Studies of children's creativity make it possible to single out at least 3 stages in the development of creative thinking: visual-effective, causal, and heuristic.

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

The development of causal thinking in children begins with awareness of the consequences of their actions. In a child of 4-5 years old, cognitive interests shift from individual objects, their names and properties to the relationships and connections of phenomena. They begin to be interested not just in objects, but in actions with them, the interactions of people and objects, the relationship of causes and effects. First, children learn to plan actions on real objects, then with language material: a word, a statement, a text. Foresight and planning are at the heart of creativity at the stage of cause-and-effect thinking. This is how the plots of fantastic stories and fairy tales are born.

Refracting with age, changing in significance, these types of development of thinking continue to develop even during the period of education in elementary school. Moreover, the study of the cognitive activity of children shows that by the end of primary school there is a surge in research activity.

"The research activity of children at the stage of causal thinking is characterized by two qualities: the growth of independence of mental activity and the growth of critical thinking" .

Thanks to independence, the child learns to control his thinking; set research goals, put forward hypotheses of causal relationships, consider the facts known to him from the standpoint of the hypotheses put forward. These abilities are, without a doubt, the basic prerequisites for creativity at the stage of causal thinking. Critical thinking is manifested in the fact that children begin to evaluate their own and other people's activities in terms of the laws and rules of nature and society.

Since, as children grow up, they encounter a large number of situations where it is impossible to single out one cause of an event, in these cases causal thinking will not be sufficient. There is a need for a preliminary assessment of situations and a choice among the many options and the abundance of facts that have a significant impact on the course of events. In this case, the choice is made based on a number of criteria that allow narrowing the “search area”, making it more abbreviated and selective. Thinking, which, based on the criteria of selective search, allows you to solve complex, problematic situations, is called heuristic. It is formed approximately by the age of 12-14.

Thus, by gradually forming all types of thinking with the development of a child's creative approach to any task, it is possible to give him the opportunity to grow up as a thinking and creative person.

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

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

It is widely believed that the imagination of a child is richer, more original than the imagination of an adult, that a small child generally lives half in the world of his fantasies. However, already in the 1930s, A. V. Vygotsky showed that the child's imagination develops gradually, as he acquires certain experience. Therefore, it is hardly fair to say that the imagination of a child is richer than the imagination of an adult. It's just that sometimes, not having enough experience, the child explains in his own way what he encounters in life, and these explanations often seem unexpected and original to adults. But if a child is given a special task to compose, invent something, then many children are lost and refuse to do it or perform the task traditionally and uninterestingly. Only very few children can complete the task creatively. That is why a child's creative imagination needs to be developed.

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

2 Means of development of creative activity of younger students

2.1 The concept of creative activity of younger students

Analysis of the main psychological neoplasms and the nature of the leading activity of this age period, modern requirements for the organization of education as a creative process, which the student, together with the teacher, in a certain sense build themselves; orientation at this age on the subject of activity and ways to transform it suggest the possibility of accumulating creative experience not only in the process knowledge but also in activities such as creation and transformation specific objects, situations, phenomena, creative application knowledge gained in the process of learning.

In the psychological and pedagogical literature on this issue, definitions of creative activities are given.

Cognition- "... the educational activity of the student, understood as a process of creative activity that forms their knowledge" .

transformation- creative activity of students, which is a generalization of basic knowledge that serves as a developing beginning for obtaining new educational and special knowledge.

Creation- creative activity, involving the design of educational products by students in the areas studied.

Creative application of knowledge- the activity of students, involving the introduction by the student of his own thoughts in the application of knowledge in practice.

All this makes it possible to define the concept "Creative activity of younger students": a productive form of activity of elementary school students, aimed at mastering the creative experience of knowing, creating, transforming, using objects of material and spiritual culture in a new quality in the process of educational activities organized in collaboration with a teacher.

The cognitive motivation of the younger schoolchildren's creativity manifests itself in the form of search activity, higher sensitivity, sensitivity to the novelty of the stimulus, situation, discovery of the new in the ordinary, high selectivity in relation to the new (subject, quality) being studied.

Scientists note the dynamics of the very research activity of the child's creativity. By the age of 7-8, the creativity of a younger student is often expressed in the form of independently posed questions and problems in relation to the new, unknown, and the research range of students is expanding.

This leads to the fact that already at primary school age, the main component of creativity becomes problematic, which ensures the child's constant openness to the new and sharpens the desire to search for inconsistencies and contradictions.

The solution of the proposed and independently (seen) problems in a creative child is often accompanied by a manifestation of originality. This is another important component of creativity, expressing the degree of dissimilarity, non-standard, unusual.

2.2 Conditions for the development of creative abilities of younger students

In psychological and pedagogical science, it has been repeatedly noted that now, in the conditions of rapidly growing information, the development and activation of creative thinking is of particular importance. Indeed, in any activity it becomes especially important not just to acquire a certain amount of knowledge, but to choose the most significant of them, to be able to apply them in solving a variety of issues.

"The focus of modern education on the development of the child's personality requires the identification, determination of those of its 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 backbone property of the personality, a defining characteristic of its movement towards self-improvement, a condition for self-realization as personality at all stages of ontogenesis".

Activity is a multifaceted concept. It is no coincidence that therefore the problems associated with its study are considered by philosophy, pedagogy, and 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 "personal activity" is defined as the ability to change the surrounding reality in accordance with one's own needs, views, goals.

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 interact spontaneously, intensively directed or consciously with the environment, change and transform it and themselves, as well as the intensity of this process, its measure" .

According to M.V. Bodunov's activity, considered as an integral parameter of personality, has two sides - qualitative and quantitative. The qualitative, content side of activity is determined by a complex of existing motives, attitudes, interests and motivations that determine the performance of certain actions. The quantitative side is characterized by pace, intensity, distribution in time.

Druzhinin V.N. believes that the concept of "general activity" unites a group of personal qualities that determine the internal need, the individual's tendency to effectively master external reality, in general, to self-expression in relation to the outside world.

In the study of the problem of activity, we are interested in the main conclusions of L.S. Vygotsky about the "system of human activity" and labor activity. “In the process of social life, a person created and developed the most complex systems of psychological communication, without which labor activity and all social life would be impossible. These means of psychological communication, by their very nature and function, are signs, i.e. artificially created incentives, the purpose of which is to influence on behavior, in the formation of new conditional connections in the human brain" Vygotsky, referring to the specifics of activity, revealed its social nature.

The philosophical approaches outlined above underlie the consideration of the problem of the development of activity in pedagogy. More Ya.A. Comenius considered activity a necessary condition for learning. Moreover, he considered the content of education to be the leading factor in the activity of the child, 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 self-activity, 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. Important for our research is his idea of ​​the need to take into account the age characteristics of children when creating an environment, as well as the maximum reliance in learning on the individual experience of the child, using the results of his personal interaction with the environment.

Domestic teachers - K.D. Ushinsky, N.I. Pirogov, L.N. Tolstoy and others - considered various aspects of activity. K.D. Ushinsky understood learning as an active, volitional process. "The child needs to learn to overcome both the uninteresting and the difficult." N.I. considered activity as a necessary condition for learning. Pirogov, who spoke about the need to stimulate activity through the use of productive teaching methods. L.N. Tolstoy assigned a special place in teaching to the development of students' creative activity by providing scope for their amateur activity, not suppressing their natural development.

Later, the idea of ​​activity in Russian pedagogy was considered by P.P. Blonsky, A.S. Makarenko, S.T. Shatsky and others.S.T. Shatsky rightly noted that the development of children's activity should occur in the process of direct active participation in life. For the development of creative and cognitive activity of students, it is necessary to organize their cognitive activity in such a way as to orient students towards independent or partially independent obtaining of new information for them.

V.G. Belinsky and A.I. Herzen were convinced that the curiosity of children and their activity should first of all be developed with the help of natural sciences, books that introduce the earth, nature, which can interest children most of all, since nature is close to them.

Having analyzed all of the above, under activity, we will consider the active state of a person, his inner motivation, aspiration, mental stress and manifestation of volitional efforts in the process of mastering knowledge.

creative activity dance aerobics

Activity is one of the most general categories in studies of the nature of mental development, cognitive and creative abilities of the individual. G.I. Shchukina identifies two extreme types of activity - adaptive and creative. The adaptive form of activity is characterized by the needs underlying achievement motivation, direct regulation on the basis of feedback, submission to the law of optimum motivation of Yerkes-Dodson

Creative forms of activity are caused by an orientation towards the novelty of the situation and the general curiosity of a person, the contradiction of the learned stereotypes of past experience, the requirements of new conditions. Creative forms of activity cannot be considered without defining such a concept as creativity.

The problem of creativity has a long and controversial history. At all times, it has been the object of close attention of thinkers and scientists (philosophers, psychologists, teachers). The concept of "creativity" goes back to the works of Plato and Aristotle. In philosophical literature, the use of the concept of "creativity" is multifaceted. It is considered as "activity", "process", "kind of activity", "form of activity".

In the philosophical understanding (N.A. Berdyaev, K. Jung, V.F. Ovchinnikov, etc.), the phenomenon of creativity is defined as something that is characteristic of living and inanimate nature, man and society, and acts as a mechanism for productive development. Psychologists (D.E. Bogoyavlenskaya, A.N. Leontiev, Ya.A. Ponomarev and others) consider creativity as a product of mental activity, which is of fundamental importance for our study, as one of the most important mechanisms for personality development.

The characteristic of creativity from the point of view of a personal approach is presented in the works of L.S. Vygotsky, who notes that already at a very early age we find creative processes in children that are best expressed in children's games. Creativity and the need for creation arise in preschoolers due to their play activities and develop further in younger students.L.S. Vygotsky strongly objects to the fact that creativity is the lot of the elite. He says that the typical features of children's creativity are best revealed not in child prodigies, but in ordinary normal children.

In pedagogical literature, creativity or creative activity is defined as an activity that gives new, first created original products of social significance (V.I. Andreev, Yu.L. Kozyreva, Yu.N. Kudyutkin, etc.). Researchers (L.K. Veretennikova, S.G. Glukhova, P.F. Kravchuk and others) consider the essence of creativity, both through the personality, its characteristics, and through the processes that take place in creative activity. However, most scientists single out novelty, originality and uniqueness as characteristic features of creativity, and define creativity as an activity that generates something new that has never taken place before.

Expressing the generally accepted understanding of creativity, I.B. Gutchin writes: "Creativity is a purposeful human activity that creates new values ​​that have social significance."

Creativity always contains elements of novelty and surprise. Emphasizing the difference between the development of nature and the productive activity of man, K.A. Timiryazev noted the main distinguishing feature of human creativity - its purposefulness. In nature, there is a process of development, but not creativity.

Some authors (Ya.A. Ponomarev and others) interpret creativity quite broadly and even identify it with the concept of "development". "The universal criterion of creativity acts as a criterion of development." Creativity is characterized by productive activity, in which there is an ascent from simpler forms to more complex ones.

Creative activity is impossible without reproductive activity, because thinking is generally impossible without memory. Creativity is a moment of interconnection, a dialectical unity of the productive and the reproductive. Based on the general methodological principle of understanding development as a dialectical unity of the old and the new, creativity is seen as a process of creative transformation.

A necessary condition for the development of creativity is its diverse connections with the cultural whole. The development of the individual outside of society and without activity is impossible. Therefore, the formula "human development as an end in itself of creativity" means the following:

a) the development of a social person, a society that creates more favorable conditions for the flourishing of each individuality:

b) self-realization of the individual, the objectification of his creative abilities, the achievement of certain objective results, due to which the development of society takes place.

A number of researchers (V.G. Ryndak. N.A. Berdyaev, YL. Kulyutkin. A.L. Shnirman and others) consider human creativity in the aspect of self-realization of a human creator, the manifestation of his highest potentialities, the highest form of human activity; as a process of achieving a result in which a person realizes and asserts his potential strengths and abilities and in which he himself is realized.

Modern domestic researchers of creativity (P.A. Beskova, B.S. Meilakh, etc.) proceed from the understanding of the creative process as a complex mental act, determined by objective factors and combining elements of figurative and logical knowledge, synthesizing analytical and directly sensual moments of perception and reproduction of reality.

Modern foreign scientists have different approaches to the definition of creativity. So, for example, in the understanding of P. Torrens, this is a natural process generated by a strong human need to relieve tension that arises in a situation of incompleteness and uncertainty.

American scientists (J. Guilford, A. Maslow, D.I. Nireberg, E. Torrens) consider creativity as a process, "the logical development of ideas and mental images that transform elements of reality into something new." R. Sternberg's concept of creativity, like some other theories, along with cognitive ones, includes affective and motivational elements.A. Newell, J. Shaw, G.S. Simon, analyzing the procedural side of creativity, believes that a solution to a problem can be called creative if there is strong motivation and stability. R. Mooney identifies four main approaches to creativity, depending on which of the four aspects of the problem comes to the fore: the environment in which creativity is carried out; creative product; creative process; creative person .

Until now, the subject of dispute between researchers of creativity is which aspect in the definition of creativity should be considered as the main one. Some believe that creativity should be defined "in terms of the product", while others believe that the main thing in creativity is the process itself. The view that the essence of creativity should be revealed through the process is most pronounced in the works of R. Arnheim, who argues that creativity cannot be judged only by the object produced. Creativity is "the full deployment of knowledge, actions and desires".

Novelty, as a criterion of creativity, is included in almost all definitions and is the key word. However, the idea of ​​novelty varies greatly among different authors. Some emphasize the subjective nature of novelty, that is, its significance for the subject himself - the creator, considering it unimportant whether society recognizes the idea. Another approach notes that novelty can characterize only certain moments of activity, for example, the creative development of an already known idea. The third view focuses on the social significance of novelty. But in any case, it is the term "novelty" that is system-forming in relation to the idea of ​​creativity (J. Gilford, A. M. Matyushkin, Ya. A. Ponomarev, N. Torrens, etc.). It is impossible to create something new without regard to something, in general. The new can be new only in comparison with the old, with a stereotype.

Analyzing all of the above, we can conclude that children's creativity is one of the forms of independent activity of the child, during which he deviates from the usual and familiar ways of manifesting the world around him, experiments and creates something new for himself and others.

Creativity has an individual character of the manifestation of purposeful activity, where the key role is played by the activity of the individual, the so-called "free spirit" by Berdyaev. "Activity as a search for the meaning of human existence. Personality creates itself throughout human life" .

The formulation and preliminary study of the problem of the development of creative activity revealed its versatility, complexity and insufficient development in the theory and practice of education. To solve this problem, it is important to determine the essential aspects of the concept of "creative activity", to reveal the ways of developing this quality of personality. The issues of the development of the creative activity of the individual are reflected in the works of psychologists A.V. Petrovsky, M.G. Yaroshevsky and others.

Creative activity can be defined as integrity, which is characterized by many of its manifestations: the unity of internal and external creative activity, the mutual conditioning of motivational and operational components, imagination and productive thinking as the basis of a single executive mechanism of mental creative activity (L.S. Vygotsky), inclusion search activity due to the fact that the result of creativity is not set initially. It reflects the integrity of creative activity and the transfer of methods and features of creative activity from the structure of one direction of creativity to the structure of another, which manifests itself, in particular, in "universal" creative abilities (B.M. Teplov).

A number of scientists (M.A. Danilov, A.V. Petrovsky, T.I. Shamova and others), giving an assessment of the concept of "creative activity" in the context of activity, define it as a setting for transformative and search methods of activity.

Creative activity expresses the desire and readiness of the individual consciously and voluntarily, according to inner conviction, to improve initiative innovative actions in various fields of human activity.

We consider creative activity as a stable integrative quality that is simultaneously inherent in the personality itself and its activity, expressed in a purposeful unity of needs, motives, interests and actions, characterized by a conscious search for creative situations. Creative activity involves a theoretical understanding of knowledge, an independent search for a solution to the problem.

The development of children's creative activity remains one of the psychological and pedagogical problems of our time. An analysis of some of the main directions makes it possible to present in general terms some important points for the development of a person's creative activity. In particular, the following can be noted:

1. the manifestation of creative abilities in a person is personally indirect, i.e. its psychological and pedagogical "history" of development is a kind of key that opens the manifestation of creative activity, covering all aspects of existing knowledge, skills and life experience, i.e. personality manifests itself in creative activity. This determines the relationship and interdependence of personality traits and creative processes;

2. The most important component of the creative process is the intellectual activity of a person, manifested in a creative initiative. Naturally, the level of creative activity is associated with the personal characteristics of a person, and often the nature of the course of mental processes in a person predetermines the level of manifestation of activity.

Druzhinin V.N. believes that creative activity is to some extent inherent in every person, and its manifestation is hindered by the influence of the environment, prohibitions, social patterns, then the role of elements of open education, strengthening the emphasis on independent work of students can be interpreted as a very positive moment. And on this basis, the development of creative activity is the way to free the creative potential from those "clamps" that they acquired earlier.

In the process of studying and analyzing the philosophical, psychological and pedagogical literature on the research problem, we came to the conclusion that the indicators of creative activity in children can be considered those that are highlighted in the characteristics of creativity by psychology: novelty, originality, detachment, departure from the template, breaking traditions, surprise, expediency, social value. If we share the point of view that creative activity is to some extent inherent in every person, and its manifestation is hindered by the influence of the environment, prohibitions, social patterns, then it is possible to develop creative activity by including in the organization of creative activity those means that contribute to the development of creative activity.

The development of children's creative activity remains one of the psychological and pedagogical problems of our time. All sorts of games have been created aimed at physical and mental development, at improving the sensory apparatus, but educators traditionally pay insufficient attention to the game. Sometimes this happens due to the lack of professionalism of the educator himself, or a formal attitude to work. But the main reason, most likely, is that a creatively thinking person was not in demand in our country for many years, therefore, very little attention was paid to the development of children's creative activity. Let's just say that this was not considered a priority area of ​​pedagogical theory and practice. At the same time, studies were carried out in our country, the subject of which was the problem of the development of children's individuality in creative games. Often there were also discussions on the issue under consideration.

Specialists, in particular, came to the conclusion that the training and development of children's creativity go in unity and interaction. Proving this, E.A. Flerina, for example, criticized the “decline theory” of children's creativity that had taken place, which consists in the fact that the creativity of preschoolers is unconsciously determined by instinctive, inherited stimuli.

Flerina proved that recession can come from lack of training or bad training; with proper guidance and training, the creativity of children reaches a relatively high level.

The path to personal development is the acquisition of skills. However, one should not think that you first need to teach a child to draw or sculpt, and then develop his creative abilities. “Creativity pervades the learning process.”

In order to deepen children's ideas, to arouse their interest in artistic play, in drawing, modeling, to evoke certain emotions, observations of life must be supplemented with artistic images. At the senior preschool age the book, the picture becomes the important source of game creativity. The richness of their idea, ingenuity in search of the means of its best realization depends on how emotionally children perceive these literary and artistic images, how deeply they realize the idea of ​​the work.

To develop the ability to go from thought to action, it is necessary to develop the purposefulness of the child's activity. The goal is what to play, what to draw. If there is a goal, children can be easily taught to think about the upcoming game, to prepare the necessary material. The goal is the most important element of the structure of artistic activity.

For the development of creative activity of children, the presence of both objective and subjective conditions is necessary.

The objective conditions are as follows:

• a) sources of various artistic information that enrich the experiences of children, activities, entertainment, holidays in kindergarten, numerous life situations surrounding the child;
• b) the conditions of the material environment, allowing children to expand their activities and give it one or another character, to choose some kind of artistic practice;
• c) the nature and tactics of the teacher's leadership, his indirect actions, his complicity, manifested in the expression of his attitude to artistic activity, in encouraging remarks that create a favorable atmosphere.

Subjective conditions include:

• a) the artistic interests of children, their selectivity, sustainability;
• b) encouragement of children, causing their independent activity on the basis of the desire to express their artistic impressions, apply the existing artistic experience or improve it, and engage in relationships with children.

Since any activity, including play, consists of completed actions subordinated to a common goal, its structure should be considered in connection with its process: the emergence of an idea, the deployment of the activity itself and its conclusion. An analysis of the specialized literature shows that the structure of activities looks like this:

• 1. The emergence of ideas (goals) as a manifestation of the interests of the child, dictated by internal motives and due to existing artistic experience. Outwardly, this can be expressed in the child's choice of one or another type of activity, finding a form for its organization, involving peers in participation, establishing relationships and distributing roles, and preparing material conditions for its implementation.
• 2. Implementation of the idea, the quality of which depends on the ability to transfer existing experience to new conditions.
• 3. Self-control of actions, the desire to get closer to the goal. It is expressed in the child's improvement of his actions in the course of the development of play activity, in the assumptions made about its further course and end.

At the same time, in foreign and domestic pedagogy and psychology, the issue of the need to guide the artistic activities of children is widely discussed. Art in modern theories is interpreted from various positions - existentialism, neopragmatism, behaviorism, etc. The heterogeneity of the approach to art does not allow us to talk about common directions. Nevertheless, ideas about art as an independent and purely intuitive phenomenon dominate. In the theory of upbringing, this provision is also leading, therefore, naturally, it leads its supporters to the conclusion that there is a negative attitude towards pedagogical leadership.

Many works emphasize that art is not a reflection of life, but only a way to reveal personal experiences, such is the essence of the artistic activity of children.

A number of studies, however, recognizing that independent activity begins at the initiative of children, conclude that this process is not spontaneous, but pedagogically conditioned. Pedagogical conditionality depends on establishing the correct correlation of subjective and objective causes. The interests of children formed by adults, accumulated impressions - all this results in attempts to “self-identify” their experiences. The adult acts as a leader using the subjective interests of the child. This activity of an adult is indirect and requires him to:

• - enrichment of children's consciousness with impressions;
• - creating a subject environment that allows them to easily navigate and act with artistic materials; a benevolent attitude that disposes children to activities;
• - establishing the correct correlation between various forms of organization of children's activities;
• - the development of their pedagogical abilities, which will help teachers to creatively and tactfully form the ways of independent actions of children.

The existing domestic experience in the development of children's creative activity in the game shows that methodological guidance is needed for the development of independent play activity. It is necessary to plan an approximate theme of children's games, outline management techniques. All this contributes to maintaining a steady interest of children in artistic activities.

The teacher can use a whole group of methods to develop independent gaming activities. This is the organization of purposeful observation, conversations, questions.

With the help of these methods, the teacher contributes to the formation of the idea (selection of an object, the content of the future composition), the selection of material (paper, paints, colored crayons), the implementation of the plan (finding expressive means for the best embodiment of the content of the drawing, modeling), evaluation of the product of activity.

The study of the influence of fine arts, for example, on the development of creativity in the drawings of older preschool children showed that in the children's plans, under the influence of the display of illustrative material, the images are concretized, enriched by using and combining the details seen, the properties of the object; a pronounced emotional attitude to the hero and the plot is manifested; attention is directed to the choice of means for conveying the image of the depicted event.

An analysis of the drawings confirms that the illustrative material helps the child find various ways to convey his idea: expressiveness appears in the images of the drawings; used color as a means of expressing content; different compositional solutions are given.

An adult can actively participate in role-playing, dramatization, entertainment, play the role of a host, spectator, or performer.

Children are not indifferent to whether the teacher sees what they are doing, whether they notice their game. They are very sensitive to his reaction, and if he supports, approves of their actions, their activity increases, friendly remarks, hints are taken for granted.

The experimental work of specialists has shown that it is in the process of pedagogical guidance in the development of independent play activities of children that their initiative, speech activity, the ability to apply the skills acquired in training in new conditions increase, and creative opportunities are revealed. In particular, N.S. Karpinskaya, who studied the development of children’s artistic abilities in the process of dramatization games, wrote that “outside the process of special education, children’s dramatization games, the transmission of the text of fairy tales are devoid of color, expressiveness” Vygotsky L.S. Selected psychological studies. M., 1956. 519 p.

Among the main methods that determine the effectiveness of leadership were identified: systematic planning, the creation of an educational environment, the organization of holidays, entertainment, the use of specific methods of pedagogical influence Royak A. A. Psychological conflict and features of the individual development of the child's personality. M., 1988. 113 p.

But the work of an educator in the development of preschoolers should not be limited to pedagogical influence directly on children. In the activation of creative activity and the development of initiative, in enriching them with imaginative artistic impressions, the conditions in the family also play an important role. To familiarize parents with the tasks of the psychology of raising children, experts advise holding parent-teacher meetings. They need to give a detailed description of children's creativity, the work that is carried out in the classroom. Particular attention should be paid to the need for a close relationship between the preschool institution and the family for the artistic development of children. Not only in kindergarten, but also at home, the child should have favorable conditions for the development of his creative and personal initiative.

R.I. Zhukovskaya emphasizes that creative games contribute to the transition of children's curiosity into curiosity; education of observation, development of imagination, ingenuity, ingenuity, memory of speech.

It is important that the teacher could skillfully enter the game, the children's society. This skill is a great quality of a teacher. V. G. Belinsky wrote: “There are people who love children's society and know how to keep it busy with a story, a conversation, and even a game, taking part in it; children, for their part, meet these people with noisy joy, listen to them with attention and look at them with frank gullibility, as if they were their friends.

Thus, the role of the teacher in managing the game is quite large and requires special qualities and skills from him.

The personality of a child is multifaceted and the most striking personality traits, its shades can manifest themselves and develop best in games. However, the formation of creative initiative in each child is a long process and to a large extent still depends on the level of cognitive and creative interests.

The task of the teacher is to timely assess and correctly direct the creative abilities of the child.

The conclusion is obvious: there is a direct relationship between learning and any game.

Undoubtedly, the issue of developing the creative activity of preschoolers, and the development of his personality as a whole, in games needs further in-depth study.

Development of creative activity of students

DEVELOPMENT METHODS AND TECHNIQUES

CREATIVE ACTIVITY OF STUDENTS IN THE LESSONS

The teaching profession is inherently creative. Changes in the ideology of education in modern conditions are expressed in the creation of a personality-oriented position of self-determination and self-development, self-improvement. This strategic position forces the teacher to define the priorities of educational activities in a different way, putting in the first place, first of all, the personal development of students.

Let the motto of every teacher today be the words of Emile Zola, concerning all spheres of our life: “The only happiness in life is the constant striving forward ...”

It is well known that the creative activity of students can be developed by creatively working teachers. Their creative interaction and creative cooperation is necessary. We understand creative cooperation as a process of interaction between teachers and students in achieving a common goal. In joint activities, the creative abilities and capabilities of the participants in the activity (partners) are most fully realized: complementing each other, they reach a qualitatively new level of development.

Development of creative cognitive activity- the topic is very relevant for elementary school and it is she who has a special role. Indeed, in elementary school, the foundation of knowledge is laid, the personality of the child is formed. Unfortunately, we have to observe that by the middle of the school year, the first grader, who so strongly wanted to go to school, longing for something new, unknown, suddenly goes out of joyful anticipation of the school day, the initial craving for learning passes. Maintaining cognitive creative activity is an important condition for the success of the educational process. The task of the teacher is to teach the child to single out the educational task on his own, to see it behind separate, dissimilar tasks. Relying on the creativity of students is one of the main methods of creating a positive motivation for learning. There are no universal methods for the formation of creative cognitive interests and independence among younger students in the practice of teaching. Each creatively working teacher achieves this by using his own methods of developing creative cognitive interests. The development of activity, inquisitiveness, independence, initiative, creative attitude to work, to cognitive activity, is an important and necessary task facing the teacher. For the formation of creative cognitive activity of schoolchildren, it is possible to use all the methods and techniques that didactics has at its disposal. Explanatory - illustrative - story, explanation, experiments, tables, diagrams - contributes to the formation of primary knowledge in younger students. The use of the reproductive method contributes to the development of practical skills and abilities in students. Problematic - search, partially - search, together with the previous ones, serve to develop the creative abilities of schoolchildren. The need for the formation of creative cognitive activity forces the teacher to look for means of activating and managing educational and cognitive activity. Learning tasks are the means to organize purposeful and systematic work on the development of students in the learning process. Performing them, students acquire new knowledge, methods of mental activity, consolidate and improve skills and abilities. Each lesson is a certain system of tasks that leads the student to master certain concepts, skills, and abilities. The achievement of the objectives of the lesson, the activity, independence of students depends on what tasks the teacher selects for this lesson, in what sequence they are built. The teacher should select tasks for the lesson that would serve a specific purpose or be based on the application of any concepts, rules, the establishment of certain connections, the identification of patterns based on observations. Tasks of this type allow not only to conduct lessons effectively, but also serve to develop mental activity and develop solid knowledge, skills and abilities of students. From how skillfully the teacher can select and group tasks for the lesson, so consciously, creatively, with desire, children will learn in elementary school. In the future, the independence of their thinking, the ability to connect theoretical material with practical activities depends on this. Sustainable cognitive interest is formed in different subjects in elementary school by different means. Better assimilation of the material is facilitated by visual aids, reference diagrams, tables that are used in each lesson. Entertainment is a very important tool. Elements of entertainment bring something unusual, unexpected into the lesson, evoke in children a sense of surprise, rich in their consequences, a keen interest in the process of cognition, help them easily assimilate any educational material. The brightest emotional means of forming cognitive interests is the game. Using the elements of educational and cognitive games from lesson to lesson, students rise one step higher: the game - entertainment turns into a game - work. In the process of playing in the lesson, students imperceptibly perform various exercises, where they have to compare, exercise, train. The game puts the child in search conditions, arouses interest in winning, and hence the desire to be fast, collected, dexterous, resourceful, to be able to clearly complete tasks, to follow the rules of the game. Moral qualities are formed in collective games. Children learn to help their comrades, to consider the interests of others, to restrain their desires. Including games and game moments in the process of teaching schoolchildren, one should not forget that there is a lesson behind the game - acquaintance with new material, its consolidation and repetition, work with a textbook and notebook. Many games and exercises are based on material of varying difficulty, which makes it possible to carry out an individual approach, to ensure the participation of students with different levels of knowledge in the work. This makes the learning process more interesting, children are more likely to be active, quick-witted and sometimes achieve the highest results. An important means of activating the creative activity of students is to establish a connection between the material being studied and the reality around them. Huge opportunities for the development of creative cognitive activity of children, self-realization, self-expression have the Russian language, which contains tasks aimed at developing these qualities. A huge role in the development of creative cognitive activity in the lessons of the Russian language is given to work with a textbook. The textbook organizes the cognitive activity of students, systematizes knowledge, forms spelling skills, develops speech, promotes moral and aesthetic education. The textbook contains tasks that develop the ability to reason, prove, compare, draw conclusions. A lot of time in the Russian language lessons is devoted to independent work of students. For this, tasks are also used that allow not only to test knowledge on the material covered, but also have the opportunity to constantly repeat the studied material, to study ahead of time. Of great importance in the development of cognitive activity in the classroom are riddles, proverbs, tongue twisters, games, poems. All these forms help in the development of thinking, ingenuity, imagination, enrich the speech and memory of children. Riddles in the lessons are used both in oral and written forms on various topics studied in the Russian language program of elementary school. Tasks can be very different. Here and acquaintance with the meaning of the word, and with the types of transport, and the connection with the surrounding life and the development of students' speech. In any kind of work, riddles, proverbs, sayings have an emotional impact on the development of children's cognitive abilities, which positively affects their knowledge, skills and abilities. The children are especially interested if they perform these tasks not in a simple notebook, but on colorful drawings or figures in the form of leaves of trees, cucumbers, pictures of a tree, i.e. depending on what topic the task is intertwined with. All this makes it possible to interest children in the meaning of the words being studied, enriching the vocabulary and forming a conscious skill of writing and correct use of difficult words in oral and written speech. Based on the above, we can draw conclusions about the importance of the development of cognitive activity of children: 1. Creating positive motivation in the lesson. 2. Ensuring active and intensive work on the semantic analysis of information. 3. Development of a semantic guess and activation of the student's lexical experience and vocabulary enrichment. 4. Promoting optimal organization of attention. 5. Arming with rational ways of remembering. 6. Development of the necessary rate of perception of information. 7. Increasing the pace of work. 8. Development and development of the information space the content of the lesson. 9. Accustoming to self-assessment of the process and result of one's own activity in the lesson in comparison with other students.

When developing the structure of a lesson, an extracurricular activity, it is necessary to take into account that

· development the creative activity of students depends on the teaching impact on him from the teacher, comrades, parents, as well as the personal experience of the student himself;

· sources creative activities can be:

o the learning process, which acts as a process of organizing the cognitive activity of students,

o reserves of the personality of the student and teacher;

· forms manifestations of creative activity in the classroom are:

o independence,

o individual creativity;

· conditions formation of creative activity are:

o maximum reliance on the active mental activity of students,

o conducting the educational process at the optimal level of development of students,

o emotional atmosphere of learning, positive emotional tone of the educational process.

The end result of the teacher's efforts is to translate the student's specially organized activity into his own, that is, the teacher's strategy should be to reorient the students' consciousness: teaching from everyday compulsory duty should become part of a general acquaintance with the outside world.

Of great importance for the development of creative activity of students is the competent use by the teacher of the following tricks:

creating a situation in which the student must justify his opinion, give arguments, facts in his defense, use the acquired knowledge and experience;

creating a situation that encourages the student to ask questions to the teacher, comrades, to clarify the unclear, to comprehend knowledge more deeply;

reviewing tests, essays, creative works, which is associated with advice, corrections, active search for the main thing;

Assistance to comrades in case of difficulties, explanation of the unclear;

· fulfillment of tasks-maximums, designed for reading additional literature, scientific sources and other search activities;

· motivation to search for different ways to solve the problem, to consider the issue from different points of view;

creation of a situation of free choice of tasks, mainly search and creative;

creating situations for the exchange of information between students;

creation of a situation of self-examination, analysis of one's own knowledge and practical skills.

Non-standard lessons

Non-standard lessons are extraordinary approaches to teaching academic disciplines. Their goal is extremely simple: to revive the boring, to captivate with creativity, to interest the ordinary, since interest is the catalyst for all educational activities. Non-standard lessons are always holidays when all students are active, when everyone has the opportunity to prove themselves in an atmosphere of success and the class becomes a creative team. These lessons include a whole variety of forms and methods, especially such as problem-based learning, search activities, inter-subject and intra-subject communications, reference signals, notes, and more. Tension is relieved, thinking is enlivened, interest in the subject as a whole is excited and increased.

Types of non-standard lessons:

1. Lessons - games. Not the opposition of play to work, but their synthesis - this is the essence of the method. In such lessons, an informal atmosphere is created, games develop the intellectual and emotional sphere of students. The peculiarities of these lessons are that the learning goal is like a game task, and the lesson is subject to the rules of the game, obligatory enthusiasm and interest in the content on the part of schoolchildren.

2. Lessons - fairy tales, lessons - travel rely on the imagination of children and develop it. Conducting lessons - fairy tales is possible in two versions: when a folk or literary fairy tale is taken as the basis, the second is composed by the teacher himself. The very form of a fairy tale is close and understandable to children, especially of younger and middle age, but high school students respond with interest to such a lesson.

3. Lessons - competitions, quizzes are held at a good pace and allow you to test the practical and theoretical knowledge of most students on the chosen topic. Games - competitions can be invented by a teacher or be an analogue of popular television competitions.

Lesson like "What? Where? When?"

A group of students was divided into three groups in advance, homework was distributed, team numbers were prepared, record sheets with the names of players for captains. The game consists of six stages.

1. Introductory speech of the teacher.

2. Warm-up - repetition of all the key questions of the topic.

3. Set the time to think about the question and the number of points for the answer.

4. Game “What? Where? When?".

5. Summing up.

6. Final word of the teacher.

Lessons - business games

Such a lesson is more convenient to conduct when repeating and generalizing the topic. The class is divided into groups (2 - 3). Each group receives a task and then tells their solution. Tasks are exchanged.

Lessons like KVN

1. Greeting teams (homework).

2. Warm up. Teams ask each other questions.

3. Homework (check on code film).

4. Completion of 3 - 4 tasks by team members at the blackboard.

5. Tasks for team captains (by cards).

6. Summing up.

4. Lessons based on imitation of the activities of institutions and organizations. Lesson - court, lesson - auction, lesson - knowledge exchange etc. The students are given problem-search tasks, they are given creative tasks, these lessons also play a career guidance role, the artistry of schoolchildren, the originality of thinking is manifested.

Lesson - auction

Prior to the start of the "auction", experts determine the "selling value" of ideas. Then the ideas are “sold”, the author of the idea, who received the highest price, is declared the winner. The idea goes to developers who justify their options. The auction can be held in two rounds. Ideas that have passed to the second round can be tested in practical problems.

5. Internet - lessons are held in computer classes. Students complete all tasks directly from the computer screen. The form is close to middle and senior school age.

6. Song at the English lesson. The use of song material stimulates motivation and therefore contributes to a better assimilation of language material due to the action of involuntary memorization mechanisms, which allow increasing the volume and strength of the memorized material.

7. Educational cinema in English lessons. Develops the skills and abilities of perception and understanding of foreign speech by ear, which requires considerable effort and time from the teacher and students.

8. Lesson "at the round table"

A leader and 5 - 6 commentators on the problems of the topic are selected. Introduction by the teacher. The main directions of the topic are selected and the teacher offers students questions, the solution of which depends on the solution of the whole problem. The facilitator continues the lesson, he gives the floor to the commentators, attracts the whole class to the discussion.

Collective discussion accustoms to independence, activity, a sense of belonging to events.

9. Lesson - seminar

Lessons of this form are held after the completion of the topic, sections. The questions of the seminar are given in advance, reflecting the material of this section and the interdisciplinary connection. After listening to exhaustive answers to the questions posed by the seminar, the teacher sums up the lesson and aims the student to prepare for the lesson - test on this topic.

10. Lesson - test

It can be carried out in different ways. The first is when the examiners are teachers who are free from lessons. The second - the examiners are more erudite, well-learned students, the link of each link. There is a summary at the end of the lesson. There is also a group method of learning. For example, solving exercises with subsequent mutual verification. The class is divided into several groups, a consultant is appointed. Each group receives cards - tasks. The first example is solved and explained by the consultant, and the rest of the students perform on their own. Consultants coordinate and keep records. The teacher supervises everyone's work.

11. Use of computer programs in the classroom. It is characterized by the individualization of learning and the intensification of independent work of students, an increase in cognitive activity and motivation.

12. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, commentary, brainstorming, interview, reporting, review.

"Brain attack"

The lesson is similar to an "auction". The group is divided into "generators" and "experts". Generators are offered a situation (of a creative nature). For a certain time, students offer various options for solving the proposed problem, fixed on the board. At the end of the allotted time, “experts” enter the battle. During the discussion, the best proposals are accepted and the teams change roles. Giving students the opportunity to offer, discuss, exchange ideas in the classroom not only develops their creative thinking and increases the level of trust in the teacher, but also makes learning “comfortable”.

13. Lessons based on non-traditional organization of educational material: a lesson in wisdom, revelation, a lesson "Understudy begins to act."

14. Lesson - excursion in our time, when ties between different countries and peoples are developing more and more widely, acquaintance with national culture becomes a necessary element in the process of learning a foreign language. The student should be able to conduct a city tour, tell foreign guests about the originality of culture.

15. An effective and productive form of education is performance lesson. The preparation of the performance is a creative work that contributes to the development of children's language communication skills and the disclosure of their individual creative abilities. This type of work activates the mental and speech activity of students, develops their interest in the subject.

16. A very interesting and fruitful form of conducting lessons is holiday lesson. This form of lesson expands students' knowledge about the traditions and customs of peoples.

17. Lesson - interview. Lesson-interview is a kind of dialogue for the exchange of information. This type of lesson requires careful preparation. Students independently work on the task according to the literature recommended by the teacher, prepare questions that they want to get answers to.

18. Lesson essay. The dictionary of brief literary terms interprets the concept of "essay" as a kind of essay, in which the main role is played not by the reproduction of a fact, but by the image of impressions, thoughts, associations. This form of lesson develops the mental functions of students, logical and analytical thinking.

19. Bipair (integrated) lesson

Lessons of this type are conducted immediately by 2 - 3 teachers. For example:

mathematics, physics and computer science

· mathematicians, teachers of drawing, industrial training.

Algorithms for solving the problem are compiled using knowledge of mathematics, physics, etc.

The main advantage of a bipair lesson is the ability to create a system of knowledge for students, to help present the relationship of subjects. Bi-pair lessons require the activity of each student, so the class needs to be prepared for their conduct: to offer literature on the topic of the lesson, to advise to summarize practical experience. They help to unite the teaching staff, set common tasks for them, develop common actions and requirements.

20. Musical lesson contributes to the development of socio-cultural competence and familiarization with the cultures of English-speaking countries. The methodological advantages of songwriting in teaching a foreign language are obvious. It is known that in ancient Greece many texts were learned by singing, and in many schools in France this is practiced now. The same can be said about India, where at present the alphabet and arithmetic are learned by singing in elementary school. The musical lesson contributes to the aesthetic and moral education of schoolchildren, more fully reveals the creative abilities of each student. Thanks to the singing of the musical at the lesson, a favorable psychological climate is created, fatigue is reduced. In many cases, it also serves as a discharge that reduces stress and restores students' working capacity.

21. Method of projects is gaining more and more supporters in recent years. It is aimed at developing the active independent thinking of the child and teaching him not only to memorize and reproduce the knowledge that the school gives him, but to be able to apply them in practice. The project methodology is distinguished by the cooperative nature of completing tasks when working on a project, the activity that is carried out at the same time is inherently creative and focused on the personality of the student. It implies a high level of individual and collective responsibility for the execution of each project development task. The joint work of a group of students on a project is inseparable from the active communicative interaction of students. The project methodology is one of the forms of organizing research cognitive activity, in which students take an active subjective position. When choosing a project topic, the teacher should focus on the interests and needs of students, their capabilities and the personal significance of the work ahead, the practical significance of the result of the work on the project. A completed project can be presented in a variety of forms: an article, recommendations, an album, a collage, and many others. The forms of presentation of the project are also varied: a report, a conference, a competition, a holiday, a performance. The main result of the work on the project will be the actualization of existing and the acquisition of new knowledge, skills and abilities and their creative application in new conditions. Work on the project is carried out in several stages and usually goes beyond the learning activities in the classroom: choosing a topic or project problem; formation of a group of performers; development of a work plan for the project, determination of deadlines; distribution of tasks among students; performance of tasks, discussion in the group of the results of each task; registration of a joint result; project report; evaluation of project implementation. Work according to the project methodology requires students to have a high degree of independence of search activity, coordination of their actions, active research, performing and communicative interaction. The role of the teacher is to prepare the students for the project, to choose a topic, to assist the students in planning the work, to supervise and advise the students during the course of the project as an accomplice. So, the main idea of ​​the project method is to shift the emphasis from various types of exercises to the active mental activity of students in the course of joint creative work.

22. Video tutorial - to master communicative competence in English, not being in the country of the language being studied, is a very difficult matter. Therefore, an important task of the teacher is to create real and imaginary situations of communication in a foreign language lesson using various methods of work. The use of a video film also helps to develop various aspects of the mental activity of students, and, above all, attention and memory. While watching in the classroom, there is an atmosphere of joint cognitive activity. Under these conditions, even an inattentive student becomes attentive. In order to understand the content of the film, students need to make some effort.

The modernization of education cannot be imagined without the use of information and communication technologies (ICT).

The rapid development of society, the spread of multimedia and network technologies make it possible to expand the possibilities of using ICT in the classroom in a modern school.

The use of ICT in teaching general subjects at school leads to an increase in the quality of education. Practice shows that children

They master the educational material with great success if ICT is included in the lesson;

The role of ICT in terms of the intellectual and aesthetic development of students is becoming more significant;

Their information culture is being formed, which is so necessary for the student for his future sociologization;

The spiritual, social, cultural horizons of children are expanding.

V.G. Belinsky said: "Without striving for something new, there is no life, no development, no progress." These words have been spoken for a very long time. At that time no one even thought about computer technologies. But, it seems to me, these words are about a modern teacher who is ready to master everything new, innovative and successfully apply it in the practice of his work.

At present, ICT has come to the aid of the teacher, which make it possible to enliven the lesson, arouse interest in the subject, and better master the material.

The introduction of ICT in the classroom allows the teacher to implement the idea of ​​developing education, increase the pace of the lesson, reduce the loss of working time to a minimum, increase the amount of independent work, make the lesson brighter and more exciting.

The construction of diagrams, tables in the presentation allows you to save time, more aesthetically arrange the educational material. Tasks followed by verification and self-examination activate the attention of students, form spelling and punctuation vigilance. The use of crossword puzzles (sometimes students come up with them), training tests, bring up interest in the lesson, make the lesson more interesting and allow you to start preparing for the CT and exams.

The use of ICT in every lesson, of course, is not realistic, and it is not necessary. A computer cannot replace a teacher and a textbook, so these technologies must be used in conjunction with other methodological tools available to the teacher. You need to learn how to use computer support productively, appropriately and interestingly. Information technologies not only facilitate access to information, open up the possibility of varied educational activities, its individualization and differentiation, but also allow organizing the learning process itself in a new way, at a more modern level, building it so that the student would be an active and equal member of it.

A modern teacher must definitely learn to work with new teaching aids, at least in order to ensure one of the most important rights of a student - the right to a quality education.

The problem is that schooling may not always create conditions for the development of such abilities. That is, knowledge gained in one area, students are not able to use in another. It turns out that education in a Russian school blocks the normal development of a student.

At the heart of the concept of the educational process - recognition of the need to include schoolchildren in the process of active creativity through the ability to make a choice of content and type of activity, acquire the necessary knowledge in dialogue-cooperation with the teacher and peers, in the search for non-standard solutions. This implies significant changes in the organization and management of the educational process that ensure the development of the creative activity of schoolchildren, the transformation of the subject method into a means of solving some independently set tasks.

Working for more than 30 years in a rural school, I often encountered low cognitive activity of children. The fact that our students have never won prizes in subject Olympiads and competitions for two decades made me think about the problem of developing the creative potential of rural students. There was a need to create conditions for the activation of educational and cognitive activity.

The active learning strategy focuses on improving the creative potential of each student. It is necessary to provide opportunities for the student to consciously develop his activity. How to do it? I found the answer: fill with new content and radically change the structure and methodology of conducting classes in subjects.

At the same time, it should be borne in mind that if the goals of learning change, then the class-lesson system should also change. The change in the forms of schoolchildren's activity in itself leads to the emergence of new forms of organization of educational work. Experience shows that the use of student-centered learning technologies contributes to the development of creative activity even in those classes where there are many students with a low level of cognitive independence. Made sure that if certain conditions are created, then educational and practical activities can increase cognitive activity and bring it to creativity in some students.

Let me show you this with an example from 2011. The guys came to me in the 8th grade. 67% of students - with a low level of motivation. In order for the learning goals to be achieved as far as possible by all students, I decided to use the following method of enhancing cognitive activity: variety of genres of lessons.

I began to combine and apply algorithms of several pedagogical technologies in my lessons: integration, laboratory classes, pedagogical workshop, research methods and problem-based learning. Moreover, the “Concept for the Modernization of Russian Education” draws serious attention to these approaches to training and education:

• personality-oriented;
• integrated and, as its element, competence-based;
• non-violent ways of interaction in a multicultural world;
• use of interactive methods and means of education.

In order to develop the creative activity of students in this class, new ways had to be found. I decided to pay serious attention to the lessons of speech development. A figurative language, a sharp eye, a tenacious memory for details, good taste will never appear from scratch. All this is developed over the years and thanks to a variety of techniques and means that activate the cognitive activity of students.

Therefore, I determined for myself the necessary conditions for the development of cognitive and creative activity of students in the lessons of speech development:; creating a favorable atmosphere; use of differentiated and individual approaches; pedagogical cooperation; the opportunity for each student to see their own growth; posing problem questions; the use of tasks aimed at the development of creative thinking.

Among them, I especially want to highlight the various techniques of technology for the development of critical thinking (associations, mixed up logical chains, insert, marking table, two-part diary, table of arguments, cluster, cinquain, fishbone, prediction tree, cross discussion).

It has long been noted that interest in a subject is also developed by differentiated creative tasks. Working in groups according to levels of cognitive activity takes on real meaning. Opportunities for working with strong students are noticeably increasing. There is no need to reduce the overall level of requirements, to look back at students with a low level of learning. The use of differentiated tasks in the classroom allows us to highlight a number of positive aspects that increase the interest of students in educational activities:

• problem-search setting of educational tasks, which requires not the perception of the material, but active mental activity;
• the role of the teacher is reduced to a guiding and organizing function;
• systematic control over the development of skills and abilities of independent work through oral and written differentiating tasks.

Combination of elements of different methods and technologies helps students to penetrate deeper into the structure of the language, to realize its enduring values. I developed a series of such author's lessons, shared my experience at a professional regional review-competition of methodological and didactic teaching aids on one of the most difficult topics "Analysis of a poetic text as the art of figurative speech."

The main task of the teacher is to make students think in any way. The opportunity to look at the studied material from a new angle- one of the ways to get the student to be active in the lesson. The study of any text, an attempt to penetrate into the depths of the language is the subject of laboratory work that can be successfully applied in speech development lessons. Each student has the opportunity to demonstrate the ability to generalize the material. The simplest technique is to compile reference notes in a laboratory map based on the conclusions obtained as a result of observations. At first it's difficult. When work is carried out in the system, most students can handle it.

The sequence of actions in the implementation of the educational process plays the most important role. The preparatory stage, the stage of organizing the joint activities of the teacher with students; the stage of debriefing, analysis, should be thought out and worked out.

I believe that such an organization of educational work has changed the situation for the better. An indicator of student activity is the attitude of students to the subject. We were diagnosing with a psychologist. The students were given a questionnaire with multiple choice answers.
Comparative analysis showed that students in the 10th grade like the Russian language more than those in the 8th grade. These indicators are reflected in the diagram.

Attitude towards the subject of students.

Target: explore the attitude of students in grades 8 and 10 to subjects
Diagnostics shows that the percentage of a positive attitude towards the subject among tenth graders has increased compared to their own attitude towards the Russian language in the 8th grade. There is not a single student who is always bored in class.
The following diagram indicates an increase in the level of cognitive activity.

The level of development of cognitive activity of students

(diagnostics prepared by the head teacher for UVR)
Purpose of diagnosis: on the basis of the identified criteria and indicators, conduct a comparative analysis of the formation of cognitive activity among students.
The diagram shows positive changes. The number of students at the middle level has increased, and, conversely, the number of students at the low level has decreased. The transition of students from a low and average to a high and average level indicates the correctness of the chosen methodology.
The increase in the cognitive activity of students in the classroom also influenced the development of the creative qualities of the individual. This was also shown by the questionnaire for identifying the creative qualities of students (according to the method of V.I. Andreev). What qualities of a creative personality have developed in students is shown in this graph.

The development of the creative qualities of the individual

(diagnostics prepared by the school psychologist)
Target: explore the development of the creative qualities of each student
The graph of the development of personal qualities shows that the use of forms and methods of student-centered learning contributes to the formation of students' creative qualities. The level of formation of creative qualities in the tenth graders is higher than that of the same pupils in the 8th grade.
Creating an environment for the development of mental abilities, individually differentiated and activity approaches, focusing on the zone of proximal development of the student, the situation of success in the classroom - all this contributed to the development of creative abilities of students with a high level of cognitive independence. This is evidenced by the achievements of the 2011 graduates.

Working on the development of the creative activity of rural schoolchildren, I noticed how many had a steady interest in the subject, the level of independence and inventive activity increased. Analysis of the results indicates that the active learning strategy forms a positive motivation for students to study, and therefore contributes to the development of creative activity. The creative work of students of the 2011 graduation was repeatedly noted at the district and regional levels. The number of winners and prize-winners at the school and municipal stages has increased.

A comparative analysis of the best USE results in the Russian language shows a positive growth trend, the average score has increased from 72 to 95. The number of students with the best USE results has increased 3 times. The average score in literature according to the USE results was 73 points, which is significantly higher than the municipal, regional and territorial values.

An analysis of the study conducted on the basis of this class showed that the combination of traditional and new methods, forms and means of education based on the introduction of individual technologies of student-centered learning in the classroom contributes to the growth of students' creative activity. The idea was confirmed: the driving force behind the development of creative activity is the formation of motives that stimulate a person to any independent creative actions, the inclusion of students in the search for non-standard solutions.

Each teacher has his own pedagogical means and techniques to achieve the learning goals. In what forms to do this, everyone decides for himself, since this is connected with the characteristics of the personal qualities of students and the teacher himself, with the capabilities of a general education institution. The main condition for increasing the effectiveness of training is the desire to increase one's teacher's efficiency, increase student's efficiency, change the potential towards practical.

As I understand from my experience, to teach absolutely all schoolchildren to solve practical problems in the classroom, to form creative abilities in each student is a very difficult task. Studying the world from textbooks, we, teachers and students, in general, do not come close to understanding it. It turns out that understanding cannot be assimilated or learned - it can only be suffered ... on oneself, on one's own skin. The latest pedagogical technologies have allowed me to unlock the potential of more students than ever before. I am glad that today I can contribute to a greater extent to the formation of independence and creativity among schoolchildren, although much remains to be learned.

Sometimes I have to hear from colleagues: “There was nothing before: no computers, no Internet, and students studied, no technology or innovation for you.” The new appears because the old is no longer acceptable. Previously, we did not talk about the shortcomings of the traditional approach because there was no point in criticizing something that could not be offered an alternative. Now it's just a different time, different needs, different children, that's why WE MUST TEACH DIFFERENTLY.

Bibliography
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2. Prishchepa E.M. "Student research activity" Library of the journal "Literature at School". - No. 12, 2004.
3. Polivanova K.N. Project activity of schoolchildren: a guide for the teacher. - M .: Education, 2008.
4. Celestine Frenet Grammar on four pages and school printing (translated by Rustam Kurbatov). - Publishing House "First of September" / Russian language, 2009, No. 13. S. 9-11.
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