respond to them adequately and, therefore, must activate his creative potential. In accordance with this, it is necessary to select and develop adequate means of forming creative productive thinking, because the former do not correspond to the educational paradigm of the new millennium.

The formation of creative abilities in the learning process is an important task in instilling practical skills and technological mastery in younger students. It is important for younger schoolchildren to learn to introduce elements of fantasy and the possible variety of their creative thoughts into their work during literary reading lessons.

In the psychological and pedagogical literature, the following types of creative activity are distinguished:

Cognition “...the educational activity of a student, understood as a process of creative activity that forms their knowledge”;

Transformation is a creative activity of students, which is a generalization of basic knowledge that serves as a developmental basis for obtaining new educational and special knowledge;

Creation is a creative activity that involves students designing educational products in the areas they are studying;

Creative application of knowledge is a student activity that involves the student making own thoughts when applying knowledge in practice.

All this allows us to define the concept of “creative activity of junior schoolchildren” as a productive form of activity of primary school students, aimed at mastering the creative experience of cognition, creation, transformation, and use in a new capacity of objects of material and spiritual culture in the process of educational activities, organized in collaboration with the teacher. Cognitive motivation for the creativity of a junior schoolchild manifests itself in the form of search activity, higher sensitivity, sensitivity to the novelty of a stimulus, situation, discovery of something new in the ordinary, high selectivity in relation to the new thing being studied (subject, quality).

Scientists note the dynamics of the child’s creative research activity itself. By the age of 7-8, the creativity of a junior schoolchild is often expressed in the form of independently posed questions and problems in relation to the new, unknown, and the student’s research range also expands.

This leads to the fact that already at primary school age the main component of creativity becomes problematic, ensuring the child’s constant openness to new things and exacerbating the desire to search for inconsistencies and contradictions. The solution of proposed and independently (seen) problems in a creative child is often accompanied by a manifestation of originality. This is another important component of creativity, expressing the degree of dissimilarity, originality, and unusualness.

1.2 The essence and specificity of the foundations for the development of creative abilities of younger schoolchildren

Today, one of the fundamental principles of updating the content of education is personal orientation, which involves the development of the creative abilities of students, the individualization of their education, taking into account interests and inclinations for creative activity. The strategy of modern education is to give “the opportunity to all students, without exception, to demonstrate their talents and all their creative potential, which implies the possibility of realizing their personal plans.” These positions correspond to the humanistic trends in the development of the national school, which is characterized by the orientation of teachers towards the personal capabilities of students and their continuous “building up”. At the same time, the goals of personal development are brought to the fore, and subject knowledge and skills are considered as means of achieving them.

With the modern development of science and technology, the increasing volume of information that needs to be brought to the attention of students, it is not enough to use traditional methods of teaching; they need to be improved based on the latest technologies. One of the ways of such improvement is the development of concepts for the development of the creative abilities of schoolchildren in the lessons of teaching literary reading from the initial stage of a child’s education at school.

Pedagogy identifies the following components of the creative abilities of younger schoolchildren:

1) creative thinking;

2.creative imagination

Tools for developing creative abilities are used at almost all stages of teaching literary reading:

1) at the stage of explaining new material (presentation of information);

2) at the stage of consolidation and formation of skills (teaching students certain actions);

3) at the stage of monitoring the acquisition of knowledge and the formation of skills (assessment of student work results);

4) at the stage of systematization, repetition, generalization of the material (highlighting the main, most important in the material being studied).

In order for primary schoolchildren to consciously acquire knowledge and work skills, creatively and with full dedication to use them in their work, so that they develop creative abilities, various groups of techniques should be used:

Motivational;

Providing assistance;

Stimulating.

TO motivational techniques The following methods include:

Setting goals;

Show practical significance activities and labor results.

The next group of techniques is related to completing a learning task.

Sometimes in the classroom there are situations when students various reasons find it difficult to complete this or that work. For this purpose, techniques are used providing assistance. All students have different levels of developed knowledge, skills, abilities, and abilities. Some of them are paralyzed by the thought that “nothing will work out anyway.” Methods of providing assistance include:

Reminder;

Specification;

Asking guiding questions.

The reminder technique is used if the necessary knowledge or methods of action are not retained in the students’ memory at the time of their use, and a mistake made at the very beginning can affect the further course of work. Specification ensures that students correctly understand the task. It allows you to use examples that schoolchildren have already formed an idea of.

Creative tasks in a literary reading lesson in junior school suggest variability in solving a task. They should be aimed at developing intelligence, mental functions, techniques and operations of mental activity. Creativity is inseparable from the knowledge and skills that a junior schoolchild receives in the educational process, and therefore this concept (“creativity”) is associated in pedagogy with the term “ability.”

Improving the quality of knowledge acquisition by younger schoolchildren is one of the most important tasks of the school. Many teachers achieve its implementation not through additional workload on students, but through improving the forms and methods of teaching. In solving this issue, teachers and methodologists attach great importance to the development of interest of younger schoolchildren in learning through the formation of creative abilities in the process of work. It is in the first years of education that, thanks to the psychological characteristics of children of primary school age, their creative abilities actively develop. In particular, to solve the developmental goals of teaching, primary school teacher A.V. Nikitina organizes the systematic, targeted development and activation of creative activity in a system that meets the following requirements:

Cognitive tasks should be built on an interdisciplinary basis and contribute to the development of mental properties of the individual (memory, attention, thinking, imagination);

Tasks and tasks should be selected taking into account the rational sequence of their presentation: from reproductive ones, aimed at updating existing knowledge, to partially search ones, focused on mastering generalized methods of cognitive activity, and then to actually creative ones, allowing one to consider the phenomena being studied from different angles;

A system of cognitive and creative tasks should lead to the formation of fluency of thinking, mental flexibility, curiosity, and the ability to put forward and develop hypotheses.

But how can you develop creativity? What conditions need to be created for this?

Conditions for the development of students' creative abilities in literary reading lessons.

The creative activity of students requires psychological and pedagogical support from the teacher. Let us formulate conditions that contribute to the development of creative abilities of younger schoolchildren:

1. Organization of the work of schoolchildren themselves, the development of their activity - provides for practical work by students (reading works of fiction, practical tasks in analyzing works);

2. Teaching literature (a specific reflection of life and a means of knowing it) requires the teacher to deepen and expand the life experience of students. It is necessary to ensure the richness and diversity of children's reading experience, observations of the writer's skill, knowledge of literary theory, analysis of works;

3. Students’ creative abilities are successfully developed when systematic study and practical assimilation of literary theory are combined with familiarity with different types of arts with close attention to their specificity;

4. The next important condition is to provide children with a certain freedom of creativity, expressed in the freedom to choose methods of work, the sequence of operations, and the possibility of presenting different answer options;

5. It is very important to make students feel the vital necessity of work;

6. The activities in which the teacher includes children should be varied and exciting; for this it is necessary to alternate, for example, different types of analysis of a work of art, different types of work of a systematic nature;

7. Teacher Help: The most important thing here is not to turn help into a hint; You cannot do for a child what he can do for himself. If necessary, the student should be “sent” to the text of the work.”

The teacher must make the children creative search, which consists in realizing the contradiction between the existing problems in solving a certain problem and their own experience. The student faces the need to create a new solution scheme that is not available in his experience, i.e. create a plan.

The idea is the basis of creativity, the highest level of human consciousness that transforms the world; a condition for stimulating and developing creative abilities in schoolchildren, freedom of conscious activity. The plan fills all the work of a junior school student as a whole, since the entire path to obtaining the result of work, the goal of work is thought through:

Use of materials;

Means of labor;

Sequence of operations and preparation for work.

To develop creative abilities at primary school age, it is necessary to develop the following skills in students:

Classify objects, situations and phenomena on various grounds;

Establish cause-and-effect relationships;

See relationships and identify new connections between systems;

Consider the system in development (dynamics);

Make forward-looking assumptions;

Identify opposite features of an object;

Identify and formulate contradictions;

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The essence of the concept of “creativity” in psychological and pedagogical literature. Description and analysis of experimental pedagogical work on the use of didactic games as one of the methods for developing the creative abilities of students in literacy lessons.

Creativity is not a new subject of research. The problem of human abilities has aroused great interest among people at all times. Analysis of the problem of developing creative abilities will largely be determined by the content that we will put into this concept. Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, write poetry, write music, etc. What is creativity really?

It is obvious that the concept we are considering is closely related to the concept of “creativity”, “creative activity”. Scientists have conflicting opinions about what is considered creativity. IN Everyday life creativity is usually called, firstly, activity in the field of art, secondly, design, creation, implementation of new projects, thirdly, scientific knowledge, the creation of the mind, fourthly, thinking in its highest form, going beyond the limits required for solving a problem using already known methods, manifested as imagination, which is a condition for mastery and initiative.

The Philosophical Encyclopedia defines creativity as an activity that generates “something new, something that has never happened before.” Novelty arising as a result of creative activity can be both objective and subjective in nature. Objective value is recognized for such creative products in which still unknown patterns of the surrounding reality are revealed, connections between phenomena that were considered unrelated are established and explained. The subjective value of creative products occurs when the creative product is not new in itself, objectively, but new for the person who first created it. These are, for the most part, the products of children's creativity in the field of drawing, modeling, composing poems and songs. IN modern research European scientists define “creativity” descriptively and act as a combination of intellectual and personal factors.

So, creativity is an activity that results in new material and spiritual values; the highest form of mental activity, independence, the ability to create something new and original. As a result of creative activity, creative abilities are formed and developed.

What is “creativity” or “creativity”? Thus, E. P. Torrence understood creativity as the ability to heightened perception of shortcomings, gaps in knowledge, and disharmony. In the structure of creative activity, he identified:

• 1. perception of the problem;
• 2. search for a solution;
• 3. emergence and formulation of hypotheses;
• 4. hypothesis testing;
• 5. their modification;
• 6. finding results.

It is noted that in creative activity an important role is played by factors such as temperamental characteristics, the ability to quickly assimilate and generate ideas (not to be critical of them); that creative solutions come at a moment of relaxation, dispersion of attention.

The essence of creativity, according to S. Mednik, is the ability to overcome stereotypes at the final stage of mental synthesis and the use of a wide field of associations.

D.B. Bogoyavlenskaya identifies intellectual activity as the main indicator of creative abilities, combining two components: cognitive (general mental abilities) and motivational. The criterion for the manifestation of creativity is the nature of a person’s fulfillment of the mental tasks offered to him.

I.V. Lvov believes that creativity is not a surge of emotions, it is inseparable from knowledge and skills, emotions accompany creativity, spiritualize human activity, increase the tone of its course, the work of a human creator, and give him strength. But only strict, proven knowledge and skills awaken the creative act.

Thus, in the very general view The definition of creativity is as follows. Creative abilities are the individual psychological characteristics of an individual that are related to the success of performing any activity, but are not limited to the knowledge, abilities, and skills that have already been developed by the student.

Since the element of creativity can be present in any type of human activity, it is fair to talk not only about artistic creativity, but also about technical creativity, mathematical creativity, etc. Creativity is a fusion of many qualities. And the question about the components of human creative potential remains open, although at the moment there are several hypotheses regarding this problem.

Many psychologists associate the ability for creative activity, first of all, with the characteristics of thinking. In particular, the famous American psychologist J. Guilford, who dealt with the problems of human intelligence, found that creative individuals are characterized by so-called divergent thinking. People with this type of thinking, when solving a problem, do not concentrate all their efforts on finding the only correct solution, but begin to look for solutions in all possible directions in order to consider as many options as possible. Such people tend to form new combinations of elements that most people know and use only in a certain way, or to form connections between two elements that at first glance have nothing in common. The divergent way of thinking underlies creative thinking, which is characterized by the following main features:

• 1. Speed ​​- the ability to express the maximum number of ideas (in this case, it is not their quality that is important, but their quantity).
• 2. Flexibility - the ability to express a wide variety of ideas.
• 3. Originality - the ability to generate new non-standard ideas (this can manifest itself in answers, decisions that do not coincide with generally accepted ones).
• 4. Completeness - the ability to improve your “product” or give it a finished look.

Well-known domestic researcher of the problem of creativity A.N. Onion, based on the biographies of outstanding scientists, inventors, artists and musicians, identifies the following creative abilities:

• 1. The ability to see a problem where others do not see it.
• 2. The ability to collapse mental operations, replacing several concepts with one and using increasingly information-capacious symbols.
• 3. The ability to apply the skills acquired in solving one problem to solving another.
• 4. The ability to perceive reality as a whole, without splitting it into parts.
• 5. The ability to easily associate distant concepts.
• 6. The ability of memory to provide the necessary information at the right moment.
• 7. Flexibility of thinking.
• 8. The ability to choose one of the alternatives to solve a problem before testing it.
• 9. The ability to incorporate newly perceived information into existing knowledge systems.
• 10. The ability to see things as they are, to isolate what is observed from what is introduced by interpretation. Ease of generating ideas.
• 11. Creative imagination.
• 12. The ability to refine details to improve the original plan.

Candidates of psychological sciences V.T. Kudryavtsev and V. Sinelnikov, based on a wide historical and cultural material (history of philosophy, social sciences, art, individual areas of practice), identified the following universal creative abilities that have developed in the process of human history

• 1. Realism of the imagination - figurative grasp of some essential, general tendency or pattern of development of an integral object, before a person has a clear concept about it and can fit it into a system of strict logical categories. The ability to see the whole before the parts.
• 2. Trans-situational - transformative nature of creative solutions, the ability, when solving a problem, not just to choose from alternatives imposed from the outside, but to independently create an alternative.
• 3. Experimentation - the ability to consciously and purposefully create conditions in which objects most clearly reveal their hidden essence in ordinary situations, as well as the ability to trace and analyze the features of the “behavior” of objects in these conditions.

Scientists and teachers involved in the development of programs and methods of creative education based on TRIZ (theory of solving inventive problems) and ARIZ (algorithm for solving inventive problems) believe that one of the components of human creative potential is the following abilities:

• 1. Ability to take risks.
• 2. Divergent thinking.
• 3. Flexibility in thinking and action.
• 4. Speed ​​of thinking.
• 5. The ability to express original ideas and invent new ones.
• 6. Rich imagination.
• 7. Perception of the ambiguity of things and phenomena.
• 8. High aesthetic values.
• 9. Developed intuition.

Analyzing the points of view presented above on the issue of the components of creative abilities, we can conclude that, despite the difference in approaches to their definition, researchers unanimously identify creative imagination and the quality of creative thinking as mandatory components of creative abilities.

Activation of creative activity is achieved, according to A. Osborne, by observing four principles:

• 1) the principle of excluding criticism (you can express any thought without fear that it will be recognized as bad);
• 2) encouragement of the most unbridled association (the wilder the idea seems, the better);
• 3) requirements that the number of proposed ideas be as large as possible;
• 4) recognition that the ideas expressed are not anyone’s property, no one has the right to monopolize them; Each participant has the right to combine ideas expressed by others, modify them, “improve” and improve them.

D.N. Druzhinin believes that to intensify creative activity it is necessary:

• 1) lack of regulation of subject activity, or more precisely, lack of a model of regulated behavior;
• 2) the presence of a positive example of creative behavior;
• 3) Flexibility in thinking and action. creating conditions for imitation of creative behavior and blocking manifestations of aggressive and deductive behavior;
• 4) social reinforcement of creative behavior.

The creative activity of a student increases his involvement in the educational process, promotes the successful acquisition of knowledge, stimulates intellectual effort, self-confidence, and fosters independence of views. M.N. Skatkin considers certain ways to enhance creative activity:

• 1) problematic presentation of knowledge;
• 2) discussion;
• 3) research method;
• 4) creative works of students;
• 5) creating an atmosphere of collective creative activity in the classroom.

In order to successfully activate creative activity schoolchildren, the teacher needs to see the effectiveness and productivity of his work. To do this, it is necessary to monitor the dynamics of each child’s creative activity. The elements of creativity and the interaction of reproduction elements in the activities of a schoolchild, as in the activities of a mature person, should be distinguished according to two characteristic features:

• 1) based on the result (product) of activity;
• 2) by the way it occurs (process).

It is obvious that in educational activities, elements of student creativity are manifested, first of all, in the peculiarities of its course, namely in the ability to see a problem, to find new ways to solve specific practical and educational problems in non-standard situations.

Thus, we can conclude that creative activity is activated in a favorable atmosphere, with friendly assessments from teachers, and encouragement of original statements. An important role is played by open-ended questions that encourage students to think and search for different answers to the same curriculum questions. It is even better if the students themselves are allowed to pose and answer such questions.

Creative activity can also be stimulated through the implementation of interdisciplinary connections, through introduction to an unusual hypothetical situation. Questions work in the same direction, when answering which it is necessary to extract from memory all the information available in it and creatively apply it in the situation that has arisen.

Creative activity promotes the development of creative abilities and increases the intellectual level.

Thus, by creative abilities we understand the totality of personality properties and qualities necessary for the successful implementation of creative activity, allowing in the process of transforming objects, phenomena, visual, sensory and mental images, discovering new things for oneself, seeking and making original, non-standard solutions .

The problem of human capabilities has aroused great enthusiasm among people in all eras. The analysis of the difficulty of developing creative capabilities will largely become the entry that we will put into this opinion. Very often, in everyday consciousness, creative possibilities are identified with the ability to perform various forms of artistic activity, with the ability to beautifully depict, invent verses, compose music, etc.

For almost all years, the problem of developing the creative abilities of students has attracted close interest from representatives of various fields. scientific knowledge- philosophy, pedagogy, psychology, linguistics and others. This is combined with the continuously growing needs of the modern community for functional individuals capable of solving new problems, finding high-quality solutions in the conditions of uncertainty, multiple choices, and constant improvement of the knowledge accumulated by society, since “in our days, ability and creative talent become a deposit. Thus, there is no complete definition of creativity, but a huge number of works devoted to developmental, general psychology, as well as the psychology of creativity, cover a lot of facts that help us learn the essence of the phenomenon under study.

What is creativity really?

Let's consider how the sciences philosophy and psychology define creativity.

Philosophy does not consider creativity as a process, but anticipates that the innate world of man creates what he has developed and perfected in himself: the properties of active possibilities. The General Philosophical Dictionary positions creativity as an activity that gives birth to something new that has never existed.

Psychologists view creativity as the highest degree of logical thinking, which is an impetus for businesslike activity, “the result of which is the creation of material and spiritual values.”

Today, many psychologists argue that the definition of creativity as “... a system of actions leading to the creation of a new product” cannot be considered satisfactory. Thus, many psychophysiologists S.M. Bondarenko, V.S. Rotenberg consider creativity as a type of search activity - a type of activity that is focused on changing a problem situation or on changes in the subject himself interacting with it. Ya.A. Ponomarev in his concept says that the essence of creativity comes down to intellectual activity and synergy with the by-products of one’s activities.

Philosophers define creativity as “mental and practical activity, the result of which is the creation of unique, inimitable values, the discovery of new facts, unusual things, patterns, as well as ways of studying and transforming material or spiritual culture; if it is new only for its creator, then the novelty is subjective and has no public significance.”

Psychologist A. Ponomarev, interpreting the opinion of “creativity,” defined it as a “mechanism of productive development” and did not consider “novelty” to be a decisive aspect of creativity. Bibler V.S., revealing the essence of creativity from the position of psychology, describes that “creativity is understood as the process of creating something new for the given subject.” Therefore, it is clear that creativity in one form or another is not a talent of the “chosen few”; it is generally available to everyone.

There are various explanations for creativity. Doctor Edward Land describes it as a “sudden retreat of stupidity,” and doctor Margaret Mead believes that a person, by working, developing or inventing something new for himself, makes a document of creativity. The word “new” is inherent or allowed in most definitions of creativity. Many researchers have tried to create the concept of creativity, but their approaches and interpretations differed significantly

A look at the creativity of advanced practicing teachers (V. Sukhomlinsky, A. Zakharchenko, V. Shatalov, Sh. Amonashvili, V. Irzhavtseva, etc.) deserves interest. V. Sukhomlinsky defined creativity as a special sphere of spiritual life, self-affirmation, when originality and peculiarity of every baby. A. Zakharchenko views the creativity of younger schoolchildren as a special benign and immediately public sphere, since its results are specifically addressed to the student’s personality, influence interest through the action of knowledge, learning the need to engage, and great moral qualities.

Creativity is a search that reveals to a person what is not yet known, helping to expand the limits of knowledge. A creative product is certainly original and individual. Another important fact is that the components of creativity can be encountered in any kind of human activity, including in the study of various educational disciplines.

Creativity is a conclusion beyond the limits of the given (Pasternak’s “above barriers”). This is just a poor definition of creativity, but the first thing that catches your eye is the similarity in the behavior of a creative person and a person with mental disorders. The behavior of such and such deviates from the stereotypical, generally accepted one.

Creation, it is an activity that generates “something new, something that has never happened before.” Novelty arising as a result of creative activity can be both objective and subjective in nature. An impartial value is recognized for such creative products, in which still unknown patterns of the surrounding reality are revealed, connections between phenomena that were considered unrelated are established and explained. The subjective importance of creative goods takes over space when the product of creativity is not new in itself, impartially, but new for the person who created it for the first time. These are, to a large extent, the products of children's creativity in the field of drawing, modeling, imagining poems and songs. In modern studies of European experts, “creativity” is defined descriptively and appears as an intricacy of intellectual and personal reasons.

Of course, the opinion we are examining is narrowly connected with the opinion of “creativity”, “creative activity”. The opinions of experts are contradictory based on the pretext of what to consider creativity. In everyday life, creativity is traditionally called, firstly, activity in the field of art, secondly, design, education, implementation of new projects, thirdly, scientific knowledge, education of the intellect, 4th, thinking in its highest form, going beyond what is required to solve the emerging problem using already popular methods, manifesting itself as fantasy, which is a condition for mastery and initiative.

"Creative we call each activity, which creates something new... Arguing that creativity is a necessary condition for existence, and everything around owes its origin to the creative process of man,” this is the position of the famous psychologist L. Vygotsky on issues of creativity.

Creative person, according to V.I. Andreev, is a type of personality characterized by perseverance, a high level of focus on creativity, motivational and creative activity, which manifests itself in organic unity with a high level of creative abilities, allowing it to achieve progressive, social and personally significant results in one or more types of activities.

V. Levi characterizes the stages of creativity as follows: “In his own works, somewhere within himself, he reveals the newest, most wonderful world. And then you need to find yourself in the community, yourself in the person, yourself in the world.”

A person begins to think creatively even in childhood, since any situation for a child was new and required a new (creative) approach and solution. The baby does a lot of things every day: small and huge, ordinary and difficult. And any task is a task, sometimes the most, sometimes the least difficult. When solving problems, creativity emerges, a new path is taken, or something new is formed. This is where special properties of the mind are required, such as attentiveness, the knowledge to compare and disassemble, to look for connections and dependencies - all that together creates creative possibilities.

But, as Gerald Nirenberg notes, “we become limited and forget that we can exist as a creative person. Almost all of us, throughout our own lives and beyond, inherit these stereotypes in exactly this way.” According to the definition of J. Nirenberg, creative thinking is “the knowledge of something new. It is a mixed portion of human intelligence." In his own research, S. Freud also focused on the large divisions between the brilliant mind of a child and the smoldering mentality of a mature one.

Some teachers highlight such traits of a creative personality as unity of perception, convergence of opinions, capacity for caution (consistency, creativity, disapproval of presentation), movement of speech, preparedness for risk, disposition to have fun, flair and subconscious processing of information, etc.

O. Kulchitskaya also highlights the following features of a creative personality:

The emergence of a directed interest in a certain field of knowledge, even in childhood;

High ability to work;

Subordination of creativity to spiritual motivation;

Perseverance, stubbornness;

Passion for work.

A. Maslow considers the highest needs of a creative person to be:

Curiosity;

The need to understand the environment;

Aesthetic need for beauty;

Symmetry;

Order and simplicity.

In relation to educational and creative efficiency in psychological and pedagogical science, the following characteristics of a creative personality have been identified:

1. Motivation - creative energy and direction of the individual;

2. Intellectual-logical capabilities - (disassemble knowledge, abstract, put a hereditary sign and species distinction, draw conclusions, justify).

The intellectual and logical capabilities of students are revealed in:

a) in the ability to disassemble. Aspects of evaluation of analysis are fidelity, completeness, abyss;

b) the ability to separate the unimportant and separate the unimportant from the unimportant (abstraction). The aspect of evaluation is consistency, fidelity, an abyss of judgments and conclusions;

c) in the ability to describe phenomena and processes, to formulate ideas logically, extensively and correctly. The aspect of assessing this skill is completeness, abyss, consistency;

d) the ability to express the correct definition of an object, establish generic symptoms and species differences. An aspect of assessing this possibility is the brevity and accuracy of the formulated definition;

e) the ability to explain, which indicates the intellectual and logical ability to reasonedly explain and discover the essence of the issue, difficulty, method of solving it. An aspect of the assessment is the completeness and motivation of judgments;

f) the ability to substantiate and prove. An aspect of the assessment is capacity to prove and examination of confirmation procedures;

3. Intellectual-heuristic, intuitive abilities (the ability to generate a hypothesis, the ability to fantasize, display and establish new connections in the mind between the components of a task, see contradictions and problems, the ability to transfer knowledge and skills to a new situation, abandon an obsession, critical thinking ).

Mental - heuristic capabilities of the individual include:

a) the ability to generate ideas, put forward hypotheses that characterize the intellectual and heuristic individualities of a person in the conditions of limited information, predict the conclusion of creative tasks, mentally predict and put forward unique approaches, strategies, and methods for solving them. The aspect is the number of hypotheses, their originality, novelty, effectiveness for solving a creative problem;

b) capacity for invention. It is a creation of images and opinions. The assessment aspect is the richness and originality of the images, novelty, and significance of the invention;

c) combines memory, the ability to show and create new connections in the mind between the components of a problem, especially popular and unknown ones. An aspect of the assessment is the number of associations, their originality, novelty, and effectiveness for solving the problem;

d) the ability to create contradictions and difficulties. An aspect of the assessment is the number of open contradictions, their novelty and originality;

e) the ability to transfer knowledge and skills to a new situation characterizes the productivity of thinking. An aspect of the assessment may be the width of the transfer, the degree of effectiveness of the transfer of knowledge and skills for solving creative problems;

f) the ability to drive away from a bothersome idea, to overcome the inertia of thinking. An aspect of the assessment is the level of speed of switching thinking to the newest method of thinking of a creative problem, the elasticity of thinking in searching for new approaches to analyzing contradictions that appear;

f) independence of thinking characterizes the ability not to follow in vain a generally accepted point of view. An aspect of assessment is elasticity and inversion of thinking;

g) disapproval of thinking is the ability to make value judgments, the knowledge to correctly evaluate the process and results of one’s own creative efficiency and the efficiency of others, the knowledge to look for personal mistakes, their prerequisites and the prerequisites for failures. An aspect of the assessment may be the impartiality of the criteria for value judgments, as well as the effectiveness of identifying the circumstances of one’s own errors and failures;

4. Worldview individuality of the individual;

5. Moral qualities that distinguish successful educational and creative activity;

6. Aesthetic properties;

7. Communication and creative opportunities;

1. The ability of an individual to self-manage his educational and creative activities.

The indicators highlighted above are a tool for diagnosing the level of existing creative abilities and identifying their potential for the psychological and pedagogical foundations for the development of creative abilities in younger schoolchildren.

Based on psychological and pedagogical literature, we have come to the conclusion that the creative abilities of an individual are a synthesis of their characteristics and character traits, which characterize the level of their compliance with the requirements of a certain type of educational and creative activity and which determine the level of effectiveness of this activity.

The innovative psychological and pedagogical discipline states that homozygosity forms only the basis for the development of a student’s creative abilities, describes their boundaries, and training and upbringing affect the realization of creative abilities. J. Stinger clarified that the highest degree of mental capabilities does not guarantee the sensitive realization of creativity. Reason is a limitation necessary for creativity, but in no way sufficient. The constant, focused service of the teacher is needed in identifying and developing, during the learning process, students’ inclinations and capabilities for creativity. MM. Skatkin is extremely rude, but correctly defined: “Innovative education, the purpose of which is to create a popular and similar amount of knowledge for everyone, looks like a general destruction of talent.”

In order to manage the formation and development of capabilities, students need to know their actual and probable levels.

The highest degree of student success does not always equate to the highest level of creative gift. There is subjugation, but it does not have a straightforward disposition.

“A creative personality is a person capable of penetrating the essence of ideas and implementing them despite all obstacles until a practical result is obtained.” This is exactly what T. Edison meant.

Much attention is paid to the definition of the concept of a creative personality in philosophical, pedagogical and psychological literature (V.I. Andreev, D.B. Bogoyavlenskaya, R.M. Granovskaya, A.Z. Zak, V.Ya. Kan-Kalik, N.V. Kichuk, N.V. Kuzmina, A.N. Luk, S.O. Sysoeva, V.A. Tsapok and others). N.V. Kichuk defines a creative personality through its intellectual activity, creative thinking and creative potential.

Most creators agree that a creative person is an individual who has the highest level of knowledge and a desire for something new and unique. For a creative person, creative activity is a vital need, and a creative behavior is more appropriate. The main indicator of a creative personality, its more basic feature, is considered to be the presence of creative capabilities, which are considered as individual psychological capabilities of a person that meet the needs of creative activity and are a condition for its successful execution. Creative possibilities are combined with the creation of a new, unusual product, with the search for new means of business. Creative components by themselves do not guarantee creative opportunities. To achieve them, you also need an engine that would put the thinking device into operation, then you have the necessary desires and freedom, the necessary “motivational basis”.

The greatest influence on research into the problem of abilities was exerted by the works of scientists R.S. Nemova, S.L. Rubinstein and B.M. Teplova, V.D. Shadrikova, I.F. Kharlamova, V.A. Krutetskyog, I.A. Zimnyaya, V.N. Druzhinina.

Among them, especially, I would like to mention the works of B.M. Teplova. B.M. Teplov considers abilities, first of all, as individual psychological differences between people. Giving a definition of abilities, the scientist believes that it should include three characteristics:

Firstly, capabilities are assumed to be individual psychological individualities that distinguish one person from another; no one will speak about possibilities after the place in which we are talking about properties in respect of which all people are the same;

Secondly, opportunities do not generally refer to personal individuals, but only to those that have the potential to successfully carry out any activity or almost all activities;

Thirdly, the opinion “ability” does not refer to the knowledge, skills or abilities that have already been developed by the given person.

Understanding by possibilities such individual-psychological individualities that lead to the success of performing one or another activity, B.M. Teplov raises the question that the successful execution of any type of humane efficiency can exist guaranteed not by a separate opportunity, but only by that typical combination of them that characterizes a given person. Moreover, these individual possibilities, in accordance with the concept of B.M. Teplov, are not simply located and autonomous from each other, and any of them can change, receive a completely different character, which depends on the presence and level of development of the remaining capabilities.

B.M. Teplov in his own work “Difficulties of Personal Differences” puts forward the idea that successful creative execution of efficiency can be achieved psychologically in different ways. He emphasizes that there is nothing more lifeless and scholastic than the idea that there is only one method for the successful execution of every business task. Gramotey believes that these methods are infinitely heterogeneous, just as heterogeneous as human capabilities are heterogeneous.

In accordance with the concept of B.M. Teplova, opportunities are formed in businesslike activity. This idea comes from the general thesis that mental characteristics appear and are created in business. In this regard, he writes: “The point is not that opportunities appear in business, but that they are formed in this activity.” Opportunities exist in development, they are not a permanent quality of a person, their formation can only be in businesslike activity.

In the works of B.M. Teplov remains murky about the role of inclinations in the development of capabilities. He attributed the makings mainly to the characteristics of high nervous efficiency. “The typological characteristics of the nervous system become part of the natural foundations for the development of capabilities, the so-called “inclinations.” Perhaps they even occupy an important space in the structure of these natural prerequisites for abilities.” This arrangement at a certain level removes the duality that dominates the space in his statements under the pretext of inclinations. On the one hand, considering inclinations to be an anatomical and physiological basis that cannot be transformed into mental formations, which are capabilities. And on the other hand, asserting the state that opportunities are the result of development that occurs in the course of teaching and learning, B.M. Teplov writes that “one of the corresponding signs of good inclinations for the development of any opportunity is early, and, moreover, independent, i.e. not requiring special pedagogical events, image of this ability."

The problem of possibilities received a thorough theoretical and practical development in the works of S.L. Rubinstein, before that only in terms of development, formation of capabilities, and later - in terms of identifying their psychological structure.

In his own works, such as “Bases of General Psychology”, “Existence and Consciousness”, “Views and Paths of Development of Psychology” S.L. Rubinstein meant by capabilities suitability for a certain efficiency. He believed that the key indicators that allow one to judge the possibilities are the ease of assimilation of new skills, as well as the extent to which the individual’s methods of perception and action can be transferred from one skill to another. Legal capacity, in accordance with the concept of S.L. Rubinstein, represents the difficult synthetic formation of personality.

Huge interest and B.M. Teplov and S.L. Rubinstein paid attention to the question of the role of inclinations in the development of capabilities. In particular, B.M. Teplov, opposed the recognition of innate capabilities and believed that popular natural prerequisites, to which he included inclinations, have every chance of being innate. In accordance with this pretext, he wrote: “Only anatomical and physiological individualities have every chance of existing as innate, i.e. the inclinations that lie at the basis of the development of capabilities, while the capabilities themselves are constantly the result of development.”

S.L. Rubinstein, like B.M. Teplov believes that opportunities are not limited to knowledge, skills, and abilities. Analyzing their relationship, experts conclude that these opinions are mutually conditioned: on the one hand, opportunities are a prerequisite for mastering knowledge and skills, on the other hand, in the process of this mastery, the creation of opportunities occurs.

Abilities develop on the basis of various psychophysical functions and mental processes. S.L. Rubinstein already talks about the role of psychophysical functions. Later, developing the approaches of B.M. Teplova and S.L. Rubinshteina, V.D. Shadrikov used the concept “ functional system"to define the concepts of “ability” and “giftedness” from the perspective of psychophysical functions.

S.L. Rubinstein defines abilities in different light several times. Defining ability in terms of development, S.L. Rubinstein outlines the duality of the approach in determining abilities. In his opinion, ability is a complex synthetic formation, including a number of qualities, without which a person would not be capable of any activity, and properties that are developed only in the process of a certain way of organized activity.

Thus, unlike Teplov B.M., Rubinshein S.L. Along with the activity approach, it also turns to a personal approach in determining opportunities, when the personality is considered not only as being formed in the process of efficiency, but also predetermining the nature of the given efficiency.

The main activity that guarantees the creation of mental parameters and properties of a school-age child is educational, cognitive activity. At the same time, it performs the function of personality development more intensely when it is just taking shape, i.e. at primary school age. The formation of a child occurs only in efficiency. Only with your own relics are you allowed to study the experiment and knowledge accumulated by the population of the earth, to grow your intellectual and other capabilities.

At primary school age, a significant continuation and development of knowledge occurs, and the child’s skills and abilities are improved. This process progresses and by the 3rd-4th grades it leads to the fact that most children show both general and special abilities for different types of businesslike activity. General opportunities appear in the speed at which a child acquires new knowledge, skills and abilities, and special opportunities appear in the depth of study of individual school subjects, in special types of working efficiency and in communication.

Of particular importance for development in primary school age is the motivation and greatest implementation of motivation for achieving success in educational, working, and gaming activities. Strengthening such motivation, which seems particularly appropriate at times in life for the upcoming development of a primary school student, brings two benefits:

Firstly, the student develops a vitally useful and fairly stable personal trait - the motive for achieving success, which dominates the motive for avoiding failure;

Secondly, it leads to the accelerated development of a variety of other abilities of the child.

The thinking of a primary school student undergoes very big changes in the learning process. The development of creative thinking leads to a qualitative restructuring of perception and memory, to their transformation into voluntary, regulated processes. Consequently, it is important to correctly influence the development process, since for a long time it was believed that the thinking of a child is, as it were, the “underdeveloped” thinking of an adult, that a child learns more with age, gets smarter, and becomes smart. However, now psychologists have no doubt that the thinking of a child is qualitatively different from the thinking of an adult, and that it is possible to develop thinking only based on knowledge of the characteristics of each age. The child’s thinking manifests itself very early, in all those cases when a certain task arises before the child. This task can arise spontaneously, you can come up with an interesting game yourself, or the task can be proposed by adults specifically for the development of the child’s thinking.

Studies of children's creativity allow us to identify at least 4 stages of development of creative thinking:

Visually effective;

Causal;

Heuristic

Creative.

Visually effective thinking is born from action at a younger and early age. In the process of developing visual-effective thinking, the child develops the ability to identify in an object not just its external properties, but precisely those that are necessary to solve a problem. This ability develops throughout life and is absolutely necessary for solving any of the most complex problems.

Development causal thinking in children it begins with awareness of the consequences of their actions. In a 4-5 year old child, cognitive interests shift from individual objects, their titles and parameters to the relationships and connections of phenomena. They begin to be occupied not just with objects, but with actions with them, the interactions of people and objects, the interdependence of circumstances and consequences. At first, children learn to intend actions on real objects, then with linguistic material: one word, an expression, a text. Thanks to independence, the baby learns to control his own thinking; set research goals, put forward hypotheses of cause-and-effect relationships, examine popular facts from the perspective of the hypotheses put forward. These possibilities, without a doubt, are the main prerequisites for creativity at the step of causal thinking. Disapproval of thinking occurs in the fact that children begin to evaluate their own and other people’s activities from the point of view of the laws and rules of nature and community. Foresight and planning are the basis of creativity at the step of cause-and-effect thinking. This is how the plots of mind-blowing stories and fairy tales appear.

The adjective approximate comes from the word heuristics (from eureka - “found, discovered”) - a discipline about actions and methods of discovering new things. The purpose of heuristics is to study the methods and criteria that lead to discoveries and inventions. A heuristic judgment is not decisive, but is considered as preliminary, the purpose of which is to find a conclusion for a specific problem.

It turns out that heuristic thinking gives a person the opportunity to direct his search activity towards the best conclusion to a difficulty, towards the acquisition of new knowledge. According to some experts, heuristic thinking is auxiliary and occupies an intermediate space between algorithmic and creative thinking. This is coupled with different views of consciousness heuristics.

The opinion “heuristic” meant in Old Greece the method of verbal teaching used by Socrates (469 -399 AD) (remember the “Socratic conversations”). The student had to find the real conclusion by answering the leading questions of the teacher, who conducted the conversation according to the best path to new knowledge. Socrates believed that every person is unique, which means that his peculiarity, including his personal individuality of thinking, deserves interest and respect. At that time, Socrates’ activity was interpreted as creative, the term “heuristics” was not yet used, although there was a need for the origin of an opinion not related to “materialized” creativity.

Mixolydian disciple Pappus of Alexandria in the 3rd century AD. carefully examined the works of ancient thinkers, including mathematicians, and identified logical methods and others, with the support of which the conclusion of the problem was found. He combined the extreme ones and gave them the relative title “Heuristics”. In a treatise entitled “Treasury of Analysis” (or “The Art of Solving Problems”) Pappus of Alexandria proposed various ways to solve a problem, including non-logical ones;

creative thinking

Creative thinking is characterized by the creation of a tendentiously new product and new formations in the cognitive activity itself in accordance with its creation, touching on the goals, motives, assessments and meanings of the activity itself. Such thinking is distinguished by the ability to transfer knowledge and skills to a new situation, the vision of a new difficulty, both in a familiar and unusual situation, the ability to predetermine the new function of an object. Creativity is a search that reveals to a person what is not yet known, helping to expand the limits of knowledge. A creative product is certainly original and individual. This is explained by the fact that specifically at primary school age, “creativity” is created in the child. However, often the educational system in grades 1-4 is based mainly on children performing training exercises to consolidate some experience (for example, penmanship). Consequently, the teacher gives a ready-made model of the action, and the children perform the exercises “following a stencil”. Carrying out the educational process in this manner leads to the development of a “solution stamp” of the assignment, as a result, the search activity is curtailed, and the child gradually loses enthusiasm not only for learning, but also for the creative process.

We can distinguish the components of the structure of creative abilities:

1. The ability to independently transfer knowledge and skills to a new situation;

2. The ability to see new problems in a familiar situation;

3. The ability to independently combine known methods of activity into a new one;

4. The ability to find different ways to solve a problem and alternative evidence;

5. The ability to construct a fundamentally new way to solve a problem, which is a combination of known ones.

These creative abilities do not appear simultaneously when solving a particular problem, but in different combinations and with different strengths.

In the psychological and pedagogical literature, next to the term “creative personality” there is the term “creative personality”.

The most successful approach to this definition was proposed by S.O. Sysoeva. Under the creative persona of Sysoev S.O. understands such a person who has internal preconditions (personal inclinations, neurophysiological inclinations) that ensure his creative energy, that is, search energy that is not stimulated from the outside is not always productive. We call productive creative energy creative efficiency, which is a creative action as a result of which a new movement appears.

A creative personality is a creative personality who, after exposure to external causes, acquired the additional motives, personal inclinations, and opportunities necessary to actualize a person’s creative potential, which influence the achievement of creative results in one or more types of creative activity.

Conventional school teaching mainly covers components of the explanatory and illustrative type, when the teacher himself poses difficulties and shows ways to solve them. With this type of training, the criterion component becomes decisive, i.e. the sum of knowledge at the end of training, while educational learning and procedural orientation remain outside the scope of didactic research. Confirmed entrance organizes educational processes based on the predominance of reproductive efficiency, described in detail by the fruits.

Psychological and pedagogical science notes that in the conditions of rapidly growing information in the 21st century. development and activation of creative thinking: in any activity, it is important not only for the student to acquire a certain amount of knowledge, but also the ability to apply it when solving various issues or problems.

Creative thinking is characterized by the creation of a tendentiously new product and new formations in the cognitive activity itself in accordance with its creation, touching on the goals, motives, assessments and meanings of the activity itself. Such thinking is distinguished by the ability to transfer knowledge and skills to a new situation, the vision of a new difficulty, both in a familiar and unusual situation, the ability to predetermine the new function of an object.

The formation of creative efficiency implies the formation of creative thinking. Most experts highlight subsequent aspects of creative thinking.

Thinking productivity is the ability to produce a very large number of ideas in protest of a problematic situation. For example, we recommend that the child invent and sketch as many stories as possible on the same topic; starch the sails of similar yachts in every way; find similarities between objects, etc. - the more ideas a child can forge, the greater the productivity of his thinking.

Originality of thinking is the ability to put forward new, unexpected ideas that differ from widely recognized and obvious ones. Most professionals in the field of creativity psychology consider this characteristic to be the main indicator of creative capabilities. Extraordinary, unique ideas should be encouraged and encouraged during the decision process.

Flexibility of thinking is the ability to quickly and simply find new solution strategies, make unusual associative connections, and move in thinking and behavior from first-class phenomena to others, often distant ones in accordance with the content.

The ability to exercise an idea means success in creativity not only for those who can form new ideas, but also for those who are able to creatively exercise existing ones. This ability clearly takes place in the detailing of the completed drawing, in the ability to fill the invented story with fascinating details and details, in the level of depth of penetration into the problem being solved. This property traditionally indicates the highest level of overall mental development of the baby.

Thus, by gradually creating all types of thinking with the development of a child’s creative approach to any given problem, it is possible to give him the opportunity to grow into a thinking and creative person.

Since the substance of creativity can be found in any form of human activity, it is correct to speak not only about artistic creative possibilities, but also about technical creative possibilities, about mathematical creative possibilities, etc. Levels of achievement can be determined by the tasks that the subject sets for himself, or by the successes themselves, here V.A. Molyako identifies three conditions: the desire to surpass existing achievements (to do better than what is); achieve top class results; to realize a super task (maximum program) is on the verge of fantasy.

In terms of emotional response to the performance of an activity, passion, the author identifies three types: inspired (sometimes euphoric); confident; doubting.

Thus, V.A. Molyako provides a structure that quite diversely outlines different types of giftedness, their dominant properties, and the originality of combinations of more fundamental properties. It is not difficult to understand that everything that relates to general creative talent also applies specifically to different types of special talent - scientific, technical, artistic, etc.; It is obvious that at the same time we are dealing with the manifestation of certain dominant properties, unusual features that describe the specifics of creativity in a specific sphere of human activity.

In philosophical and psychological sciences, creativity is considered as a document of the mechanical, in which the decisive role is given to intuition, and as activity. Adhering to the 2nd point of view, we believe that creativity is, before that, only an activity, which in turn can exist social, working, creative, etc.

Fantasy plays a gigantic role in the development of creative activity. This was stated by L.S. Vygotsky in his work “Fantasy and Creativity in Childhood”: “The main focus in the development of childhood imagination is the transition to the most accurate and absolute reflection of reality on the basis of appropriate knowledge and the development of critical thinking. The corresponding individuality of the imagination of a junior schoolchild is his defense of specific objects. So, children use toys, family items, etc. for fun. Without this, it is difficult for them to create images of the imagination. Literally, in the same way, when a child reads and tells, it is based on a picture, on a certain image. Without this, the student cannot estimate or reconstruct the situation being outlined.”

In this case, we deal with creative action based on guesswork, intuition, and the student’s autonomous thinking. What is important here is the mental structure of businesslike activity, in which knowledge is created to solve unconventional, extraordinary mathematical problems.

The successful creation of creative thinking in younger schoolchildren can only be based on the teacher taking into account the main unusual features of children's creativity and solving central problems in the development of creative thinking.

There are 3 main approaches to the creative possibilities dilemma. They have every chance of existing formed in the following way.

1. There are no creative abilities as such. Intellectual talent acts as a necessary, but missing condition for the creative energy of an individual. Motivations, values, and personality traits play a key role in determining creative behavior (A. Tannenbaum, A. Olokh, D.B. Bogoyavlenskaya, A. Maslow and others). These scientists include cognitive talent, affectivity in dilemmas, and independence in uncertain and difficult situations as the main characteristics of a creative personality.

The key theory is D.B. Bogoyavlenskaya, who introduces the idea of ​​creative energy of the individual, believing that it is determined by a certain mental structure inherent in the creative type of personality. Creativity, from Bogoyavlenskaya’s point of view, is situationally unstimulated energy, manifested in the desire to go beyond a given difficulty. A creative personality type is inherent in all innovators, regardless of their business type: test pilots, painters, inventors.

2. Creative ability (creativity) is an independent factor, independent of intelligence(J. Guilford, K. Taylor, G. Gruber, Y.A. Ponomarev). In a “softer” version, this theory states that there is a slight correlation between the level of intelligence and the level of creativity. The most developed concept is the “intellectual threshold theory” of E.P. Torrens.

3. A high level of intelligence development implies a high level of creative abilities and vice versa. There is no creative process as a specific form of mental activity. This point of view was and is shared by almost all experts in the field of intelligence (D. Wexler, R. Weisberg, G. Eysenck, L. Theremin, R. Sternberg and others).

The individuality of the creative thinking of schoolchildren is that the student is not critical of his own creative product. The childish plan does not send any ideas, aspects, demands, and is therefore subjective.

A characteristic sign of the creative efficiency of children is the subjective novelty of the product of efficiency. According to its impartial meaning, a child’s “discovery” can be new and unusual, but at the same time it can be done according to the teacher’s instructions, according to his idea, with his support, and therefore does not manifest itself as creativity. And at the same time, the child can recommend such a conclusion, which is already clear, has been used in practice, but he came up with it without the help of others, without copying the famous one.

Of course, in educational activity, the components of students’ creativity appear, previously only, in the unusual nature of its course, and specifically in the ability to create a problem, to find the latest methods for solving specific practical and educational problems in unusual situations.

Thus, it can be concluded that creative activity is activated in a suitable atmosphere, with friendly assessments from teachers, and approval of unique expressions. A significant role in this is played by open questions that encourage schoolchildren to think and search for different answers to the same questions of the curriculum. It is even better if the students themselves are allowed to pose such questions and answer them.

Creative activity can also be stimulated through the implementation of interdisciplinary connections, through introduction to an unusual hypothetical situation. Questions work in the same direction, when answering which it is necessary to extract from memory all the information available in it and creatively apply it in the situation that arises.

Creative activity promotes the development of creative abilities and increases the intellectual level.

Thus, by creative abilities we understand the totality of personality properties and qualities necessary for the successful implementation of creative activity, allowing in the process of transforming objects, phenomena, visual, sensory and mental images, discovering new things for oneself, seeking and making original, non-standard solutions .

Due to the problem of introducing the latest educational paradigm in the 21st century, requests for the development of the creative capabilities of primary schoolchildren are growing. The student must have elastic, productive thinking and developed functional imagination to solve the most difficult problems that life presents. Turbulent changes occur in the community. A person is obliged to answer them correctly and, consequently, is obliged to activate his own creative potential. In accordance with this, it is necessary to select and develop adequate means of forming creative productive thinking, because the old ones do not correspond to the educational paradigm of the new millennium.

Creating creative opportunities in the learning process is a fundamental task in order to instill practical skills and technological mastery in younger students. It is important for younger schoolchildren to learn to write down in their work during literary reading lessons the components of fiction, the likely abundance of their own creative ideas.

In the psychological and pedagogical literature, the following types of creative activity are distinguished:

Cognition “...the educational activity of a student, understood as a process of creative activity that forms their knowledge”;

Transformation is the creative activity of students, which is a generalization of basic knowledge that serves as a developmental source for obtaining the latest educational and special knowledge;

Creation is a creative activity that involves students designing educational products in the areas they are studying;

The creative use of knowledge is the activity of students, which involves the student introducing his own ideas when using knowledge in practice.

All this allows us to find the opinion “creative activity of junior schoolchildren” as a productive pattern of efficiency of elementary school students, aimed at studying through a creative experiment knowledge, creation, transformation, application in a new quality of objects of material and spiritual culture in the process of educational activity, organized in collaboration with the teacher. Cognitive motivation for the creativity of a junior schoolchild takes place in the form of search energy, the highest sensitivity, sensitivity to the novelty of a stimulus, situation, discovery of the new in the ordinary, the highest selectivity in relation to the new thing being studied (subject, quality).

L.S. Vygotsky creative activity names such human activity that forms something new, whether it is done through creative efficiency, some kind of external thing, or a popular construction of the mind or sensation, living and revealed only in the person himself. If we look at a person’s behavior, at all his activity, we simply see that in this businesslike activity it is possible to recognize 2 main types of actions. One category of efficiency can be called recreating or reproductive: it is closely connected with our memory, its essence lies in the fact that a person recreates or repeats previously created or developed methods of behavior or restores imprints from former impressions.

In addition to reproducing activity, it is easy to notice another type of activity in human behavior, namely combining or creative activity.

L.S. Vygotsky states that each such human activity, the result of which is not the recreation of past memories or actions in his experiment, but the creation of new images or actions, will have a different kind of creative or combining behavior for this. The brain is not only an organ that preserves and recreates a former experiment for us, but it is also an organ that combines, creatively processes and forms new arrangements and new behavior from the parts of this former experiment. If human activity were limited to just recreating the old, then man would be a creature turned only to the past, and would be able to acclimatize to the future only insofar as it recreates the past. It is the creative activity of a person that makes him a creature turned to the future, creating it and modifying his native present.

The formation of creative efficiency primarily depends on an insightful, polite teacher and on his creative potential. The problem of creativity occupies a huge space in pedagogical efficiency. The avant-garde teacher, developing the creative abilities of students, in search of more adequate ways of teaching and learning, is himself a creator and innovator. The teacher’s creativity embraces various aspects of his efficiency - constructing a lesson, conversations, working on organizing a team of students in accordance with their age and personal characteristics, constructing the personality of students, developing strategies and strategies for pedagogical efficiency in order to rationally solve the problems of the multilateral development of the child. The task of every teacher is to educate cognitive activity for all students, to notice all sorts of creative manifestations of students, to create conditions for the development of creative opportunities in the classroom and in extracurricular activities.

Thus, the analysis of psychological and pedagogical literature allowed us to consider the creative activity of a schoolchild as the highest level of cognitive activity, which has certain features: individual character, subjugation from the stage of development of reproductive activity.

Developing students' creative abilities is an interesting and serious task facing teachers and parents. Nowadays, much attention is paid to the presence of creative abilities in younger schoolchildren, their ability to think in an original and interesting way. In the future, specialists who can think outside the box and “creatively” are in demand in almost all professional fields - from the development of complex software products to the design of premises and buildings.

Many parents are confident that the child’s abilities represent a ready-made set of skills and abilities. However, they are wrong. A person is not born capable of any particular type of creativity (drawing, vocals, writing). The presence of certain abilities in him will most likely be determined by the influence of the correct organization of upbringing and training at the initial stage of his life.

That is why it is very important to timely assess the degree of “involvement” of the child in the creative process, his desire to find unusual and unique solutions.

	Several criteria by which one can judge a primary school student’s readiness for creativity:
Creative activity	Loves non-standard tasks, fantasizes with pleasure, he can come up with something new: a literary character, a non-existent animal, his own version of the ending of a favorite fairy tale, cartoon.
Originality	His answers to simple questions baffle adults; he finds original solutions to proposed problems and does not like to choose from ready-made options.
Flexibility	“Flows” with ideas in all areas of learning: from solving logical exercises to tasks on making something in labor lessons.

It must be remembered that the period of primary school age is very responsible and difficult. The child finds himself in a completely new atmosphere, builds a different level in his system of social relations (teacher-student), and gains new experience in communicating with people. Therefore, this age provides additional advantages for the development of creative abilities, on the one hand, enriching existing skills, and on the other, opening up space for gaining new knowledge and experience.

Fantasy - as one of the basic elements of the development of creativity in a child

You can often hear from parents the words addressed to the child: “Well, you came up with an idea!”, “What an inventor you are, you’d better go do math,” “Oh, what a dreamer...” and so on. The range of parental assessments of a child’s predilection for fantasizing is unusually wide – from complete rejection (“you’d better do something useful”) to treating it as something inevitable—“oh, I love these fantasies of yours.”

Meanwhile, it is fantasies that are an indicator of how capable a younger student is of creative activity. It is fantasy that will help him further develop his creative abilities; it is only important to direct the energy of the young dreamer in the right direction. And this must be done with preschool age when the child’s imagination begins to actively develop.

Types of art that stimulate a child’s creative activity

Almost all types of art that a younger student encounters in school will in one way or another develop his creative activity. This is, first of all, the art of words - literature, and related activities - speech development, literary reading. Fine arts, which includes in its activities not only drawing lessons, but also the creation of objects using the techniques of folk crafts, decorative and applied arts. This also includes music classes, all types of dance and ballet.

However, it can be noted that the school curriculum is in some places very static and does not always provide the necessary scope for the development of the child’s creative potential. That is why home classes or elective classes in specialized clubs and sections will help junior schoolchildren realize their desire for creative activity to the fullest.

Tasks for developing the creative abilities of younger schoolchildren at home

Fine arts, imaginative thinking

1. Drawing abstract categories (draw, sadness, joy, sound, thought).
2. Looking at random blots, completing drawings and transforming them into familiar shapes and concepts: animal figures, houses, flowers.
3. Looking at the clouds in the sky, searching for analogies with known concepts, ideas (in shape, color)
4. Reverse drawing technique. A very interesting activity that will occupy not only the child, but also the parents. A child or adult holds a pencil vertically, pressing its tip to a sheet of paper. The pencil should remain motionless. The second child (or adult) moves the paper under the pencil so that the resulting drawing is created.

In the first lessons, these can be simple tasks: lines, simple shapes (oval, circle, triangle). In the future, the tasks become more complicated: offer to draw animal figures, letters, outlines of famous objects (house, car, flower).

Role-playing games, pantomimes

Pantomime involves the use of such tools of acting to create an image as plasticity, facial expressions and gestures, without using the voice. The main task of pantomime in classes with children is to develop the child’s imagination and his acting abilities. Ask your child to depict several situations that are familiar to him (start with the simplest), for example:

1. You are petting the dog.
2. You are reading a newspaper.
3. You light the gas in the stove.
4. You are eating the first course.
5. You are fixing the faucet in the bathroom.
6. You lace up your shoes.
7. You are watching TV.
8. You wipe off the dust.
9. You are hanging out your laundry to dry.
10. You are drinking very hot coffee.

Gradually, tasks can be complicated and the child can no longer be offered specific situations to depict, but abstract categories: joy, fun, happiness, surprise, etc.

Over time, when you can think of and guess completely different words and concepts, playing pantomime will become a favorite form of joint leisure time for adults and children.

Role-playing games are one of the wonderful ways to express a child’s creative potential to the fullest.

The options are varied. “Who I Want to Be” is one of the favorite role-playing games among younger schoolchildren. Its goal is not to provide the child with knowledge in career guidance; you invite him to transform into anyone - from the hero of his favorite fairy tale to an abstract person (kind, brave) and an inanimate object (table, car, crane).

First, try to demonstrate transformation together - pose, facial expressions, actions. Then ask the child to explain what this image they created thinks, how they act, and what they expect from others. For example, a child decided to “become” a school chair. Invite the child to talk about how he would like to see those who sit on him, what the children who will sit on this chair are talking about, and so on.

In conclusion, analyze with your child why this particular object (concept, subject) was chosen by him for reincarnation.

Teachers and psychologists say that it is not difficult to reveal creativity (and every child necessarily has it). Primary school age is a period that provides wonderful opportunities for the formation of a child’s creative space. Therefore, the development of students’ creative abilities is an important and sought-after aspect in the school system of education and training.

Teacher, child development center specialist
Druzhinina Elena

A child psychologist talks about how to develop creativity and imagination in children: