Productive activities of preschoolers of non-traditional design techniques. "development of creative abilities of preschool children in productive activities"

Productive activities are an important means of comprehensive development of children.

Education

• drawing

• construction
• applications

Contributes to education

• mental
• moral
• aesthetic
• Physical

An important way of the pedagogical process, which creates an emotionally favorable environment for each child and ensures his spiritual development, is to increase attention to aesthetic education and the formation of artistic and creative abilities in all children brought up in preschool institutions. One of the main conditions is to develop the creativity of children in various ways, including in productive activities. .

Productive activity is closely connected with the knowledge of the surrounding life. At first, this is a direct acquaintance with the properties of materials (paper, pencils, paints, clay, etc.), knowledge of the connection between actions and the result obtained. In the future, the child continues to acquire knowledge about the surrounding objects, about materials and equipment, however, his interest in the material will be due to the desire to convey in a pictorial form his thoughts, impressions of the world around him. In the process of productive activity, children's visual representations of surrounding objects are refined and deepened.

Productive activity is also closely connected with the solution of the problems of moral education. This connection is carried out through the content of children's work, which reinforces a certain attitude to the surrounding reality, and the education in children of observation, activity, independence, the ability to listen and complete the task, to bring the work begun to the end. .

The surrounding life gives children impressions, which are then reflected in their drawings. In the process of the image, the attitude to the depicted is fixed, since the child experiences the feelings that he experienced when perceiving this phenomenon.

The development of children's creativity is an urgent problem of modern pedagogy, and they set the main goal for the education system - to educate the younger generation in a creative approach to transforming the world around them, activity and independence of thinking, contributing to the achievement of positive changes in society. We must educate our children inquisitiveness, ingenuity, initiative, imagination, fantasy - that is, qualities that find vivid expression in the work of children. In the process of creating a drawing, crafts, the child experiences a variety of feelings: he rejoices at the beautiful image created by him, upset if something does not work out. In working on his works, the child acquires various knowledge; clarifies and deepens his ideas about the environment. Creating a work, the child comprehends the qualities of objects, remembers their characteristic features and details, masters certain skills and abilities, learns to use them consciously. Discussion of creative work by children and the teacher helps the child to see the world not only from his own point of view, but also from the point of view of other people, to accept and understand the interests of another person.

“The origins of children's abilities and talents are at their fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child" - said V.A. Sukhomlinsky.

From the fingers, figuratively speaking, the thinnest streams flow, which feed the source of creative thought. The more confidence and ingenuity in the movements of the child's hand, the more subtle the interaction with the tool, the more complex the movement necessary for this interaction, the deeper the interaction of the hand with social labor enters into the spiritual life of the child.

Recent studies show that the number of children with deviations in speech development is growing from year to year. Everyone knows that the level of speech development is directly dependent on the degree of formation of fine finger movements.

In the course of work develops:

• Fine motor skills of the fingers, which has a positive effect on the speech zones of the cerebral cortex;
• Sensory perception, eye;
• logical imagination;
• Volitional qualities (perseverance, patience, the ability to bring the work to the end, etc.);
• Artistic ability and aesthetic taste.
• It contributes to the formation of good feelings for loved ones, and makes it possible to express these feelings, because origami allows you to make a gift with your own hands;
• Affects the formation of independence, self-confidence, self-esteem.

The development of children's creativity is an urgent problem of modern pedagogy and psychology.

In creating crafts using non-traditional techniques, it gives children great pleasure when they succeed, and great disappointment if the image does not work out. At the same time, the desire to achieve a positive result is brought up in the child. .

During classes, the correct training fit is developed, since productive activity is almost always associated with a static position and a certain posture. Drawing classes greatly contribute to the preparation for further educational activities, in particular, for mastering writing, mathematics, and labor skills.

Learning to draw, applications, design contributes to the development of the child's creative imagination, his imagination, artistic taste. And most importantly, a variety of hand actions develop: coordination of both hands, coordination of hand and eye movements, visual control, which are so necessary for children in elementary school.

One of the objectives of the educational field

"Artistic and aesthetic development"

is the task of implementing the independent creative activity of children. This task can be carried out most fully in the process of productive activity.

productive activity is an activity that results in a particular product. In a preschool institution, productive activities include design, drawing, modeling, and appliqué.

In addition to the development of creativity, in productive activities: - the personal qualities of the child develop; - cognitive processes develop (imagination, thinking, memory, perception); - the emotional sphere develops; - formed aesthetic ideas about the world around .

Necessary conditions for creative development: - aestheticization of educational space; - problematization of the content of productive activity (identification of a non-specific topic, but problems as a way for each child to comprehend the world around him and his being in this world);- the relationship of activities, which is organized by the teacher, with independent experimentation and independent creativity of the child; - integration of productive activities with other types of children's activities.

It should be remembered that for development of creativity preschooler needs set of certain knowledge, skills and abilities. Among them - knowledge of the basic forms, structures, colors, sizes; proportional relations in objects and between them; knowledge of how to depict them and the ability to use them in the process of drawing, sculpting, creating applications, designing.

Stages of development of creativity in productive activities:

1. Stage of accumulation and enrichment. The accumulation of sensory, emotional, intellectual experience is the basis for creativity. An important element is the developing object-spatial environment.

2 . Stage of imitation and imitation. There is a development of standards of creative activity, its methods, technologies and means. The main thing at this stage is the activation of the existing experience of the child in the aesthetic educational space.

3. Stage of transformation . The use of mastered standards and their transformation in new conditions in accordance with the individual characteristics and capabilities of preschoolers.

4. Stage of alternatives . It is aimed at the individualization of creative activity, at the independent expression of artistic images.

IRINA SMOLNIKOVA

“Man by nature is an artist.

Everywhere, one way or another, he strives to bring beauty into his life ...

Beautiful things bring up the creative imagination of people and respect for their work. M. Gorky

In connection with the introduction of the Federal State Educational Standard for Preschool Education to the structure of the main general education program, the education system itself in Russia is being actively modernized, effective ways, means, methods for the development of children's fine arts are being searched, new variable pedagogical programs and technologies.

Children love novelty, they are interested in a variety of materials, as a result, children get a successful product of activity.

Develops in a child:

Fine motor skills of hands and tactile perception; Spatial orientation on a sheet of paper, eye and visual perception; attention and perseverance. logical and abstract thinking, fantasy, observation, attention and self-confidence.

non-traditional ways of artistic and aesthetic activities- this is a great opportunity for children to think, try, search, experiment, express their thoughts in products of activity.

Technics- flagella from napkins

technique - edging

technique - plot origami

The child, mastering various artistic materials, experimenting, finds ways to convey the image in drawing, modeling, appliqué, the teacher leads the children to the possibility use alternative methods. With this approach, the learning process loses the function of direct following, naming methods, and the child has the right to choose, search for his own option, and shows his personal attitude to what the teacher offers.

technique-nitcography

Technique – quilling

Technique - bas-relief

Technique - collage

Cartoning technique

The main task of an adult is to teach the child to act, help at the initial stage, and then direct his activity. After the basic skills are formed and the children have more opportunities for independent work, you can give the child some freedom in choosing options in drawing or making crafts. This approach allows you to develop the imagination of children, their creativity.

By creating product of its activity, the child receives a result that he sees himself, can show to others and receive approval. This makes it possible to feel like a creator, to experience satisfaction and even pride in your movements.

technique – monotype

The main tool for successful art education is the subject-developing environment. She is the main assistant in the perception children artistic values, their semantic and emotional load. Children should have free access to all exhibits. Be able to view objects and objects from different angles, touch them with your hands. In addition, it is very important that the objects under study be united by one plot. If the developing environment is mobile, then changing expositions will emphasize the richness and diversity of trends and types of art. The expositions should include works of both peers and adults, both amateur and professional, by comparing and analyzing which children better understand the subtleties and nuances of the author's artistic intention.

In my opinion, it would be interesting to keep all the drawings and crafts of a small creator, to create a "Museum" where the kid could look at his masterpieces, see your achievements and strive for the best results

Working with unconventional materials noted that children are interested, actively involved in the work, ask questions. Applying non-traditional techniques of artistic and productive activity, instead of a ready-made sample, show how to act with non-traditional materials, tools, this gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, expression of the child. We can say that the value non-traditional techniques is not in quality productive activities of children, but in the fact that they get joy from the process itself, they are stimulated by positive motivation, they do not get tired. Moreover, at using various non-traditional materials, a situation of free choice is created, which is so necessary in artistic productive activity.

Related publications:

The topic of my work experience is “The use of non-traditional techniques in art activities in the classroom with preschool children and.

The use of non-traditional forms in physical culture and health-improving work with children of preschool age"The use of non-traditional forms in physical culture and health-improving work with children of preschool age" Motto-Health is the highest award of IT.

Using non-traditional drawing techniques with children 2-3 years old. Theme: "Magic Drawing" Incorporating drawing in an unconventional way into everyday life.

Dolgikh Olga Alexandrovna, educator Use of non-traditional drawing techniques with children of primary and secondary age in kindergarten.

The use of non-traditional drawing techniques in visual activities with children of the middle group Non-traditional drawing techniques are an unusual combination of tools and materials that allows you to diversify your art classes.

Municipal budgetary preschool educational institution

Compensating view view

"Kindergarten No. 195"

USAGE

NON-TRADITIONAL ART TECHNIQUES

IN THE PRODUCTIVE ACTIVITY OF PRESCHOOL CHILDREN

Novokuznetsk 2015

Drawing is one of the most important means of understanding the world and developing aesthetic perception, as it is associated with the independent practical and creative activity of the child.

Preschool age is a sensitive period for the development of productive activities in children: drawing, modeling, appliqué and design. In them, the child can express his attitude to the world around him, develop creative abilities, as well as oral speech and logical thinking..

In many ways, the result of the child’s work depends on his interest, therefore, in the lesson, it is important to activate the attention of the preschooler, to encourage him to work with the help of additional incentives. Such incentives can be: the novelty of the environment, an unusual start to work, beautiful and diverse materials, non-repetitive tasks that are interesting for children, the opportunity to choose, and many other factors. This helps to prevent monotony and boredom in children's visual activity, provides liveliness and immediacy of children's perception and activity, causes positive emotions in the child, joyful surprise.

So that children do not create a template (draw only on a landscape sheet), sheets of paper can be of different shapes: in the form of a circle (plate, saucer, napkin), square (handkerchief, box).

The more diverse the conditions in which visual activity takes place, the content, forms, methods and techniques of working with children, as well as the materials with which they act, the more intensively children's artistic abilities will develop.

To do this, it is proposed to diversify direct educational activities with non-standard techniques.

Each of the non-traditional techniques is a little game. Their use allows children to feel more relaxed, bolder, more direct, develops imagination, gives complete freedom for self-expression.

Visual activity using non-traditional materials and techniques contributes to the development of the child:

• Fine motor skills of hands and tactile perception;
• Spatial orientation on a sheet of paper, eye and visual perception;
• Attention and perseverance;
• Visual skills and abilities, observation, aesthetic perception, emotional responsiveness;
• In addition, in the process of this activity, the preschooler develops the skills of control and self-control.

With children of preschool age it is recommended to use:

• finger painting;
• palm drawing;
• imprint with stamps from potatoes, etc.;

Children of middle preschool age can be introduced to more complex techniques:

• poke with a hard semi-dry brush, stroke painting
• foam printing;
• stopper printing;
• wax crayons + watercolor
• candle + watercolor;
• leaf prints;
• palm drawings;
• drawing with cotton swabs;
• drawing on raw paper;
• magic ropes.
• Drawing with chalk, charcoal;
• decoy drawing;
• drawing with thread.

And at older preschool age, children can master even more difficult methods and techniques:

• sand painting;
• drawing with soap bubbles;
• drawing with crumpled paper;
• blotting with a tube;
• landscape monotype;
• screen printing;
• monotype and diotopy;
• blotting ordinary;
• batik - painting on fabric;
• spatter;
• plasticineography.

The success of teaching non-traditional techniques largely depends on what methods and techniques the teacher uses to convey certain content to children, to form their knowledge, skills and abilities. We adhere to the modern classification of methods, the authors of which are Lerner I.Ya., Skatkin M.N. It includes the following teaching methods:

• information-receptive;
• reproductive;
• research;
• heuristic;
• method of problematic presentation of the material.

The information-receptive method includes the following techniques:

• viewing;
• observation;
• excursion;
• teacher sample;
• teacher display.

The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is an exercise method that brings skills to automatism. It includes:

• receiving a repeat;
• work on drafts;
• performing shaping movements with the hand.

The heuristic method is aimed at the manifestation of independence in any moment of work in the classroom, i.e. The teacher asks the child to do part of the work independently.

The research method is aimed at developing in children not only independence, but also imagination and creativity. The educator offers to independently perform not any part, but all the work.

The method of problem presentation, according to didactics, cannot be used in teaching preschoolers; it is applicable only for older students.

Direct educational activity on art activities with children with developmental problems is a special situation that stimulates the development of the communicative function of speech, active and passive vocabulary. In the art classes, we introduce children to the names of objects, the actions that they perform with objects, we learn to distinguish and use words denoting external signs of objects and signs of actions.

Sections: Working with preschoolers

Childhood is almost the only segment of human life where creativity becomes a universal and natural way of human existence. An indicator of children's creativity is an independent solution of their own capabilities in mastering the world. This is a complex mental process associated with the character, interests, abilities of the individual.

The specificity of human existence is such that self-development is the basis of its development, self-education is the basis of education, self-consciousness is the basis of consciousness. And all these "samos", of course, are inconceivable without creative activity, which develops the feelings of children. Carrying out the process of creativity, the child experiences a whole range of positive emotions, both from the process of activity and from the result obtained. Creative activity contributes to a more optimal and intensive development of higher mental functions, such as memory, thinking, perception, attention. The latter, in turn, determine the success of the child's studies. Everyone knows that one of the most difficult forms of schooling is writing essays on literature. The child does not invent linguistic and moral norms, scientific concepts and methods of labor, does not create anything new. All this collectively developed heritage of culture exists even before the child and is "new" only for him. However, he can master what has been created by mankind only by the effort and labor of his own thought, his own imagination. The child will have to, as it were, discover what is already inscribed in the orbit of people's social experience, to reproduce some of the essential features of their creative search, which ultimately led to the creation of the entire system of objective culture.

Along with constructive skills (folding, joining, superimposing, etc.), the ability to purposefully consider and analyze objects, compare them with each other, distinguish common and different in them, make conclusions and generalizations, and think creatively is formed. An analysis of the conditions of the task set by adults, the search for ways to solve it, lead the children to identify a learning goal, they teach them to plan and control, i.e. organize your activities.

The creativity of a preschooler is characterized by an inextricable unity of imagination and creative thinking ( with age, a certain differentiation of these processes is observed). These features provide the child with a new, unusual view of the world. They contribute to the development of abstract-logical memory and thinking, enrich his individual life experience.

The problem of imagination in most works of philosophers of the past (I. Kant, L. Feuerbach, G. Hegel, etc.) is considered, first of all, from the point of view of its role in the process of cognition. At the same time, it is noted that thanks to the imagination, a “divine” ability arises in a person to grasp first the whole, and then its components (I. Kant). E.V. Ilyenkov considers imagination as a universal function that is always inherent in a person and manifests itself in various types of activity, regardless of the content on which it was formed. V.V. Davydov, developing this idea, points out that the transferred property acts as a kind of dominant part that affects the change in other parts, which actually allows you to get new integrity. The process of imagination is deeply personal in nature, and its result is the formation of a special internal position (E.E. Kravtsova), the ability to see “through the eyes of another person” (E.V. Ilyenkov) and the emergence of personal neoplasms: the desire to change the current situation, the ability to find a new in a well-known, playful attitude to reality (N.N. Palagina). The higher the level of imagination, the higher the level of creativity.

Imagination provides the following activities for the child:

• building an image of the final result of his activity;
• creation of a program of behavior in a situation of uncertainty;
• creating images that replace activities;
• creation of images of the described objects.

All these functions cannot be performed without activating, along with imagination, thinking and memory.

Deductive thinking (deduction) is a process of logical inference, i.e. transition according to certain rules of logic from some given sentences-parcels to their consequences (conclusions), and the establishment of the truth or falsity of conclusions on the basis of logical connections is implied.

Making logical conclusions, the child uses complex systems that form connections through which his thought flows. An example of such a connection is a syllogism (judgment), i.e. reflection of connections between objects and phenomena of reality or between their properties and features. These are sets of statements (facts) from which a conclusion is made.

In a syllogism, a child can express his opinion about a given fact or object, determine the connections between facts or objects, and / and his attitude to some phenomenon. Syllogisms also express the feelings of a person, his intentions: "I love the sea", "I want to go to St. Petersburg."

Deductive reasoning is based on logical connections, and inductive reasoning is based on observation and organization of the process of productive creative thinking (heuristic activity), leading to a level of conviction.

The logical connections received by a person as a result of development become the basis of his productive thinking, but a child is not born with a logical feeling. He must learn to use logical connections, using not only his personal experience, and this is not at all an easy process. A thinking person can reason and solve logical problems without including the decision process in practical activities. And our task is to develop the necessary level of thought processes in the child.

Manual labor is the creative work of a child with various materials, during which he creates useful and aesthetically significant objects and products to decorate everyday life (games, labor and recreation). Such work is a decorative, artistic and applied activity of the child, because when creating beautiful objects, he takes into account the aesthetic qualities of materials based on existing ideas, knowledge, practical experience acquired in the course of work and art classes in kindergarten. “The ability to understand the beautiful with the mind and heart develops most successfully when the child actively recreates artistic images in his imagination when perceiving works of art, while simultaneously participating in the forms of artistic activity available to him” (A.V. Zaporozhets).

Properly organized manual labor in kindergarten and family gives children in-depth knowledge about the quality and capabilities of various materials, helps to consolidate positive emotions, stimulates the desire to work and master the peculiarities of craftsmanship, introduces them to folk decorative art, and prepares the child for subsequent schooling. Therefore, there is every reason to consider this activity as an important element in the harmonious development of children. Manual labor opens wide prospects of creation for children. Its content is closely related to design.

The main conditions for creative design are:

• the use of different techniques, starting with its simpler types (crumpling, twisting, tearing);
• the formation of generalized methods of design in the process of mastering more complex techniques (origami, kirigami, three-dimensional sculpture, etc.).

In order to implement the latter, first of all, it is necessary to help children distinguish the design method from the practical process of creating a specific craft.

To do this, they first work out the design method itself outside of a specific task, and then demonstrate this method as the basis for the manufacture of a number of different crafts. Further, children are given the opportunity to independently apply the learned design methods to obtain new crafts. Thanks to this, children are able to independently design using even complex types of equipment.

This activity develops children's constructive abilities, useful practical skills and orientation, forms interest in work, willingness to take on it, cope with it, the ability to assess one's capabilities, the desire to do the job as best as possible. In the process of labor, children get acquainted with the simplest devices, learn to take care of materials and objects of labor.

Timely training of skills makes significant changes in the nature of creative activity. With skills, children are more successful in turning their ideas into reality. Higher demands become feasible for them: to figure out how to do a beautiful job, what material to give preference to in accordance with the purpose of the thing. In working with children, it is necessary to provide them with the opportunity to carry out their plan, to show creativity.

The source of children's ideas is, on the one hand, the surrounding life, where they draw content for their work, on the other hand, an educational game, during which the need arises for the manufacture of handicrafts and artworks.

Any aesthetic activity is aimed at developing in a child such artistic abilities as a sense of form, color and composition. From time immemorial, toys and crafts that develop the imagination of children have been created and passed down from generation to generation. The special value of artistic and decorative activity is that different materials are used, which are combined in different ways. Moreover, it is necessary to choose those materials that are best suited to the realization of the plan.

All this awakens the initiative of children, encourages independent actions, gives them a search character.

The originality of the artistic image created by a preschooler, the very process of its origin and implementation are due to the peculiarities of the mental and personal development of a preschooler.

First of all, these are the features of the basic mental processes that implement the creative process. The analysis of imagination deserves special attention. This is due to the fact that imagination is the basis of creative activity, and creativity is one of the essential indicators of personality development, one of its essential characteristics.

At the same time, imagination is the main mental neoformation of preschool childhood. This age period is sensitive for its development. Consequently, one of our main tasks is to create favorable conditions for its development in the context of various types of activity, and primarily in those that are essentially based on this mental process, cannot exist without it. This means that it is in them that his most intensive development takes place (play, artistic activity).

Working with a child is a process that requires caution and delicacy. According to W. Ocklender, “artistic creativity is a powerful means of self-expression, which helps to realize self-identification and provides a way for the manifestation of feelings.” The child lives more with feelings: he is delighted with a new awareness of smell and sound, light and color, taste and touch. He enjoys feelings and succeeds in this. N.Basina, O.Suslova believe that “the nature of a child and the nature of art are related in many respects, first of all, by the sensual aspect of cognition.

Based on the “Program of Education and Education in Kindergarten” edited by M.A. Vasilyeva, as well as the education system of A.N. Malysheva “Working with fabric”, A. A. Gribovskaya “Collective creativity of preschoolers”, the methodology of E. K. Brykina “Creativity of children in working with various materials”, manuals N.G. Pishchikova “Working with paper in an unconventional technique”, G. N. Davydova “Paper plastic”, N. A. Smotrovoy “Thread toys”, N. Krupenskaya, “Crafts from pom-poms”, Olga Veshkina “Decoupage”,

Makhmutova H. “Decoupage from napkins”, I carry out training and education not from the transfer of ready-made knowledge, skills and abilities, but from the creation of conditions for the origin of human abilities, i.e. from the formulation of those problematic tasks, in the process of solving which these abilities are formed, and these “ZUNs” are assimilated. Being engaged in the development of artistic creativity and the development of abilities in children, I believe that various types of productive activities, in particular manual labor, affect the development of abilities for creative activity.

Therefore, I have highlighted the main goals of your work:

• development of aesthetic perception of artistic taste;
• development of artistic and creative abilities and creativity of children;
• teaching children the techniques and methods of performing paper and fabric work;
• development of imagination, thinking and creative activity.

Forming industriousness in children, I teach them to set a goal, find ways to achieve it, get a result corresponding to the goal. At the same time, I take into account the peculiarities of the work activity of preschoolers, the desire of the child to do something on their own, I develop such personality traits as activity, independence, purposefulness, and initiative. In the process of work, I direct the attention of children to a logical sequence of actions that leads to the best result.

In the process of performing collective work, I carry out the moral and aesthetic education of children, develop the following skills:

• agree on joint work, its content;
• work together, yield to each other, help, suggest;
• plan your work, determine its sequence, content, composition, additions;
• rejoice in the success of one's own and comrades in the creation of work.

All teamwork has a purpose. I lead the children to create a picture together, decorate a group, make panels for leisure, decorations for games, a screen book, illustrate fairy tales, poems, which will be the end result of creative work. While doing the work, I teach children to communicate with each other and with adults.

Therefore, my goal is to help the child gain personal freedom and teach them to master the language of art as a means of sensual and spiritual orientation in the surrounding world of nature and human culture. An integral part of the work is the creation of a child's sense of self-worth, the activation of his communication with the outside world, the development of sensory perception and the ability to use his intellect.

In order to learn easily, in order to determine the shape of an object, volume, size at a high level, the child must not only have well-developed periocular muscles that allow the eyes to move, neck muscles that help it to be motionless or turn in different directions at will, but also coordinated movements muscles of both hands.

Therefore, in order to introduce children to some object, I suggest studying it: touch it with your hands, squeeze it, stroke it, i.e. perform some actions that are called motor.

In my work with children, I use effective methods and techniques:

• explanatory and illustrative method;
• reproductive and heuristic;
• research method;
• practical and playful;
• method of silent contemplation;
• method of formation of consciousness, behavior and feelings;
• a method of independent work of children to comprehend and assimilate new material.

I also use common ways stimulation of creative activity:

• providing a favorable atmosphere. Goodwill, for its part, the refusal to express assessments and criticism of the child contribute to the free manifestation of multidimensional thinking;
• enrichment of the child's environment with a wide variety of new objects and stimuli for him in order to develop his curiosity;
• encouraging the expression of original ideas;
• providing opportunities for exercise and practice;
• using a personal example of a creative approach to solving problems;
• giving children the opportunity to actively ask questions.

Building my work, I identified those professional criteria which should be followed:

• competence;
• the ability to master the methods of personality-oriented interaction with children;
• the use of an educational program taking into account the individual characteristics and level of development of children;
• the ability to rationally use the pedagogical environment and, of course, I must have technical skills and skills to perform artwork.

Taking into account the updating of the content of the work, new concepts of education and upbringing in preschool childhood on manual labor, I developed stages activities with children from 4 years of age:

1 year, 1 section "Working with paper"(middle group)

Children get acquainted with different types of paper, the method and technique of performing work, designing from paper.

2 year, 1 section "Working with paper"(senior group)

Children get acquainted with new paper processing techniques - paper rolling, paper plastic.

2 year, 2 section "Working with fabric"(senior group)

Children get acquainted with the types and properties of fabric, its processing, applique from fabric.

3 years, 1 section "Working with paper"(preparatory group)

Children get acquainted with new paper processing techniques - quilling, decoupage.

3 year, 2 section "Working with fabric"(preparatory group)

Children continue to work with textile materials (different types of fabric, lace, ribbons, cords and other auxiliary materials).

I carry out organized activities with children once a week in manual labor classes, which I conduct in subgroups.

In addition to organized activities, I also carry out joint activities, as well as quizzes, competitions, exhibitions, group work, etc.

Developed methodological support for working with children:

• thematic lesson plan on manual labor for children 4-7 years old;
• thematic plan of games and exercises to develop the abilities of children 4–7 years old;
• thematic plan of games and exercises for the development of fine motor skills for children 4–7 years old;
• thematic work plan of the circle “Journey to the country of Needlework”;
• thematic plan of work with parents;
• guidelines.

This work is very interesting for children. It contributes to the mastery of interconnected ways of transforming activity, as well as the formation of a productive-thinking personality of the child. In the process of artistic and creative activity, the main tasks are solved and new skills and abilities are acquired, which in the future children will be able to apply in their creative work.

Bibliography:

1. Afonkin S.Yu. Ruzina M.S. "Country of finger games". St. Petersburg "Crystal", 1997
2. Brykina E.K. “Creativity of children in working with various materials” Pedagogical Society of Russia M., 2002