Development of creative activity in the study of social discipline. Development of creative activity of students. The level of development of cognitive activity of students

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INTRODUCTION

1.1 Learning a foreign language as a means of improving and developing a student's personality

1.3 Features of the creative activity of students

CHAPTER 2. DEVELOPMENT OF CREATIVE ACTIVITY OF STUDENTS BY MEANS OF GAME ACTIVITY

2.2 Game technologies in the development of students' creative activity

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

The teaching profession is creative in itself. Such a topic as the development of creative cognitive activity is very relevant for the school and it is to her that a special role is assigned. After all, it is in the school that fundamental knowledge is laid, the personality of the child is formed.

Relying on the creativity of students is one of the main techniques for creating positive motivation for learning. In practice, there are no universal methods for the formation of creative cognitive interests in schoolchildren. creativity game lesson educational

Each teacher, being a creative person, achieves this by using his own methods of developing creative cognitive interests. The development of activity, independence, initiative, a creative attitude to business, to cognitive activity, is one of the most important and necessary tasks facing the teacher.

For the formation of the creative cognitive activity of schoolchildren, it is possible to use all the methods and techniques that didactics have. Explanatory - illustrative - story, explanation, experiments, tables, diagrams - contributes to the formation of knowledge among schoolchildren.

The need for the formation of creative activity inspires the teacher to search for a means of activating and managing educational and cognitive activities.

A foreign language, as a general educational subject, can and should contribute to the development of students' creative abilities. Possessing a huge educational, educational and developmental potential of students' creative abilities, a foreign language can realize it only in the course of the implementation of the practical goal of learning, that is, only if the student in the process of foreign language communicative and cognitive activity (listening, speaking, reading, using writing ) will expand their general educational horizons, develop their thinking, memory, feelings and emotions; if in the process of foreign language communication the social and value qualities of the individual will be formed: worldview, moral values and beliefs, character traits.

The purpose of this work is to develop the creative activity of students in the process of learning a foreign language.

The object of the work is to study the influence of non-traditional forms of a foreign language lesson on the creative development of students.

The subject of the work is the very process of formation and development of students' creative activity in the process of language learning.

CHAPTER 1. DEVELOPMENT OF CREATIVE ACTIVITY OF STUDENTS IN THE LESSON OF THE ENGLISH LANGUAGE

1.1 Teaching a foreign language as a means of improving and developing a student's personality

1.2 Creative activity of students as a process and result of educational creative activity in the classroom

Activity is a complex character trait that manifests itself in a person's active attitude to work. Activity presupposes the constancy of efforts directed towards one goal, persistence and perseverance in work, the planned and systematic nature of actions, the obligatory achievement of a certain result.

Creative activity is the highest level of the educational process and a necessary condition for the all-round development of the individual. This is confirmed by research by scientists. Modern researchers understand creative activity as the desire for action, for the manifestation of one's abilities, for satisfying the need to transform and create oneself, in creating new forms of behavior, in mastering culture, the emergence of new ways of activity, knowledge and skills.

E.N. Leonovich names the principles of the development of activity, which include the principle of problematicity, the principle of motivation, the principle of individualization of educational activity, the principle of consistency. Another indicator of creative activity is the independence of creative activity. Linking independence and activity, we rely on the following statement from the doctoral dissertation of G.V. Sorokov: “Independence and activity are two inseparable components, and activity is a necessary condition, an external sign of the emergence and development of independence, and independence is, as it were, a form of manifestation of activity, the result of her upbringing "

Creative activity is a form of human activity aimed at creating qualitatively new social values. The stimulus for social activity is a problematic situation that cannot be resolved on the basis of available data in traditional ways. The original product of activity is obtained as a result of non-traditional interconnection of the elements of a problem situation, the attraction of implicitly related elements, the establishment of new types of interdependence between them.

The prerequisites for creative activity are the flexibility of thinking (the ability to vary the ways of solving), criticality (the ability to abandon unproductive strategies), the ability to converge and cohesion of concepts, the integrity of perception, and more.

ME AND. Ponomarev said: "Creativity consists not in that activity, each link of which is completely regulated by previously given rules, but in that, the preliminary regulation of which contains a certain degree of uncertainty in activities that bring new information and offer self-organization."

From this we can conclude that creative activity is the highest level of activity, since the task itself is posed to the student, and the ways of its solution must be original. Indicators of creative activity, which are identified by psychology in the nature of creativity, are: novelty, originality, departure from the template, surprise.

A creative lesson is a lesson in which students do not just count, write, read, listen to the teacher, but research, invent, compose, put forward and prove hypotheses, that is, independently create a new educational product for themselves. By participating in such a lesson, students develop their abilities, realize their creative potential.

Creation of a creative lesson is a process in which the teacher not only plans the stages of the lesson and assignments for each stage, but develops a system of conditions for children's creativity. This takes into account the educational program, the level of training of children, the type of lesson, types of activity. The basis of a creative lesson is heuristic, problematic, developmental learning.

Each lesson is a specific system of tasks that leads the student to mastering certain concepts, skills, and abilities. The achievement of the goals of the lesson, energy, independence of students depends on what tasks the teacher selects for a given lesson, in what sequence they are built. The teacher selects such exercises for the lesson that would work for a specific goal or were based on the use of any concepts, rules, establishing certain connections, identifying patterns based on research. Tasks of this type allow not only to conduct lessons effectively, but also serve the development of mental activity and the development of strong knowledge, skills and abilities of students. From the extent to which the teacher is able to select and combine tasks for the lesson, children in elementary school will learn so deliberately, in a new way, creatively, with desire. The independence of their thinking, the ability to connect theoretical material with practical activity, depends on this in the future.

Fundamental cognitive interest is formed in different subjects in elementary school by different means. The better assimilation of the material is facilitated by means of visualization, diagrams, tables, which are used in each lesson.

Amusement is considered a very significant tool. Elements of amusement bring something unusual, sudden into the lesson, activate in the children a sense of surprise, rich in its consequences, a keen interest in the learning process, help them to easily assimilate any educational material.

From this we can conclude that creative activity is the highest level of activity, because the task itself is posed to the student, and the ways of its solution must be original. Indicators of creative activity, which are identified by psychology in the nature of creativity, are: novelty, originality, departure from the template, surprise.

Creative activity develops cognitive abilities in mastering knowledge, fosters a constant craving for self-education, for acquiring new knowledge, as well as perseverance in achieving goals.

In pedagogy, the formation of creative activity is a necessary condition for the all-round development of a personality. The development of the student's creativity, his abilities in solving educational problems, the manifestation of initiative, independence, is an important point in pedagogy. The effectiveness of the school is determined by the extent to which the educational process ensures the development of students' creative abilities, prepares them for life in society.

1.3 Features of creative activity of students in an English lesson

The upbringing of a creative personality is the goal of the entire education system from preschool to higher education. And the significance of the higher education system is very responsible here, since it is at this stage that there is an opportunity, often the last, to compensate for the omissions that were made earlier.

Creative activity is one of the essential properties of a personality, where its individual, special is manifested most fully.

The creative activity of an individual has a clearly expressed social conditioning, and it must be considered as a social value, as an indicator of the level of formation of society. Its levels and forms may be different, which means that the objective value of professional activity may also be different.

Learning English should be started at an early age. Thus, learning a foreign language should be taken when the child is 3-4 years old. It is during this period that the child can absorb English into the subconscious - thus, in the future, learning will be much easier.

When teaching children English, we must not forget that they are open and remember as they are. In addition, they have developed imagination and open creative abilities. It is necessary that the lessons (both at home and in any other institution) be played in a playful way - at the same time various games, songs in English are used, educational films are watched.

English for preschool children should be as easy as possible. All sentences should be simple. To learn a foreign language for preschool children, they need to be carried away.

Interesting ones will help to captivate the child:

· Counting rhymes;

The psychological characteristics of younger students give them advantages in learning a foreign language. Children 7-10 years old absorb like a sponge indirectly and intuitively. They understand the situation faster than speaking in a foreign language on a given topic. The attention span and focus time are very short, but they increase with age. Younger schoolchildren have a well-developed long-term memory. The best stimulus for further learning for students in grades 1-4 is a sense of success. The ways of receiving and assimilating information among schoolchildren are also different: visual, auditory, kinesthetic. Unfortunately, teachers with experience in secondary school are often unable to professionally educate younger students due to their psychological characteristics, which imply the use of other teaching methods and techniques. The main factor in the failure of the teacher in primary school is that he has no idea how children develop, and what role the learning of a foreign language brings to this development. First of all, teachers must always take into account the degree of the child's language development in their native language when planning a lesson, then teaching a second language will be more successful. It is believed that until the child is mature enough to step forward in language development, it is in vain to try to teach him to take this step. For the formation of creative cognitive activity of students, it is possible to use all the methods and techniques that didactics have.

Indicators of a student's creative activity can be considered those that are highlighted in the characteristics of creativity by psychology: innovation, originality, individuality, departure from the template, breaking traditions, unexpectedness, significance, value. Therefore, forming creative activity in English lessons, students strive to find out more additional information through independent work. Students can already skillfully organize their activities, even without resorting to the help of a teacher. Students become more open to communication and learning. They strive to express themselves, demonstrate their talents, and achieve academic success. Many of the students are determined with their interests, go to the intended goal. Students are aware not only of their own growth in learning, psychological development, but also notice changes in each other. There is a comparison of their own "I" with classmates. Hence, observation and attentive attitude to all people can be traced.

Based on the opinions of scientists that creativity in the educational process is defined as a form of human activity aimed at creating qualitatively new values for him that have social significance, i.e. important for the formation of personality as a social subject, N.M. Yakovleva concludes that creativity can be both “discovery for others” and “discovery for oneself”. So, in creativity, self-expression, self-disclosure of the child's personality is carried out. This act is not always fully conscious, but always characterized by a high intensity of positive emotions, the rise of moral and physical strength, the mobilization of all the necessary knowledge acquired earlier, the zeal to give the most valuable thing he can do to his beloved work - even when the author himself thinks that he acts only for himself.

CHAPTER 2. DEVELOPMENT OF CREATIVE ACTIVITY OF STUDENTS BY MEANS OF GAME ACTIVITY

2.1 Gaming technologies as a means of developing students' creative activity

“Without play, there is and cannot be full-fledged mental development. Play is a huge bright window through which a life-giving stream of ideas and concepts flows into the child's spiritual world. The game is a spark that ignites the spark of inquisitiveness and curiosity. "

V. A. Sukhomlinsky.

Having analyzed the variety of techniques and methods of organizing educational activities, we can single out the play method.

Students are always attracted by creative assignments and various kinds of games. The game is one of the ways to organize educational and cognitive activities. It requires students to work with thought aimed at finding ways and means of solving it. Through play, students make discoveries for themselves that have personal value and significance for them. The educational game is most actively used in foreign language classes, which is explained by the peculiarities of this subject, the main purpose of which is to teach the language as a means of communication. Games should correspond to the level of training of students. The choice of the form of the game must be reasoned, the games must be conducted methodically competently. However, the game should not be allowed to turn from educational and become an entertainment game. It is necessary to pre-think and direct the student's enthusiasm for the practical mastery of the language. This method contributes to a faster and stronger memorization of foreign words and expressions.

Games facilitate the accomplishment of the following tasks such as:

Creation of psychological readiness of children for speech communication;

Providing the natural need for multiple repetition of language material;

Training students in choosing the desired speech option;

In his work, E.I. Passov defines the main goals of using the game in foreign language lessons:

1. the formation of certain skills;

2. development of certain speech skills;

3. learning the ability to communicate;

4. development of the necessary abilities and mental functions;

5. cognition (in the sphere of the formation of the actual language);

6. memorization of speech material.

In my opinion, the purpose of this method is also to teach students the use of speech patterns containing certain grammatical difficulties, to create a natural situation for the use of this speech pattern, to develop speech creative activity and independence of students.

Game activity also affects the development of attention, memory, thinking, imagination, all cognitive processes.

Games increase the effectiveness of learning because:

· During the game, the most important condition is realized: both the teacher and the students communicate in English;

· Boring repetition of some grammatical rule or consolidation of new vocabulary in the form of a game turns into an exciting activity.

· Pupils receive a visual practical application of new knowledge.

· The language barrier, which is often present among shy people, disappears. In the course of the game, a person is liberated, which allows him to communicate more freely and naturally.

· The value of gaming technologies and the fact that they add variety to lessons, contribute to the development of creativity.

· The game has existed for as long as there is a society. Every person's life is accompanied by a game. In our time, the game has become not only an independent type of activity, but also its universal tool in almost all spheres of public life: economics, politics, management, science and, no doubt, in the field of education.

· The main function of educational activity is not only in the transmission of knowledge, but in the creation of problem-cognitive situations and the management of the process of cognitive activity of students, taking into account their individual qualities and abilities.

The use of game forms of learning makes the educational process more meaningful and of higher quality, since:

· The game draws into the intensive cognitive activity of each student individually and all together and, thereby, is an effective means of managing the educational process;

· Learning in the game is carried out through the students' own activities, which are in the nature of a special type of practice, in the process of which up to 90% of the information is assimilated;

· Play is a free activity that gives the opportunity for choice, self-expression, self-determination and self-development for its participants;

· The game has a certain result and stimulates the student to achieve the goal (victory) and awareness of the way to achieve the goal;

· In the game, teams or individual students are initially equal (there are no bad and good students: there are only those who play); the result depends on the player himself, his level of preparedness, abilities, endurance, skills, character;

· Competitiveness - an integral part of the game - attractive to students; the pleasure received from the game creates a comfortable state in foreign language lessons and enhances the desire to study the subject;

• there is always a certain mystery in the game - an unreceived answer, which activates the student's mental activity, prompts him to search for an answer;

· Play occupies a special place in the system of active learning, since it is both a method and a form of organizing learning, including almost all methods of active learning.

All this makes it possible to define play as the highest type of pedagogical activity.

Psychologists and teachers have established that, first of all, the ability to imagination, figurative thinking develops in play. This happens due to the fact that in play the child seeks to recreate wide spheres of the surrounding reality that go beyond the limits of his own practical activity, and he can do this only with the help of conditional actions. First, these are actions with toys that replace real things. Expansion of the game (recreating more and more complex actions and events from the life of adults, their relationships) and the inability to realize it only through object actions with toys entails a transition to the use of visual, speech and imaginary actions (performed internally, “in the mind”) .So, one of the leading modern Russian psychologists R.S. Nemov in a textbook on psychology defines play as "a type of activity that performs two functions: the psychological development of a person and his rest."

With the help of the game, pronunciation is well practiced, lexical and grammatical material is activated, listening and speaking skills are developed. The game develops the creative, thinking abilities of the child. It is supposed to make a decision: how to act, what to say, how to win. Learning games help make the process of learning a foreign language interesting and fun. It is the game that is one of the strongest motives in teaching a foreign language. The use of various games in a foreign language lesson contributes to the acquisition of the language in an entertaining manner, develops memory, attention, intelligence, and maintains interest in a foreign language. Games in foreign language lessons must also be used to relieve stress, monotony, when working out language material, when activating speech activity. Of course, it should be borne in mind that each age period is characterized by its own type of leading activity.

The use of game techniques and situations in the classroom must be subject to the following requirements:

1. A didactic goal is set for students in the form of a game task.

2. Educational activity is subject to the rules of the game, and educational material is used as its means.

3. In educational activity, an element of competition is required, with the help of which a didactic task is translated into a game one.

4. The successful completion of the didactic task must be necessarily with a game result.

5. The game should evoke in students only positive emotions, accessibility, attractiveness, the goal should be achievable, and the design should be colorful).

6. Compulsory consideration of the age characteristics of students. Game (should be based on free creativity and amateur performance. The structure of the educational process based on didactic games.

Creation of a game problem situation:

· Introduction of a simulation / game situation;

· Course of the game: "living" a problem situation in its game embodiment Students' actions according to game rules;

· Deployment of the game plot. Summing up the results of the game (for example: scoring the announcement of the game results). Self-assessment of the actions of the participants (in a conditional, modeling plan);

· Discussion of the course and results of the game, game actions AND experiences of the participants. Analysis of the game (modeling) situation, its relationship with reality. Educational and cognitive results of the game.

2.2 Game technologies in the English lesson in the development of creative activity of students

Games help children become creative personalities, teach them to be creative in any business. To be creative in a business means to carry it out with high quality, at a higher level. Creativity is constant improvement and progress in any activity. Games bring creativity to children and adults alike. Without the joy of creativity, our life turns into boredom and routine. A creative person is always passionate about something. A person's standard of living depends on the creative potential of a person.

Both an adult and a child can see the unusual in the ordinary. Creativity is inherent in children by nature itself. They love to compose, invent, fantasize, portray, transform. Children's creativity quickly fades if there is no interest in it from others. Joint creative games bring both adults and children closer together. This is one of the main principles of effective education.

The child, while playing, always strives to go forward, not backward. In games, children seem to be doing everything three together: their subconscious, their mind, their imagination "work" synchronously.

Opposites

Level: Medium Optimal group size: 10 students Objective: Review words and increase vocabulary, especially adjectives, adverbs, verbs and antonymic pairs. Required material: A deck of cards, on which one word is written: adjective, adverb or verb. Each word must have an antonym (not written on the card).

Description: The class is divided into two teams (A and B). A player from team A chooses a word and thinks of it to a player from team B, who must say the antonym and use it in his sentence. Then the player from team B says a word to the player from team A. And so on in pairs. For example: A1: "My father is FAT." B1: "My father is THIN." B1: "This book is LIGHT." A1: "This book is HEAVY. A2:" I CRY when I "m sad.". B2: "I LAUGH when I" m sad. "B2:" She talks LOUDLY. ". A2:" I don "t know." Scoring: 1 point for correct question. 1 point for a correct answer. 2 points if you name a sentence with an antonym that your opponent does not know. Tips: If no one knows the antonym, the teacher calls it.

Tic-Tac-Tense

Level: Medium Optimal group size: 20 students Objective: Review the tenses of the verb. Required material: Projector or grid (see below) drawn on the board.

Description: The class is divided into two teams (team X and team O). A student from team X selects a cell and makes a sentence at the time, the indicators of which he sees in the cell. For example, Two weeks ago, I broke my leg. Next year, Pm going to visit my cousins in Texas. The correct sentence allows his team to occupy that space with their symbol. If a mistake is made, then the cell remains free, and the move goes to another team. Teams take turns trying to occupy three cells horizontally, vertically or diagonally. The first team to do so wins.

Word Calling

Level: Beginners Optimal group size: No limit

Objective: To increase the speed of word recognition.

Required Material: Flashcards with familiar words. The number of cards is equal to the number of students in the class. The card contains one word at a time.

Description: The class is divided into two teams (A and B). The word card is quickly shown to two team representatives. The first to say a word earns his team a point. All members of both teams go through this procedure, in two circles.

Tips: The game is best played when both representatives of different teams are at the same distance from the teacher. This is most easily accomplished by positioning the students as shown.

The final decision belongs to the teacher. He decides who was first. An argument with a teacher takes 5 points from the arguing team.

Charades

Level: Intermediate and Advanced Optimal Group Size: No Limits Purpose: To help students relax, overcome reticence, increase attentiveness and / or extinguish violent behavior in the lesson. Material Needed: Lots of phrases or short sentences written on pieces of paper in a box or bag. Description: Students take turns gesturing to show what is written on pieces of paper drawn at random from a bag. A time limit can be put in place to create a competitive spirit.

For example: Don't eats pizza twice a week. They never go bowling on Sunday. My father slept on the floor last night. She will call him next month. Variations: Groups with a large number of students (20 to 40) can be divided into small teams of 5 players. Players take turns playing charades, and their team tries to guess the offer. The team is awarded a point if the sentence is guessed verbatim and within the allotted time. Other teams watch silently, but if they talk or distract the player, a point is taken from them. For stronger classes, use famous sayings as charades (for example, "You can lead a horse to water, but you can" t make him drink. " "Number of words" (touch the required number of fingers to the back of the bent elbow): "First word", "Second word"; "Number of syllables" (the required number of fingers on the elbow of the outstretched arm); "opposite" (make a gesture, as if someone had turned an object over with both hands); "same as" (crossing the fingers of both hands); "Past" (pointing back over the shoulder); "Present" (pointing to the floor in front of him); "Future" (showing hand forward), as well as other necessary gestures that come to mind before, after or during the game.

Spelling Baseball

Level: beginners and intermediate Optimal group size: no restrictions Purpose: To consolidate the skill of spelling words by letter Material required: A special list. Description: Three bases and a "house" are drawn in the classroom, desks can be used. Students are divided into two teams of equal strength. One team (team A) sits on the bench and one player becomes the batter. The pitchers, or catchers (team B) are in the center and name the words from the list that the batters should spell.

Younger schoolchildren really like outdoor games and ball games. Outdoor games include games:

"The best". Condition: divide the group into 2 - 3 teams, build them into a column and, by the command "Start", start dictating letters. Each student runs up to the board and writes the named letter, passes the chalk to the next player on the team, and gets up from behind. The teacher dictates the letters at a fast enough pace so that the students do not have the opportunity to spy on other commands.

Game "One day in London (New York, Washington, Moscow)". Purpose: activation of monologue speech in the proposed situation and the practice of generating a coherent detailed statement. The course of the game: a situation is set - a city tour, each student or group is invited to first name the sights of the city, then choose those of them that they wanted to see during one day, and also explain their choice.

Learning English Phrasal Verbs

To conduct the game, you must prepare a manual, which is a training deck consisting of 54 cards. Phrasal verbs are recorded on separate cards. Each verb is presented in 9 variants with particles (for example: look for, look after, look up, look through, etc.). The training deck includes 5 different verbs. The remaining 9 cards are of a service nature. As an example, we will give the composition of one of the author's training decks:

Didactic goal of the game: learn 45 phrasal verbs. The optimal number of players is no more than 10 people. The duration of the game is on average 10-15 minutes, and the longer the game is, the smaller the number of participants. The duration of the game can be controlled by declaring the winner of the one with the fewest cards remaining after the allotted time. It should also be borne in mind that to play training cards, you need a common table, at which the players could sit facing each other.

Rules of the game:

Each participant in the game takes six cards from the deck. Thus, any player has six different phrasal verbs. The first player lays down any card. Then the game continues in turn. The next player must put a card with the same verb (for example, “bring back” to “bring together”) or with the same particle (for example, “break in” on “bring in”). The cards are stacked on top of each other. There are also service cards, the task of which is to make the game more dynamic, reducing the likelihood of players not in the required form. So, for example, on the verb “stay out” you can put the card “out -> away”, and then the next player has the opportunity to use, for example, the card “put away”, which could not be put immediately on “stay out”. Service cards allow players to miss a turn less often. The special card “Discard any Phrasal Verb” also pursues this goal. It can be placed on any card and allows the next player to use any phrasal verb. There are three such cards in the training deck. In English, there are examples of the use of a verb with several adverbial particles. Let's consider the possibility of using such verbs in a practical game situation: player 1 puts the verb “stand up for”, player 2 can, for example, put: a) stand by; b) bring up; c) call for; d) a service card, for example, “up -> out” or “Discard any Phrasal Verb”. If the player does not have the required card, he draws a card from those remaining on the table. If this card does not fit, the player skips a turn. The object of the game is to get rid of your cards. The winner is the one who runs out of cards first. Also, the winner can be considered the one who has fewer cards at a certain stage of time, for example, at the end of the lesson. In this case, during the game, the cards are not obtained, except for the described case, when the player does not have the required card.

CHAPTER 3. LEARNING A FOREIGN LANGUAGE AS A MEANS ON THE WAY OF PERFECTION AND DEVELOPMENT OF THE PERSONALITY OF A SCHOOLBOY

It is a well-known fact that man and language are inseparable. Language does not exist outside of man, and man, like homo sapiens, does not exist outside of language.

Consequently, a person cannot be studied outside of the language, and a language cannot be studied outside of a person. Language reflects for a person his world around him, language also reflects a culture created by a person, preserves it for a person and passes it on from generation to generation. Ultimately, language is an instrument of cognition, with the help of which an individual learns the world and culture. A person is not born either a Russian, or an Englishman, or a Frenchman, but becomes one as a result of being in the corresponding national community of people. The upbringing of a child is facilitated by the influence of culture, the carriers of which are the people around. It is important to remember that language plays a special role in the formation of personality. After all, it is through language that a person acquires an idea of the world and society, of which he becomes a member.

In the modern world, due to global, geopolitical, economic and transformations, more stringent requirements are imposed on a person. The need to communicate fluently in a foreign language, and sometimes even several, is increasing.

As practice shows, early learning of foreign languages not only accelerates the process of formation of foreign language communicative competence, but also has a positive effect on the general development of the child.

The native language, acting in the unity of the functions of communication and generalization, is, first of all, a means of “appropriation” by a person of social experience, and then only together with the performance of this function, a means of expressing and developing his own thought. By mastering the native language, a person “appropriates” the fundamental instrument of cognizing reality. In this process, his specific human (cognitive, communicative) needs are satisfied and formed.

A foreign language in learning conditions cannot, to the same extent as a native one, serve as a means of “appropriating” social experience, an instrument of cognitive reality. Mastering a foreign language is most often determined by the satisfaction of educational and cognitive needs, it involves an awareness of the form of expressing one's own thoughts in the target language. Learning a foreign language is a means of "developing dialectical thinking." If we consider the goal of teaching a foreign language to teach foreign language communication, the development of the student's personality and the creation of conditions for personal self-determination, then there is a need to determine such characteristics of the language that correlate with the intellectual, personal characteristics of the student.

The assumption that different languages have different influences on thinking is disclosed in the hypothesis of linguistic relativity on determinism, called the Whorf hypothesis. For the first time, however, it was formulated by an outstanding linguist, teacher B. Whorf -E. Sapir. In this area, research was also carried out by W. Wundt, W. von Humboldt, A.A. Leontiev, A.R. Luria, A.A. Potebnya, D. Slobin. Sapir introduces the concepts of linguistic determinism (language can determine thinking) and linguistic relativity (such determinism is associated with a specific language spoken by a person). Language is able to determine and direct thinking, since a person, being born in a specific society, is to one degree or another limited by the framework of the historical and cultural development of a given society, which, in turn, is reflected in the features of the phonetic, lexical, grammatical norms of a given language, cultural and linguistic factors influence his mental and personal development.

So, in the teachings of many linguists, psychologists, methodologists, language learning is considered as a powerful factor in the development of personality. Moreover, the language gives the adolescent inner freedom and the ability to form internal criteria, self-determination, which is a kind of impulse to independent life and activity. Additional education provides space, in particular linguistic, personal self-determination of a teenage boy (girl) child, carried out through the identification and stimulation of his (her) cognitive interests and needs, actualization and development of his (her) potential abilities and capabilities, professional orientation and pre-professional preparation.

CONCLUSION

Modern researchers understand creative activity as the desire for action, for the manifestation of one's abilities, for satisfying the need to transform and create oneself, in creating new forms of behavior, in mastering culture, the emergence of new ways of activity, knowledge and skills.

A foreign language lesson is a certain social environment in which the teacher and students enter into certain social relations with each other, where the educational process is the interaction of all those present.

The pedagogical process is structured in such a way as to guarantee the expression and the maximum possible development of creative abilities in the future. In their practice, many experienced teachers rely on a student-centered approach in teaching a foreign language and present the student as an active subject of educational activity. This approach is precisely focused on creating conditions that would contribute to the development of every child. In my opinion, in foreign language lessons, it is imperative to use various technologies in finding the most effective ways to develop the creative abilities of students.

To increase the effectiveness of teaching a foreign language, it is necessary to use the emotions of students in this process. A comprehensive solution to the practical, educational, educational and developmental tasks of teaching is possible only under the condition of influencing not only the consciousness of students, but also penetration into their emotional sphere. Musical and artistic activities help to form a positive emotional mood of children and in a relaxed atmosphere to solve the problems of the lesson, forming their creative abilities.

Game technologies play an important role in the educational process. The value of the game is that it takes into account the psychological nature of the student and corresponds to his interests.

The use of gaming technologies in English lessons increases students' interest in the discipline being studied, that is, it helps to positively motivate the student to learn English. And motivation, in turn, determines the significance of what is learned and assimilated by students, their attitude to educational activity, its results. A characteristic feature of a foreign language as a subject is that educational activity involves a foreign language speech activity, that is, communication activity, in the process of which not only knowledge, but also speech skills are formed. The use of the game as a method of teaching is an effective tool for managing educational activities, activating mental activity, allowing you to make the educational process interesting. Game forms of work lead to an increase in the creative potential of students, to their disclosure as individuals and personalities in the classroom.

Summing up, it should be noted that playing is an effective way to improve the quality and effectiveness of teaching a foreign language. The use of various games in the lesson brings good results, increases the interest of children in the lesson, makes it possible to concentrate their attention on the main thing - mastering speech skills in the process of communication during the game. Games help children become creative personalities, teach them to be creative in any endeavors. Joint creative games bring both adults and children closer together. The game, introduced into the educational process in foreign language classes, as one of the teaching methods, should be fun, simple and lively, contribute to the accumulation of new language material and consolidate the acquired knowledge. Depending on the conditions, goals and objectives set by the foreign language teacher, the game should alternate with other types of work. At the same time, it is important to teach children to distinguish between play and learning.

LIST OF USED SOURCES

1) Petrichuk I.I. Once again about the game / I.I. Petrichuk // Foreign language at school. - 2008. - No. 2. - P. 37-42

2) Passov E.I. Foreign language lesson in secondary school- M .: Education, 1991.-233s.

3) Handbook of a foreign language teacher / E.A. Maslyko, P.K. Babinskaya and others - Minsk: Higher school, 2004. - 522s .;

4) Galskova, N.D., Gez, N.I. Theory of teaching foreign languages. Linguodidactics and methodology / N.D. Galskova, N.I. Gez - M .: Publishing Center "Academy", 2005. - 336 p .;

5) Ivantsova, T.Yu. Games in English / T.Yu. Ivantsova // Foreign languages at school. - 2008. - No. 4. - S. 52-57;

6) Zhuchkova, I.V. Didactic games in English lessons / I.V. Zhuchkova // English. - 2006. - No. 7. - S. 40-43;

7) Konysheva A.V. Game method in teaching a foreign language / A.V. Konysheva. - SPb .: KARO, Minsk: "Four quarters", 2006. - 192s .;

8) Stepanova, E.L. Game as a means of developing interest in the studied language / E.L. Stepanova // Foreign languages at school. - 2004. - No. 2. - S. 66-68;

9) Ponomarev. Psychology of creativity. M., Science. 1973.-304s.

11) Makarova, T.A. Pedagogical conditions for the development of creative activity in preschool children: author. dis. Cand. ped. nauk / T.A. Makarov. - Yakutsk, 2009 .-- 23

12) Gez N.I., Lyakhovitsky M.V., Mirolyubov A.A. and other Methods of teaching foreign languages in secondary school. Textbook. - M .: Higher. school, 2009 .-- 373 p.

13) Shchukin, A.N. Methods of teaching foreign languages: Textbook for teachers and students. - M .: Filomatis, 2004 .-- 416 p.

14) Galskova N.D. Modern methods of teaching foreign languages: A guide for teachers. - 2nd ed., Rev. and add. - M.: ARKTI, 2003 .-- 192p.

15) Solovova, E.V. Methodology for teaching foreign languages: a basic course of lectures / Manual for students ped. universities and teachers. - M .: Education, 2005 .-- 239 p.

16) E.N. Leonovich // Scientific notes of the Moscow Humanitarian Pedagogical Institute. Volume 2. - M .: MGPI, 2004. - S. 117-184

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Dissertation introduction (part of the abstract) on the topic "Development of creative activity of children in the process of additional education"

The development of a creative personality in the process of education and upbringing is one of the socially significant tasks of modern Russian society. The formation of a self-developing and self-determining personality, capable of open creative interaction with the environment and society, is defined as the highest goal of education.

Pedagogical science considers the influence of education on the creative development of the individual as one of the central problems. Even KD Ushinsky, ST Shatsky, PP Blonsky and other teachers noted the importance of the unity of teaching and upbringing in the educational process, taking into account the interests, abilities, capabilities and needs of the child.

One of the priority tasks of pedagogical science at the present time is the study of qualitatively new relations between the individual and society, the search for the most optimal ways of upbringing, teaching, and creative development of children.1

In the system of lifelong education in recent years, a special place belongs to additional education, which acts as a means of motivating the development of a person to cognition and creativity through a wide variety of activities. The child's development is supported by the possibilities of creating a situation of success and the freedom to change the type of activity. It is additional education that is designed to satisfy the constant needs of children, to help reduce the negative consequences of the unemployment of children outside school hours, the growth of crime, vagrancy, and to increase attention to socially disadvantaged children.

Of particular importance for the development of personality are preschool and primary school age, when the foundation of the personality is laid, intensively

1 Hereinafter, the term "children" means children of primary school age. socially significant qualities, the foundations of the worldview, habits are formed, cognitive abilities are developed, diverse relationships with the outside world are formed. These problems were studied by: Ya.A. Komensky, I. G. Pestalozzi, K. D. Ushinsky, L. N. Tolstoy, S. T. Shatsky, Sh. A. Amonashvili, B. G. Ananiev, A. E. Dmitriev, S.P. Baranov, L.I.Bozhovich, L.S.Vygotsky, V.V. Davydov, L.V. Zankov, E.V. Zvorygina, L.F. Obukhova, A.I.Savenkov , L. S. Slavina, V. A. Sukhomlinsky, S. L. Novoselova.

The task of the creative development of the personality cannot be fulfilled by the efforts of the school system alone; additional (extracurricular) education with rich experience of work in our country is called upon to participate in its implementation, designed to satisfy the constantly changing individual socio-cultural and educational needs of the child. Naturally, the very history of the development and formation of this education provides a lot of material for its improvement. In the works of modern researchers (E.V. Bondarevskaya, A.K.Brudnov, B.Z.Vulfov, O.S.Gazman, M., B.Koval, S.V. Saltsev, A.I.Schetinskaya, etc.) an in-depth analysis of various aspects of (out-of-school) additional education for children has been carried out. At the same time, a number of unresolved issues remained: the place of extracurricular additional education of children in the general system of continuous education; the main directions of additional education for children and their development in educational institutions of all types and types; the influence of additional education on the creative development of the child's personality and his self-determination.

As practice shows, the real capabilities of the majority of modern schools are insufficient to solve the problem of the development of the creative activity of the child's personality, his self-determination. A number of contradictions arise between: the growing demands of life for the formation of a creative, proactive personality and the absence of a system of special pedagogical work that ensures this process; the mass education system and the individual nature of the process of development of the child's creative activity; the objective need for innovative and integration processes in the educational sphere and the lack of trained teaching staff for this activity; the experience of many years of work in this direction and the lack of scientifically grounded mechanisms for using it in mass practical activities.

Additional education for children can help resolve these contradictions. With the main goal of creating pedagogical conditions for self-education, self-education and self-realization of the individual, additional education is a specific environment for the child, important both for his creative development, socialization, the formation of life experience, and for self-determination (E.V. Bondarevskaya, V.G. Bocharova, B.Z.Vulfov, L. S. Vygotsky, O.S. Gazman, V. V. Davydov, V. A. Karakovsky, M. B. Koval, D. I. Latyshina. A. V. Mudrik, L.I. Novikova, A.V. Petrovsky, S.D. Polyakov and others). At the same time, the current state of education gives rise to another contradiction: between the need to integrate basic and additional education in the interests of the child's personality development and the underestimation of the role of the teacher.

Of course, significant transformations are taking place in modern education, changing not only its individual aspects, but also general conceptual approaches. One of the effective ways to solve the problem of the creative development of the child's personality is the integration of basic and additional education, the implementation of personality-oriented, personality-activity approaches that can play a significant role in the child's life in achieving the heights of his creative development, determining the path of life (Sh.A. Amonashvili, V. V. Davydov, L. V. Zankov,

I.A.Zimnyaya, V.A.Karakovsky, V.M. Korotov, A.V. Mudrik, L.I. Novikova, A.V. Petrovsky, V.A. Petrovsky, I.S. Yakimanskaya, E.A. Yamburg and others).

It should be emphasized that this relationship is capable of solving the strategic tasks of modern education:

Ensure the continuity of education;

To fully develop technologies and ideas of personality-oriented education;

Implement programs of social and psychological adaptation;

Conduct career guidance;

To develop the creative abilities of the individual and create conditions for the formation of the experience of creative amateur performance and creative activity of the child.

The study of philosophical and psychological-pedagogical literature shows that science has paid and continues to pay close attention to the development of a person's creative potential. However, the problem of the formation of the creative activity of children in institutions of additional education has not yet been the subject of special scientific research. Meanwhile, additional education is designed to solve this problem.

First, as the statistics provided by the RF Ministry of Defense show, a significant number of children and adolescents (up to 60% of the total number of schoolchildren) study in additional education institutions in Russia.

Secondly, the research materials indicate that the need of children to realize their interests is not fully satisfied by the family and the school. Additional education institutions, providing the child with the opportunity to actively participate in various types of activities, opening up scope for him to fulfill various social roles, including him in diverse relationships with the world around him, can and should become full-fledged factors in the realization of children's interests.

Thirdly, institutions of additional education, having qualified personnel and a material base, are able not only to satisfy, but also to develop the needs and interests of the child.

At the same time, an analysis of the psychological and pedagogical literature shows that until now there have been no special studies on the development of the creative activity of children in the process of additional education. The problems of special pedagogical conditions and the peculiarities of the development of creative activity of children in the process of additional education remain poorly researched.

Based on the foregoing, it can be argued that, on the one hand, there is an objective need for the development of the creative activity of children in conditions of additional education, and on the other hand, there is an insufficient elaboration of the problem in pedagogical theory. This circumstance determined the choice of the research topic: "Development of the creative activity of children in the process of additional education."

The problem of this research: What are the pedagogical conditions for the development of creative activity of children in the process of additional education?

The solution to this problem is the goal of the study.

The object of the research is the development of the creative activity of primary schoolchildren.

The subject of the research is the process of developing the creative activity of children in institutions of additional education.

The research hypothesis is based on the assumption that additional education, as a specific system, can have a significant impact on the development of a child's creative activity in the presence of appropriate pedagogical conditions: the creation of variable additional education programs that ensure the creative development of children with their free choice of directions in their activities; orientation of the teacher to the development of the creative potential of each child in his chosen field of activity, carried out thanks to a special selection of forms and methods of work; selection of teachers with creative abilities and the ability to direct the efforts of children to non-standard solutions in the chosen type of activity;

Ensuring a positive family attitude to the child's creativity, expressed in supporting the child's voluntary choice of a type of activity, providing the necessary materials for it, and emotional support for his success.

In accordance with the problem, purpose, object, subject and hypothesis of the research, the research objectives were determined:

1. To reveal the essence, content and structure of the creative activity of children.

2. To reveal the possibilities of developing the creative activity of children in the process of additional education.

3. To identify pedagogical conditions conducive to the development of creative activity in the process of additional education.

4. Experimentally check the effectiveness of the proposed pedagogical conditions for the development of children's activity in the process of additional education.

The methodological basis of the study is made up of: psychological and pedagogical ideas and concepts about the essence and nature of man as a subject: ne activity and attitude (Yu.K. Babansky, L.I.Bozhovich, I.F. Herbart, A. Disterweg, Ya.A. Comenius, I. G. Pestalozzi, S. L. Rubinstein, K. D. Ushinsky,

V.D.Shadrikov and others), about the leading role of activity as a source of personality formation (P.P. Blonsky, L. S. Vygotsky, V. V. Davydov, N. K. Krupskaya, A. N. Leontiev, A. S. Makarenko and others); theory of personality development (A.G. Asmolov,

A.V.Petrovsky, I.I.Rezvitsky, V.I.Slobodchikov, D.I.Feldstein and others); psychological and pedagogical research in the field of the formation of personality and the processes of self-determination of the child (A.A. Bodalev, Yu.P. Vetrov, U. Glasser,

V. S. Ilyin, E. A. Klimov, I. S. Kon, E. I. Malikina, A. V. Mudrik, G. P. Nikov, V. F. Safin, V. Frankl, G. I. Shchukin and others).

The general pedagogical foundation of the work was the provisions of the theory of educational systems (YK Babanskiy, IF Herbart, VA Karakovskiy, LI Novikova, KD Ushinskiy, etc.); methodological principles of pedagogical research (F.D.Botvinnikov, V.I. Zagvyazinsky, V.V. Kraevsky, V.M. Polonsky, M.N. Skatkin, etc.), modern concepts of the development of additional education for children (E.V. Bondarevskaya, A.K. Brudnov, M.B. Koval, D.I. Latyshina, A.I.Schetinskaya and others).

To solve the tasks and test the initial assumptions, the following research methods were used: theoretical - theoretical analysis, generalization and interpretation of scientific data, retrospective analysis; empirical - observation, questioning, conversation, analysis of scientific psychological and pedagogical literature and pedagogical practice, study and generalization of pedagogical experience in the field of additional education for children; experiment, as well as methods of mathematical statistics.

Experimental research base: studying the experience of the formation of children's creative activity in the system of additional education, determining the formation of creative activity, the implementation of pedagogical conditions were carried out on the basis of Children's Creativity Houses No. 1 and 2, the Palace of Children's Creativity in Penza, secondary schools No. 57, 63, 68, 74.

The main stages of the research: The research was carried out in several stages.

The first stage (1996 - 1998) is exploratory. Study of philosophical, methodological, psychological and pedagogical literature on the research problem. Analysis and assessment of the current state of the problem in theory and practice. Conducting an ascertaining experiment to identify the levels of formation of creative activity in children. Development of the scientific research apparatus.

The second stage (1998 - 2000) is an experimental one. Refinement of the hypothesis. Conducting a formative experiment, using pedagogical conditions in the development of children's creative activity,

The third stage (2000 - 2001) is generalizing. Completion of the formative experiment. Correction, systematization and generalization of its results. Approbation of the main ideas and provisions of the study.

The scientific novelty and theoretical significance of the research consists in the following: for the first time the essence is revealed, the content and structure of the creative activity of younger schoolchildren in the process of additional education are determined; the components of creative activity are identified and the levels of its development are determined. The pedagogical conditions necessary for the development of the creative activity of primary schoolchildren in the process of additional education are determined, substantiated and experimentally confirmed, the components of creative activity are identified and the levels of its development are determined. The pedagogical conditions necessary for the development of the creative activity of younger schoolchildren in the process of additional education were determined, substantiated and experimentally confirmed (variability of the content of education, the selection of forms and methods of working with children adequate to the content, the creativity of the teacher of additional education, the positive attitude of the family to the creativity of the child). and

The practical significance of the study lies in the fact that, in accordance with grounded theoretical principles, pedagogical conditions for the development of children's creative activity are determined, experimentally tested and confirmed in the practice of additional education.

The scientific and methodological recommendations for teachers of additional education developed in connection with these conditions have been introduced into practice. The program of the special course "The role of the teacher of additional education in the development of the creative activity of children" for students of the pedagogical university, pedagogical college, which reflects the theoretical conclusions and recommendations of the author, has been created and tested.

The research results can be used in higher and secondary specialized educational institutions when studying the course of pedagogy.

The reliability of the research is provided by a methodological approach based on the provisions of philosophy, psychology and pedagogy about the essence and role of creativity, the concept of personality development; using a methodology adequate to the subject and objectives of the research; a combination of qualitative and quantitative analysis, the representativeness of experimental data, a variety of research procedures and techniques, their complementarity, multiple data verification, as well as statistical methods of data processing and analysis.

Testing and implementation of research results.

The main provisions and results of the research were discussed at the meetings of the Department of Primary Education Pedagogy of the Moscow Pedagogical State University; at the All-Russian scientific and practical conference "Additional education of children - a factor in the development of a creative personality" (St. Petersburg, 1998); at the All-Russian scientific-practical conference "Additional education of children in Russia: state and development prospects in the XXI century" (Moscow, 2000).

The following provisions are submitted to the defense:

1. The development of the creative activity of children in additional education is aimed at solving the problems of preparing them for creativity in conscious life and involves the voluntary inclusion of younger schoolchildren in after-school hours in artistic and aesthetic, physical culture and health, ecological and biological, tourist or technical classes and getting in them productive results.

2. The structure of the creative activity of a younger student consists of motivational, content-operational and emotional-volitional components; pedagogical guidance of children in the process of additional education is aimed at their development, and their presence ensures the success of the activities of primary schoolchildren.

3. Pedagogical guidance of the development of creative activity in the process of additional education is carried out differentially for each child, depending on the level of formation of this personality quality in him.

4. The development of the creative activity of children in the process of additional education is ensured by the presence of the following conditions: creation of variable programs of additional education that ensure the creative development of children with their free choice of directions in their activities; orientation of the teacher to the development of the creative potential of each child in his chosen field of activity, carried out thanks to a special selection of forms and methods of work; selection of teachers with creative abilities and the ability to direct the efforts of children to non-standard solutions in the chosen type of activity; ensuring a positive family attitude to the child's creativity, expressed in support for the voluntary choice of a type of activity, providing the necessary materials for it, emotional support for his success.

The structure of the thesis. The work consists of an introduction, two chapters, a conclusion, a list of references, including 226 titles of works by domestic and foreign authors, and annexes containing test items for diagnosing creative activity in primary schoolchildren and a special course "The role of a teacher of additional education in the development of creative activity of children in the process of additional education ". The main text of the thesis is presented on 118 pages, contains 11 tables. The total volume of the dissertation research is 142 typewritten pages.

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Organizational and pedagogical conditions for advanced training of a teacher of additional education 2000, Candidate of Pedagogical Sciences Kalish, Irina Viktorovna
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Conclusion of the thesis on the topic "General pedagogy, history of pedagogy and education", Shulpina, Lyubov Nikolaevna

Conclusions on the second chapter

The experimental work carried out confirmed the hypothesis put forward at the beginning of the study that additional education as a specific system has a significant impact on the development of the creative activity of the child's personality in the presence of appropriate pedagogical conditions: a variety of programs and related logistics; selection of forms and methods of work adequate to the content, meeting the needs of each child, and focused on the individual development of his creative potential in his chosen field of activity; the presence of creative abilities in the teacher of additional education, providing opportunities for directing children's efforts to * non-standard original solutions in the chosen type of activity; a positive attitude of the family to the child's creativity, expressed in support of the child's voluntary choice of the type of activity, providing the necessary materials for it, emotional support for his success.

The tasks set for the experimental work were completely solved. Experimental work was carried out for 5 years. At the stage of the formative experiment, a system of pedagogical conditions for the development of the creative activity of children was introduced. In the course of the entire formative experiment, the pedagogical conditions described above were realized with the help of pedagogical technologies. Among them: technologies based on didactic improvement and material reconstruction; technologies of joint work of parents, teachers and children; game and group technologies; management technologies. % We judged the success of the process of developing the creative activity of children in the process of additional education by the changes (upward) in the levels of manifestation of the creative activity of the participants in the experiment.

The control section was carried out according to the same methods as during the ascertaining experiment. We carried out the transfer from one level to another on the basis of the qualitative characteristics of the levels in accordance with the indicators of the manifestation of the creative activity of children described above (Chapter 1, § 1).

The dynamics of the development of the creative activity of children in the process of additional education is reflected in Table 11 (Chapter 2, § 3).

The results of processing the control section, made at the end of the formative experiment, indicate the differences between the children of the experimental and control groups in terms of levels of creative activity. More significant changes in the levels of creative activity occurred in the experimental groups. The use of the Student's t-criterion confirmed the effectiveness of the developed by us methodology for the development of children's creative activity at the 95% confidence level.

We judged the results of the experimental work not only by the quantitative indicators of the formation of the levels of creative activity, but also by the qualitative changes in its components.

Thus, the data obtained allow us to assert that the carried out experimental work gave positive results and contributed to a change (upward) in the levels of creative activity of children in the experimental groups. These changes are more significant than those that occurred in the control groups.

Sufficient effectiveness of experimental work on the development of creative activity of children in the process of additional education is confirmed by the effective implementation of its results into the practice of additional education institutions in the city of Penza and the region.

CONCLUSION

The democratization and humanization of the education system in the Russian Federation made it possible to consider additional education as a sphere that objectively unites upbringing, training and development into a single process. Additional education deepens and expands the knowledge, abilities and skills provided by the main general educational and professional programs; forms a positive motivation of schoolchildren for creativity, knowledge; introduces students to personally significant socio-cultural values, the need for which is not satisfied by general education; introduces students to the national cultural customs, traditions of their people; summarizes the experience of social activities of schoolchildren; organizes useful and interesting leisure time for children and adolescents; prepares schoolchildren for professional and other types of life self-determination; contributes to the replenishment of the psychophysical forces of children, the correction and rehabilitation of their health; expands the sphere of communication and relations between children and adolescents; supports the individuality and identity of the child; creates situations of success, including for socially deprived children.

The system of additional education for children at the turn of the century provides ample opportunities for the development of the child's creative abilities in various activities and fields of knowledge.

The development of a creative personality, ready for the implementation of significant social functions, for social transformative activities, is one of the essential tasks of modern society.

The focus of additional education on the development of the child's personality requires the identification and definition of those properties, the impact on which contributes to the development of the personality as a whole. As one of them, creative activity is considered, which is a system-forming property of a personality, a defining characteristic of its movement towards self-improvement, a condition for realizing oneself as a personality at all stages of ontogenesis.

The research carried out, as well as the study of special literature on this issue, give grounds to conclude that the development of the creative activity of children has theoretical and practical significance.

The formulation and preliminary study of the problem of the development of children's creative activity in the system of additional education revealed its versatility, complexity and insufficient development in the theory and practice of education.

Despite the fact that a significant number of scientific works are devoted to the study of the problem of the development of the creative potential of an individual, such issues as the formation of the creative activity of children in the system of additional education in the presence of appropriate pedagogical conditions have not been sufficiently developed and required further study.

This study is devoted to identifying and substantiating the system of pedagogical conditions that ensure the effectiveness of the process of developing children's creative activity in the system of additional education, in order to eliminate the corresponding gap in pedagogical theory and practice.

The study of psychological and pedagogical literature, the study showed that the concept of creativity is a fruitful theoretical basis for the development of the creative activity of children in the system of additional education through the implementation of the system of pedagogical conditions.

The analysis of the formation of the creative activity of children in the system of additional education allows us to state that all children at one level or another exhibit this quality. At the same time, the results of the ascertaining experiment show that the creative activity of the majority of children in the additional education system is characterized by low and medium levels of its formation, which suggests huge reserves for a more intensive development of this quality in the subjects.

The conducted research made it possible to:

1. To characterize the creative activity of children as a stable integral quality of the personality, expressed in a purposeful unity of needs, motives, interests and actions, manifested in a conscious search for creative situations.

2. Describe the structure of children's creative activity through a system of motives, creative abilities, skills of creative activity, combine them into three components: motivational, content-operational and emotional-volitional.

3. To highlight the indicators of children's creative activity for the purposeful development of this quality, to give qualitative characteristics of four different levels of its formation: low, medium, not high enough and high.

4. To determine the pedagogical conditions that ensure the effectiveness of the methodology for the development of children's creative activity on the basis of studying the features of the additional education system and the results of the ascertaining experiment.

When determining these conditions, we proceeded from the basic psychological and pedagogical ideas and concepts, about the essence and nature of man as a subject of activity, about the leading role of activity as a source of personality formation, about the development of the system of additional education for children and others.

5. Implement in practice the system of pedagogical conditions using a number of pedagogical technologies.

The results of the study to study the influence of pedagogical conditions on the development of the creative activity of children in the process of additional education made it possible to solve the set tasks and prove the hypothesis put forward.

The study confirmed the hypothesis put forward and made it possible to draw the following conclusions:

Creative activity is an integral quality of a personality, expressed in a purposeful unity of needs, motives, interest and actions, characterized by a conscious search for creative situations. The structure of creative activity includes the unity of motivational, content-operational and emotional-volitional components.

The development of children's creative activity in the process of additional education occurs effectively when the following pedagogical conditions are implemented: variability of the content of education, a selection of forms and methods of working with children adequate to the content, the creativity of the teacher of additional education, a positive attitude of the family to the creativity of the child.

The study was not only experimental. It contains a number of practical recommendations for teachers of additional education on the development of the creative activity of children.

Further search is required for effective methods, ways and means of developing children's creative activity. In particular, further deeper development of the system of pedagogical conditions for the development of the creative activity of adolescent and adolescent children deserves attention. The system of training future teachers of additional education, who own the methodology for the development of children's creative activity, needs special development.

List of dissertation research literature Candidate of Pedagogy Shulpina, Lyubov Nikolaevna, 0 years old

1. Abasov Z.A. Cognitive activity of schoolchildren // Soviet pedagogy, 1989.-№ 7, pp. 40-43

2. Abraukhova V.V. Innovative approaches in the activities of institutions of additional education as a means of its development. Abstract of the thesis. dis. for a job. uch. step. Cand. ped. sciences. Rostov-on-Don. 1997 .-- 17 p.

3. Albuhanova-Slavskaya K.A. Typology of personality activity in social psychology // Psychology of personality and way of life M .: Nauka - 1987. P. 10-14

4. Alemaskin M.A. Educational work with adolescents. M. - 1979.

5. Almanac of psychological tests. M. - 1996 .-- 345 p.

6. Amonashvili Sh.A. Development of cognitive activity of students in primary school // Questions of psychology. 1984. - No. 5. S. 36 - 41.

7. Amonashvili Sh.A. The personal and humane basis of the pedagogical process. -Minsk: Universitetskaya, 1990.560 p.

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Topic: “Development of creative abilities of students”.

Speaker: teacher Gorchunova G.S.

Today, the question of the development of students' creative abilities in the theory and practice of teaching is especially relevant, since recent studies have revealed that students have much more than previously thought, the ability to assimilate material both in a familiar and in a non-standard situation.

In modern psychology, there are two points of view on creativity.

1. All thinking is creative.

2. In B.S.E. creativity is defined as human activity that creates new material and spiritual values that have social significance. This criterion is applicable to the assessment of the work of outstanding scientists, artists who create socially significant products. But the elements of creativity are also manifested in children in play, work, educational activity, where there is a manifestation of activity, independence of thought, initiative, originality of judgments, creative imagination. Therefore, the second definition is not entirely appropriate for the definition of creativity.

Thinking is always creative, as it is aimed at discovering new knowledge. (For example: Where there is no model, and the student himself finds something new, for example, a way to solve a problem, then creative thinking comes into play.)

The main criterion of creativity is often considered - the originality of thinking - the ability to give answers that deviate far from the usual.

Originality expresses the degree of dissimilarity, non-standard, unexpectedness of the proposed solution among other standard solutions.

The creative nature of thinking is manifested in such qualities as flexibility, originality, fluency, depth of thinking (lack of stiffness, lack of stereotype), mobility.

All these qualities characterize a creative person. The opposite qualities are inertia, stereotyped, superficial thinking. They are very important in life, as they allow you to quickly solve standard problems. However, psychological inertia is very harmful in creativity and in the development of creative abilities.

General intelligence is at the core of creativity.

But it is not necessary that a high level of development of intellectual abilities presupposes well-developed creative abilities.

The method associated with the independent search and discoveries by students of certain truths is the method of problem learning. Its essence lies in the fact that students are posed a problem, a cognitive task, and they, with the direct participation of the teacher or independently, explore the ways and means of solving it. Students form hypotheses, argue, reason, prove.

Problem-based learning teaches children to think independently, creatively, and forms their basic research skills.

Cognitive activity is of great importance for the development of search activity. And this means the need for new information, for new impressions, i.e. in positive emotions of joy, interest. Interest contributes to the emergence of creativity and initiative in the independent acquisition of knowledge.

Developing a child's creativity means developing their imagination.

The learning process can proceed with a different application of strength, cognitive activity and student independence. In some cases, it is imitative, in others it is searching, creative. It is the nature of the educational process that affects its final result - the level of acquired knowledge, skills, and abilities.

In the theory and practice of teaching, the issue of developing students 'creative abilities has not yet been given due attention, but one thing is clear that the development of students' creative abilities cannot occur without setting and solving a wide variety of problems.

The task is the beginning, the initial link of the cognitive, search and creative process, it is in it that the first awakening of thought is expressed.

There is no need to prepare creative assignments personally for the most gifted students. This way of individualization puts children in unequal conditions and divides them into capable and incapable. Creative assignments should be given to the whole group. When they are done, only success is assessed.

The American scientist Rosenthal argued that in a situation where a teacher expects outstanding success in children, they really achieve these successes, even if they were previously considered not very capable.

The level of development of creativity depends on the content and methods of teaching. Using a variety of teaching methods, including games, we develop children's mobility and flexibility of thinking, teach them to reason, not cram, but think, draw conclusions ourselves, find new original approaches, evidence, etc.

Of great importance for the development of creative abilities is the level of development of attention, memory, imagination. It is these qualities, according to psychologists, that are the basis for the development of productive thinking, the creative abilities of students and increase the creative search activity.

The teacher's questions play an important role. It is recommended to use the tiered questions system founded by the American psychologist Benjamin Bloom, i.e. thick (complex) questions requiring detailed answers:

“Give 3 explanations -“ why? ”

"Why do you think…?"

" What is the difference…?"

"Explain why ...?"

"Why do you think ...?"

"Guess if there will be ...?"

" Is it true…?"

"Do you agree ...?"

" Will it…?"

Psychologist Aleksey Mikhailovich Matyushkin draws our attention to the use of open-ended questions (i.e. tests) that stimulate creative thinking, since students are given the opportunity to choose their answer.

Stimulate students and creative tasks to formulate questions.

Every child has abilities and talents. Children are naturally curious and eager to learn. In order for them to manifest their gifts, they need the right guidance.

In order to understand how to correctly define the term "creative activity", we turned to numerous works that investigated the problem of the formation of creative activity in preschool age. These are the works of Yu.B. Borev, A.I. Lilova, E.A. Anufriev and others. The psychological studies of L.S. Vygotskaya, A.N. Leontyeva and others.

Most of the works that study creative activity emphasize this term on the word “activity”. Defining this concept, many are inclined to the philosophical view that this is a quality that is inherent in the material, and which manifests itself in the ability to self-development, independent change and independent movement.

Different scientific sources define this term differently.

Domestic researchers in the field of pedagogy and psychology more often understand activity as a certain measure of activity, or the ability to interact with other subjects.

It is believed that activity is one of the stable personality traits. We believe that for a more objective assessment of activity, it is also necessary to consider its psychological component.

There are definitions that indicate that activity is the ability to transform anything in the world, which develops as a result of a person's spiritual and material wealth and which is expressed in creativity.

A person's activity entirely depends on his internal motivation, on how a person relates to her. For the formation of creative activity, it is the motivational component that means a lot.

It is believed that creativity is the highest form of activity that a person is capable of. Creativity, however, can be different - it can be not only artistic, but also scientific and technical. Moreover, each area of creative activity has its own specific features. Therefore, we believe that the two terms "activity" and "creativity" are two concepts that interact with each other and have a mutual influence on each other.

Let us now consider in more detail the term "creativity" and its meaning. According to various scientific sources, we can find many definitions that differ from each other in essence and content. Consider the term mono both from the point of view of philosophy and from the point of view of psychology.

Psychology makes it possible to look at creativity as a process, as a kind of mechanism through which creativity proceeds.

According to Petrovsky, creativity is a human activity that generates something new, something that has never existed before.

Also, some dictionaries provide a more meaningful explanation of this concept. Creativity should be understood as activity, as a result of which something new appears in a material or spiritual sense. A person uses his knowledge and skills in the process of creativity in order to create a new, original and unique product. Intuition and imagination, mental activity are involved for creative activity. Thus, a person can reveal existing and expand their new capabilities.

According to Dahl's dictionary, creativity is a property of activity, such as creation or creation.

Despite the fact that many different studies have been devoted to creative activity, the development of this kind of activity in children still requires careful research and development.

To be born even in the preschool period of childhood.

Usually scientists, trying to define a creative activity, simply list its components. According to V.D. Bayankina, creative activity should be manifested as a result of his own initiative, as a result of which a person receives and transfers new knowledge, strives to cooperate with other people in this, and shows a steady interest in new knowledge.

V.D. Maksimova tries to take into account a person's interest in this matter, what kind of participation he takes in it, whether he shows initiative during preparation and during the activity itself, does the person help those with whom he works. As a result, creative activity is viewed as a complex of different components that make up the child's activity, as a kind of collection of many features of his personality. Of course, this cannot be called a mistake. However, this approach has its drawbacks. The very term creative activity is split into small components and its essence as a whole is lost.

L.G. Veselova offers her own version of the definition of creative activity. According to the author's works, this type of activity is a way to satisfy a person's need for new knowledge and associated positive emotions. Also, creative activity allows a person to change already existing knowledge in such a way as to express his attitude towards them using various techniques.

Yu.N. Ryumina also describes her vision of the phenomenon. According to her works, creative activity is a state of personality manifested in actions that characterize a person's desire to transform something or create a new value from the point of view of the material or spiritual world.

We believe that all these definitions do not fully disclose the essence of the phenomenon under consideration. Especially when it comes to older preschool children. Today, there are tendencies in the problem of preschool creativity and in the study of the potential of preschoolers, which are not taken into account by any of the authors listed above.

The last twenty years have marked new approaches to the development and diagnosis of the creative activity of children for the preschool education system.

We believe that the main attention for understanding the essence of creative activity in preschool age should be paid to the works of V.A. Petrovsky.

According to his writings, there is a so-called oversituational activity. Such activity is the result of a person setting a goal that is excessive in relation to the requirements of the current situation. That is, a person is not limited only by his current needs, but acts as if "above the threshold of the necessary." He himself decides what his super-goal should be. He decides that all responsibility for achieving this goal lies with him, despite the fact that he is not able to program the result in advance.

If a person is able to take responsibility for the outcome of activity unknown to him in advance, then this is a sign of self-generation of the person as a subject. And I. Kovalev believes that this is precisely the creative activity of the individual.

Having analyzed the research in the field of the formation of creative activity, as well as having studied in detail the structure of this phenomenon, we concluded that there are two components, each of which we will now briefly discuss.

The first component is emotionally motivational. It includes: 1) high motivation, which manifests itself in the presence of an attitude or a change in the current situation or any object, as well as in the creation of an alternative to existing reality; 2) high intuition, which manifests itself in the fact that a person is able to see the final whole earlier than its individual parts; 3) in the predominance of positive thinking, in the harmony of the personal sphere.

The second component is intellectually creative. It includes: 1) a person's ability to solve current problems by simulating conditions in his mind (a person mentally conducts experimentation and sees the results); 2) the ability of a person to mentally transfer the properties of an object to another situation and to realize this situation with help.

So, we will understand creative activity as the initiative that a person takes to receive and transfer new knowledge, the ability to cooperate with other people in the process of cognitive search.
The degree of development of creative activity is expressed in how its structural elements are formed.

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Shulpina Lyubov Nikolaevna. Development of creative activity of children in the course of additional education: dissertation ... candidate of pedagogical sciences: 13.00.01. - B. m., B. g. - 142 p. RSL OD,

Introduction

Chapter 1. Children's creative activity in the educational process as a pedagogical problem 14

1.1. The essence of children's creative activity 14

1.2. Opportunities for additional education in the development of a person's creative activity 38

Chapter 2. Pedagogical conditions for the development of creative activity of children in the process of additional education 55

2.1. The state of development of children's creative activity in the process of additional education 55

2.2. Characteristics and implementation of pedagogical conditions for the development of creative activity of children in experimental work 72

2.3. The results of experimental work on the development of creative activity of children in the system of additional education 109

Conclusion 115

Bibliography 119

Applications 137

Introduction to work

Of particular importance for the development of personality are preschool and primary school age, when the foundation of the personality is laid, intensively

socially significant qualities, the foundations of the worldview, habits are formed, cognitive abilities are developed, diverse relationships with the outside world are formed. These problems were studied by: Ya.A. Komensky, I. G. Pestalozzi, K. D. Ushinsky, L. N. Tolstoy, S. T. Shatsky, Sh. A. Amonashvili, B. G. Ananiev, A. E. Dmitriev, S.P. Baranov, L.I.Bozhovich, L.S.Vygotsky, V.V. Davydov, L.V. Zankov, E.V. Zvorygina, L.F. Obukhova, A.I.Savenkov , L. S. Slavina, V. A. Sukhomlinsky, S. L. Novoselova.

The task of the creative development of the personality cannot be fulfilled by the efforts of the school system alone; additional (extracurricular) education with rich experience of work in our country is called upon to participate in its implementation, designed to satisfy the constantly changing individual socio-cultural and educational needs of the child. Naturally, the very history of the development and formation of this education provides a lot of material for its improvement. In the works of modern researchers (E.V. Bondarevskaya, A.K. Brudnov, B.Z.Vulfov, O.S. Gazman, M. B. Koval, S. V. Saltsev, A. I. Shchetinskaya, etc.) an in-depth analysis of various aspects of (out-of-school) additional education for children has been carried out. At the same time, a number of unresolved issues remained: the place of extracurricular additional education of children in the general system of continuous education; the main directions of additional education for children and their development in educational institutions of all types and types; the influence of additional education on the creative development of the child's personality and his self-determination.

As practice shows, the real capabilities of most modern schools are insufficient to solve problems of the development of the creative activity of the child's personality, his self-determination. A number of contradictions arise between:

the growing demands of life for the formation of a creative, proactive personality and the lack of a system of special

pedagogical work that ensures this process; the mass education system and the individual nature of the process of development of the child's creative activity; the objective need for innovative and integration processes in the educational sphere and the lack of trained teaching staff for this activity;

the experience of many years of work in this direction and

lack of scientifically grounded mechanisms for its use in

mass practical activity.

The resolution of these contradictions can be facilitated by additional

education of children. With the main goal of creating pedagogical conditions for

self-education, self-education and self-realization of the individual, additional

education is a specific environment for a child, important both for his

creative development, socialization, the formation of life experience, and for

self-determination (E.V. Bondarevskaya, V.G. Bocharova, B.Z.Vulfov, L.S.Vygotsky,

O.S.Gazman, V.V. Davydov, V.A.Karakovsky, M.B. Koval, D.I. Latyshina.

A.V. Mudrik, L.I. Novikova, A.V. Petrovsky, S.D. Polyakov and others). Together with

Thus, the current state of education gives rise to another contradiction:

between the need to integrate basic and additional education into

the interests of the child's personality development and underestimation of the role of the teacher.

I.A.Zimnyaya, V.A.Karakovsky, V.M. Korotov, A.V. Mudrik, L.I. Novikova, A.V. Petrovsky, V.A. Petrovsky, I.S. Yakimanskaya, E.A. Yamburg and others).

It should be emphasized that this relationship is capable of solving the strategic tasks of modern education:

ensure the continuity of education;

fully develop technologies and ideas of student-centered education;

carry out programs of social and psychological adaptation;

conduct career guidance;

develop the creative abilities of the individual and create conditions for the formation of the experience of creative amateur performance and creative activity of the child.

Thirdly, institutions of additional education, having qualified personnel and a material base, are able not only to satisfy, but also to develop the needs and interests of the child.

Based on the foregoing, it can be argued that, on the one hand, there is an objective need for the development of the creative activity of children in conditions of additional education, and on the other hand, there is an insufficient elaboration of the problem in pedagogical theory. This circumstance led to the choice themes research: "Development of creative activity of children in the process of additional education."

The problem of this study: What are the pedagogical conditions for the development of creative activity of children in the process of additional education?

The solution to the problem raised is purpose research.

Object of study- development of the creative activity of primary schoolchildren.

Subject of study- the process of developing the creative activity of children in institutions of additional education.

Hypothesis The research is based on the assumption that additional education, as a specific system, can have a significant impact on the development of a child's creative activity in the presence of appropriate pedagogical conditions:

creation of variable programs of additional education, ensuring the creative development of children with their free choice

directions of its activity;

orientation of the teacher to the development of the creative potential of everyone
child in his chosen field of activity, carried out
thanks to a special selection of forms and methods of work;
selection of teachers with creative abilities and skills
direct the efforts of children to non-standard solutions in the chosen form
activities;
^ - ensuring a positive family attitude towards the child's creativity,

expressed in support of the child's voluntary choice of a type of activity, providing the necessary materials for it, emotional support for his success. In accordance with the problem, purpose, object, subject and hypothesis of the study, research objectives:

1. Reveal the essence, content and structure of creative activity
children.

To reveal the possibilities of developing the creative activity of children in the process of additional education.

To identify the pedagogical conditions conducive to the development of creative activity in the process of additional education.

4. Experimentally check the effectiveness of the proposed
pedagogical conditions for the development of the activity of children in the process
additional education.

Methodological basis research make up: psychological and pedagogical ideas and concepts about the essence and nature of man as a subject: ne activities and relationships(Yu.K. Babansky, L.I.Bozhovich, I.F. Herbart, A.Disterweg, J.A.Komensky, I.G. Pestalozzi, S.L. Rubinshtein, K.D. Ushinsky,

V.D.Shadrikov and others), on the leading role of activity as a source of personality formation(P.P. Blonsky, L. S. Vygotsky, V. V. Davydov, N. K. Krupskaya, A. N. Leontiev, A. S. Makarenko and others); personality development theory(A.G. Asmolov, A.V. Petrovsky, I.I.Rezvitsky, V.I.Slobodchikov, D.I.Feldstein and others); psychological and pedagogical research in the field the formation of the personality and the processes of self-determination of the child(A.A. Bodalev, Yu.P. Vetrov, U. Glasser, V. S. Ilyin, E. A. Klimov, I. S. Kon, E. I. Malikina, A. V. Mudrik, G. P. Nikov, V.F. Safin, V. Frankl, G.I.Shchukina and others).

The general pedagogical foundation of the work was the provisions of the theory of educational systems(Yu.K. Babansky, I.F. Herbart, V.A.Karakovsky, L.I. Novikova, K.D. Ushinsky, etc.); methodological principles of pedagogical research(F.D.Botvinnikov, V.I.Zagvyazinsky, V.V. Kraevsky, V.M. Polonsky, M.N. Skatkin, etc.), modern concepts for the development of additional education for children(E.V. Bondarevskaya, A.K. Brudnov, M.B. Koval, D.I. Latyshina, A.I.Schetinskaya and others).

To solve the set tasks and check the initial assumptions, the following were used research methods:theoretical - theoretical analysis, generalization and interpretation of scientific data, retrospective analysis; empirical - observation, questioning, conversation, analysis of scientific psychological and pedagogical literature and pedagogical practice, study and generalization of pedagogical experience in the field of additional education for children; experiment, as well as methods of mathematical statistics.

Experimental research base: the study of the experience of the formation of the creative activity of children in the system of additional education, the determination of the formation of creative activity, the implementation of pedagogical conditions were carried out on the basis of the Houses of Children's Creativity No. 1 and 2, the Palace of Children's Creativity in Penza, secondary schools No. 57, 63, 68, 74.

The main stages of the study: The research was carried out in several stages.

First stage(1996 - 1998) - search engine. Study of philosophical, methodological, psychological and pedagogical literature on the research problem. Analysis and assessment of the current state of the problem in theory and practice. Conducting an ascertaining experiment to identify the levels of formation of creative activity in children. Development of the scientific research apparatus.

Second phase(1998 - 2000) - experimental. Refinement of the hypothesis. Conducting a formative experiment, using pedagogical conditions in the development of children's creative activity,

Third stage(2000 - 2001) - generalizing. Completion of the formative experiment. Correction, systematization and generalization of its results. Approbation of the main ideas and provisions of the study.

Scientific novelty and the theoretical significance of the research is as follows: for the first time the essence is revealed, the content and structure of the creative activity of primary schoolchildren in the process of additional education are determined; the components of creative activity are identified and the levels of its development are determined. The pedagogical conditions necessary for the development of the creative activity of primary schoolchildren in the process of additional education are determined, substantiated and experimentally confirmed, the components of creative activity are identified and the levels of its development are determined. The pedagogical conditions necessary for the development of the creative activity of younger schoolchildren in the process of additional education were determined, substantiated and experimentally confirmed (variability of the content of education, the selection of forms and methods of working with children adequate to the content, the creativity of the teacher of additional education, the positive attitude of the family to the creativity of the child).

The practical significance of the study consists in the fact that, in accordance with grounded theoretical provisions, pedagogical conditions for the development of children's creative activity are determined, experimentally tested and confirmed in the practice of additional education.

The research results can be used in higher and secondary specialized educational institutions when studying the course of pedagogy.

Credibility research is provided with a methodological approach,
based on the provisions of philosophy, psychology and pedagogy about the essence and
the role of creativity, the concept of personality development; using the technique
adequate to the subject and objectives of the research; a combination of quality and
quantitative analysis, representativeness of experimental data,
a variety of research procedures and techniques, their

complementarity, multiple data validation, and statistical data processing and analysis.

Testing and implementation of research results.

The following provisions are submitted to the defense:

The development of the creative activity of children in additional education is aimed at solving the problems of preparing them for creativity in conscious life and involves the voluntary inclusion of younger schoolchildren outside school hours in artistic and aesthetic, physical culture and health, environmental and biological, tourism or technical classes and obtaining productive results in them. ...

The structure of the creative activity of a younger student consists of motivational, content-operational and emotional-volitional components; pedagogical guidance of children in the process of additional education is aimed at their development, and their presence ensures the success of the activities of primary schoolchildren.

Pedagogical guidance for the development of creative activity in the process of additional education is carried out differentially for each child, depending on the level of formation of this personality quality in him.

The development of the creative activity of children in the process of additional education is ensured by the presence of the following conditions: the creation of variable programs of additional education that ensure the creative development of children with their free choice of directions in their activities; orientation of the teacher to the development of the creative potential of each child in his chosen field of activity, carried out thanks to a special selection of forms and methods of work; selection of teachers with creative abilities and the ability to direct the efforts of children to non-standard solutions in the chosen type of activity; ensuring a positive family attitude towards the child's creativity, expressed in support

voluntary choice of the type of activity, providing the necessary materials for it, emotional support for his success.

The structure of the thesis. The work consists of an introduction, two chapters, a conclusion, a list of references, including 226 titles of works by domestic and foreign authors, and annexes containing test items for diagnosing creative activity in primary schoolchildren and a special course "The role of a teacher of additional education in the development of creative activity of children in the process of additional education ". The main text of the thesis is presented on 118 pages, contains 11 tables. The total volume of the dissertation research is 142 typewritten pages.

The essence of the creative activity of children

The development of a creative personality, ready for the implementation of significant social functions, for social transformative activities, is becoming one of the essential tasks of modern society. We consider the problem of the development of a creative personality in the context of the development of real abilities of a growing person, which are formed and embodied in various types of cognitive and creative activity. The result of these activities does not always have obvious social value, but participation in the process is of paramount importance for children. In the course of this process, initiative, independence appears, the creative potential of the individual is revealed.

The focus of modern education on the development of the child's personality requires the identification and definition of those properties, the impact on which contributes to the development of the personality as a whole. As one of them, creative activity is considered, which is a system-forming property of a personality, a defining characteristic of its movement towards self-improvement, a condition for realizing oneself as a person at all stages of ontogenesis (V.A. Petrovsky, I.S. Yakimanskaya, etc.).

For the effective development of the creative activity of children in the process of additional education, it is important to determine the essential aspects of the concept of "creative activity", to reveal the ways of development of the considered personality quality in additional education.

Activity is a multidimensional concept. It is no coincidence, therefore, the problems associated with his study are considered by philosophy, pedagogy, psychology.

Much attention is paid to the study of the problem in the philosophical literature. Already in the studies of Plato and Aristotle, there are attempts to find the mechanisms of personality activity that lead to creativity. The concept of "personality activity" is defined as the ability to change the surrounding reality in accordance with their own needs, views, goals (152).

Activity, according to N.A. Berdyaev, as a philosophical category reflects "the ability of objects of inanimate and living nature and subjects of social life to spontaneous, intensely directed or conscious interaction with the environment, to change and transform it and itself, as well as the intensity of this process, its measure "(21, p. 21).

According to M.V. Bodunov, psychological activity, considered as an integral parameter of personality, has two sides - qualitative and quantitative. The qualitative, meaningful side of activity is determined by a complex of acting motives, attitudes, interests and impulses that determine the performance of certain actions. The quantitative side is characterized by pace, intensity, distribution over time (31).

V.D. Nebylytsyn believes that the concept of "general activity" unites a group of personal qualities that determine an internal need, an individual's tendency to effectively master external reality, in general to self-expression with respect to the external world (132, p. 14).

In studying the problem of activity, we are interested in the main conclusions of Vygotsky about the "system of human activity" and labor activity. "In the process of social life, man has created and developed the most complex systems of psychological communication, without which work and all social life would be impossible. These means of psychological communication by their very nature and function are signs, that is, artificially created stimuli, the purpose of which is influence on behavior, in the formation of new conditioned connections in the human brain "(46, p. 27). Vygotsky, referring to the specifics of activity, revealed its social nature.

The philosophical approaches indicated above underlie the consideration of the problem of the development of activity in pedagogy. Even Ya.A. Komensky considered activity a necessary condition for learning and wrote about this: "In my students, I always develop independence in observation, in speech, in practice and in application" (90, p. 22). Moreover, he considered the content of education to be the leading factor in the child's activity, although the results of his personal interaction with the outside world were also taken into account.

The approach of J.-J. Rousseau is also based on the development of initiative, inquisitiveness, activity of the student, but the emphasis in it is shifted to the individual experience of the child as a source of his activity. The teacher, in his opinion, should not impose on the child his views, beliefs, ready-made rules. It is necessary to encourage the student to show activity and independence, indirectly influencing the student through the environment, the environment - all the influences surrounding the child. Important for our study is its idea of the need to take into account the age characteristics of children when creating the environment, as well as the maximum reliance in learning on the individual experience of the child, the use of the results of his personal interaction with the environment.

Domestic teachers - KD Ushinsky, NI Pirogov, LN Tolstoy and others - considered various aspects of activity.

KD Ushinsky understood training as an active, volitional process. The child needs to learn to overcome both uninteresting and difficult. He considered activity as a definite mental phenomenon, the study of the laws of which is the main one for building a system of pedagogical influences.

He saw the direct manifestation of activity in the attention and will of the child. KD Ushinsky warned against suppression of activity as a personal property, and noted that the educator "must vigilantly distinguish stubbornness, caprice and the need for free activity ... so as not to suppress the latter, without which the human soul cannot develop any human dignity "(195, p. 237). In addition to internal factors, the teacher also pointed out external factors for the development of activity - activities that correspond to age characteristics. For children, this is a game - as an independent, free activity, the impressions of which will find their continuation in the future social behavior of a person.

NI Pirogov also considered a necessary condition for learning, who spoke about the need to stimulate activity through the use of productive teaching methods, "smart games". Important for us is his idea of the need to "adapt" games to children, organizing a play environment, proceeding from the tasks of learning and the interests of children.

Leo Tolstoy assigned a special place in teaching to the development of the creative activity of students by providing space for their amateur performance, not suppressing their natural development.

Opportunities for additional education in the development of a person's creative activity

The system of additional education is developing on the basis of out-of-school institutions. In the past, these institutions have had a wealth of experience in extracurricular activities. The transition of institutions of additional education to a qualitatively new model of activity, where educational components prevail, force us to reveal the historical roots of additional education in Russia. For the first time the term "out-of-school education" was used in 1890 in the book by A.S. Prugavin "Demands of the people and the duties of the intelligentsia in the field of education and upbringing" in the sense of the totality of all types of educational activities of adults. The first teacher who began to specially develop the theory of out-of-school education was V.P. Vakhterov, who in 1896 wrote the book "Out-of-school education of the people." As a system of out-of-school education, Charnolusky considered. Unlike his predecessors, he focuses not on individual types of out-of-school education, but on its integral system, having summoned a classification of institutions in this system.

Pre-revolutionary theoretical thought in the field of out-of-school education received the most complete generalization and completion in the works of E.N. Medynsky. EN Medynsky argued that "out-of-school education and schooling are completely different phenomena, that out-of-school education cannot be replaced by any school: the higher the school education, the greater the need for out-of-school education." All forms of out-of-school education, according to E.N. Medynsky, are not a random association, but have common patterns, and its main task is not education, but development. This sounds relevant today. In the development of the methodological foundations of out-of-school education, a special role belongs to S.T. Shatskiy, since it was he who was one of the first to put forward the problem of out-of-school education and upbringing of children. The theoretical propositions on the issues of out-of-school educational work, expressed and substantiated by S.T. Shatsky, his intensive and meaningful experience of organizing the life and activities of children, require a thorough scientific understanding. The concept of "out-of-school educational work" is interpreted by Shatsky as a purposeful activity of a teacher, aimed at educating children and adolescents with the best human qualities, organized outside the school, taking into account the desires, interests, age and individual characteristics of pupils. ST Shatskiy has created a clear and well-reasoned system of out-of-school education of children, which makes it possible to achieve serious success in the formation of a harmoniously developed personality. The most interesting find of ST Shatskiy in the field of out-of-school educational work, realized in the cultural and educational society "Setlement" and the colony "Vigorous Life", organized by him, should be considered children's and teenage clubs. The work in them was extremely varied. This was one of the leading principles of the approach to club work with children, which Shatsky tried to implement. Other principles of club work were independence and amateur performance, initiative and creativity, trust in children, a combination of mental and physical labor, and self-service. The modern sphere of additional education is characterized by a complex of complex and varied problems. In order to navigate their social and pedagogical nature and correctly outline the main directions of practical solutions, it is necessary, in our opinion, first of all, to dwell on the essence of the concept of additional education. An analysis of pedagogical literature and official documents devoted to the problems of additional education shows that its concept is only just beginning to take shape. The few definitions of the concept that are available reveal individual properties and qualities of additional education. So, in the document of the Ministry of Education of the Russian Federation "Information on the state and prospects of development of additional education in the Russian Federation in 1993-1996 (and up to 2000)" attention is drawn to the belonging of additional education to the system of continuous education ("an integral part of continuous education ") and its main functions (providing additional opportunities for the spiritual, intellectual and physical development of the child, meeting his creative and educational needs) (79, 3). Another document - "Temporary Regulation on the Licensing of Children's Educational Institutions in the Russian Federation" (1995), defines such specific characteristics of additional education as some forms of its implementation (educational programs and services), their content orientation (self-determination and creative self-realization of children) (44, 1). The definition of the concept given in the certificate on the concept of additional education (Budanova G.P., Stepanov S.Yu., Palchikova T.P.) characterizes additional education as a special type of education - a special process and result of the development of a child's personality (71, 11) , which seems to be valuable for understanding the essence of this phenomenon in its new quality. This definition reveals a close connection with the methodology of out-of-school education, on the basis of which a modern strategy for the development of additional education is formed. In this regard, the concept of "extracurricular education" given in the "Encyclopedia of extracurricular education" (1923) is of great value for understanding the essence of additional education (122). Its creator Medynsky E.N. considers out-of-school education as "a comprehensive and harmonious development of an individual or a human collective in mental, moral, social, aesthetic and physical relations." Presenting out-of-school education as development, "... which is defined as the constant inner work of the individual over all elements of the human self", Medynsky E.N. gives him the following characteristics: it is a life-long process that does not have a complete character; creativity and activity of the personality itself, an individual act that is different for each individual. Out-of-school education, in his opinion, should be aimed not only at the mental development of the individual, but also at ensuring its all-round development; it cannot be reduced to self-education, because “his tasks are broader than the latter ... self-education refers to out-of-school education as a part of the whole.” To ensure the all-round development of the individual, he noted, it is necessary to create a complete system of “promoting out-of-school education.” Other definitions of out-of-school education in modern pedagogical literature are also important for understanding the concept of "additional education". In one of them, published in the Russian Pedagogical Encyclopedia (1993), out-of-school education is characterized as educational activities of public organizations and individuals aimed at meeting the educational needs of the population (166). This understanding is important for identifying the socio-pedagogical conditions for the development of additional education. It points to a real possibility of actively involving the public and individuals in the development of additional education, including on the basis of their charity and sponsorship. Another definition of out-of-school education, presented in the program for the stabilization and development of Russian education in the transition period (1991), offers a more modern view of out-of-school education: it is viewed as an integral part of the lifelong education system (147). In terms of our research, it is important that such an understanding of extracurricular work laid the foundation for its formation as a type of education capable of realizing the idea of constant human development and ensuring everyone the right to develop the intellectual, spiritual, emotional, physical qualities of a person, the opportunity to freely choose the path of education, and meet developing needs. personality in education. (134, 3).

The state of development of the creative activity of children in the process of additional education

The study of the current state of the real level of formation of the creative activity of children in the process of additional education was carried out by us in the Houses of Children's Art in Penza. The ascertaining experiment was attended by junior schoolchildren engaged in artistic and decorative-applied creativity. This is explained, firstly, by the fact that during the questionnaire survey 78% of children gave preference to precisely these types of creativity. Secondly, in arts and crafts and art, the individual abilities of a child are expressed with a sufficient degree of certainty in a specific product of activity, which facilitates the task of tracking the development and adjusting this quality. Thirdly, in arts and crafts and art, the cognitive, personality-oriented and transformative nature of creative activity is clearly visible. Fourthly, it is in the field of arts and crafts and art that the individuality of creativity, its subjective uniqueness, is most clearly manifested. In order to obtain objective data on the real level of formation of the creative activity of junior schoolchildren in the process of additional education, the following methods were used: questioning of students, test tasks, analysis of the products of creative activity, observation of the process of creativity. So, in the course of the ascertaining experiment to measure the degree of formation of indicators of the components of creative activity of primary schoolchildren, a questionnaire was proposed with the following questions: What kind of activity do you show interest in?

What attracts you to this association? What was your very first creative job? Do you want to invent something unusual? - Do you strive to complete the creative task to the end, if it does not work out? - Do you like to participate in various contests, competitions? Do you always turn to adults for help when something goes wrong? The results of the answers to the questions of the questionnaire were assessed using the following criteria: creative approach to the answer, the number of positive answers, the completeness of the answer. As a result, the attitude of students to creative activity was considered by us at four levels: high (5), not high enough (4), medium (3), low (2). To measure the level of development of this quality, we also used the following test items. To determine the level of curiosity, the test game "Voproshayka" was used. Children were offered two plot pictures. Each of the pupils had to ask at least 1 question to the picture. The pupils wrote down the questions, and the experimenter recorded the answers. Evaluation criteria: the number of questions asked, their originality. To determine the level of development of intellectual and logical abilities, we used a technique for the ability to deduce consequences. So, the pupils were offered a picture. The children had to describe the situation and figure out how the event would end. Evaluation criteria: originality and completeness of the answer, the number of findings. The basis of all creative activity is imagination. Therefore, in our study, the main criterion for creative work was the development of creative imagination. To determine the development of the creative imagination of students, various methods were used (158). The pupils were offered the test "Non-existent animal". Methods of depicting a non-existent animal characterize the type of imagination, the general approach of the younger student to the task. Three main ways of depicting such an animal were identified (not counting the zero level, when a real animal is drawn): a) a new creature is assembled from different parts of real animals (the body of a bear, hare ears, bird's tail). This method is characteristic of a rationalistic approach to a creative task; b) in the image and likeness of existing animals, an integral image of a fantastic animal is created (although it may resemble other animals). The method is typical for an artistic and emotional approach to a creative task; c) an absolutely original creature is created with the proper creative warehouse of the imagination. This way of depicting is found in any approach to a creative task - both rational and artistic, if a person has real creative possibilities.

Evaluation criteria - originality, completeness of implementation. For greater objectivity, we decided to supplement the task to determine creative abilities with the curly test task "Unfinished Figures". The pupils were offered a sheet with the image of ten unfinished figures. It was necessary to come up with and finish drawing a complete original drawing from each unfinished figure. Evaluation criterion: originality, the number of interesting solutions, the degree of variety of solutions for each issue. Another factor in encouraging children to be creative is the atmosphere of rewarding and cultural competition. The participation of a child in such a form of artistic creation as applied art opens up the possibility of competition, competition. Provided that this factor is realized, children try to make their crafts of higher quality, attractive from the point of view of artistic and aesthetic taste. The teacher - the head of the applied arts studio, himself showing creative abilities, keen on what he loves, also has a positive effect on the formation of the creative activity of pupils.

Characteristics and implementation of pedagogical conditions for the development of creative activity of children in experimental work

The effectiveness of the process of developing creative activity in the system of additional education is possible in the presence of the following conditions: the creation of variable programs of additional education that ensure the creative development of children with their free choice of directions in their activities; orientation of the teacher to the development of the creative potential of each child in his chosen field of activity, carried out thanks to a special selection of forms and methods of work; - ensuring a positive attitude of the family to the child's creativity, expressed in supporting the child's voluntary choice of a type of activity, providing the necessary materials for it, emotional support for his success; selection of teachers with creative abilities and the ability to direct the efforts of children to non-standard solutions in the chosen type of activity. Let us consider the first condition: the creation of variable programs of additional education that ensure the creative development of children with their free choice of directions in their activities. The ability of additional education to meet the needs and capabilities of different groups of students and the individual characteristics of individual students is the variability of education. The idea of variability in education is fundamental to Russian education in the 1990s. The content of education is based on the humanization of programs for additional education for children, complementarity with compulsory basic school education, and expansion of educational areas studied at school. It is based on the unity of two components - orienting in culture and creative activity. A distinctive feature is cultural conformity (reliance on the geocultural characteristics of the living environment, region, Russia) and moral and creative dominant. The source of the formation of the content of education is the main spheres of self-determination of the individual - man, society, nature, noosphere. In the House of Children's Creativity No. 1, programs of additional education for children of various profiles are implemented: economic, artistic, socio-pedagogical, physical, technical. The authors of the programs adhere to a personality-oriented and communicative-activity approach to the implementation of the educational process. Programs are built in accordance with the goals of assimilating the content of education, samples and methods of thinking and activity, the development of the cognitive, axiological, creative, communicative and artistic potential of pupils. Thus, the purpose of educational programs is to stimulate and develop the creative potential of the child's personality, to include it in social communication systems, socially useful practice and leisure. Undoubtedly, the development of the creative activity of younger students in the process of additional education is influenced by the second condition: the teacher's orientation towards the development of the creative potential of each JB child in his chosen field of activity, carried out thanks to a special selection of forms and methods of work. A child needs such a quality of knowledge so that he can go from his own original idea to the creation of a finished thing or work of art. Creativity is also the desire of a person to change, transform the world, improve the life around him. A person becomes a person when his needs are directed towards creation, towards creativity. Creating a situation of choice is an effective technique for developing creative thinking. In the classroom of study groups, children should be able to choose from two or more subjects, examples, options. The teacher needs to systematically replenish his arsenal of techniques with tasks and exercises to develop the imagination and imagination of children. In the children's choreographic studio (headed by N. Gerasimova), at each lesson, for 7-10 minutes, junior schoolchildren are given the task to come up with choreographic scenes and choreographic miniatures based on the results of observing the behavior of animals or to depict an object or any trait of a person's character, and in the older groups, the studio members participate in the creation and production of children's ballets: "Cipollino", "The Nutcracker" by P.I. Tchaikovsky. In the "Why Chek" club, the guys like the game "What's it like?" an electric light bulb can be compared to a pear, sun, a drop of water, etc. The driver is invited, to whom the guys say that the conceived object looks like a pear, if the driver does not guess, the second comparison is called, etc. At the end of the game, it is determined, whose comparison was the most successful, then another participant in the game becomes the driver, a new object is conceived, the game is repeated from the beginning. In order to develop creative activity, it is necessary to apply active methods and techniques of teaching, the essence of which is that knowledge comes from the student, and not from the teacher. The first group of active teaching methods in institutions of additional education are problem methods, which include the formulation of a problem and its independent study by students. With a problematic presentation of the material, the teacher names the problem and sets out the material, revealing all the contradictions of this problem. The main form of communication in the classroom should be dialogue: a dialogue between a teacher and students, a dialogue between students and each other. When talking with students, the teacher needs to determine the main goal and idea of the conversation, select and formulate questions for discussion (so that the discussion does not drag out, it is recommended to select no more than three or four questions).

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The essence of the creative activity of children

Opportunities for additional education in the development of a person's creative activity

The state of development of the creative activity of children in the process of additional education

Characteristics and implementation of pedagogical conditions for the development of creative activity of children in experimental work