Developing children's ability to work creatively in a team is one of the most important tasks of modern education. The dynamism of the world in which we live makes creativity not a luxury, accessible and required of a select few, but a daily necessity for every person. High level of development creativity Nowadays, it is increasingly seen as a necessary condition for survival in an ever-changing environment. Particularly significant for modern man ability to work creatively in a team.

The relevance of the formation of a creative personality is caused by a certain social order of society, characteristic of a given period, by the internal need of the individual, taking into account his security in life. Collective creative activity is recognized as one of the effective technologies of education.

Creative collective activity is considered as constructive creative activity when a child, trained to act creatively in one area of ​​activity, extends this to another area of ​​activity.
Creative collective activity implies one of the most important areas of developmental education - the formation and development of creativity in the regular activities of children.

COLLECTIVE CREATIVE ACTIVITY IN THE SENIOR GROUP OF DOW

On the path to forming a collectivistic orientation in a preschooler, a number of successive steps must be taken: from the child’s formation of an orientation towards peers (at the first stage) to the creation of a sense of his own importance for them (at the second) and the consolidation of the child’s sense of his own importance in order to obtain an overall result with support each by all (on the third).

In the process of performing collective work, moral aesthetic education children, the following skills are developed:

Work together, give in to each other, help, advise;

- agree on joint work and its content;

Plan your work, determine its sequencecontent, content, composition, additions;

Rejoice at your own and your comrades’ successes in creating work.

During drawing, sculpting and appliqué classes in senior group preschoolers learn joint activity skills. They learn to agree on the content of collective work, discuss techniques and compositional solutions, and provide assistance to those who need it.
Before the start of the lesson, the teacher must clearly plan the stages of work and think about how to place materials and equipment. When distributing tasks, take into account individual characteristics each child, his interests, level of skills and abilities.

Conversations, viewing illustrations and reproductions on preparatory stage will expand children's knowledge on the topic, develop their vivid images and the desire to translate them into a drawing or application. When discussing future work, it is important to emphasize the need for collaborative efforts to achieve best result and the inability to realize a large-scale plan without the help of other children.
During the lesson, the main task of the teacher is to create conditions for the creative interaction of children, to develop the skills to jointly solve artistic and technical problems. A trusting atmosphere during the work process (when discussing design details, choosing a location for them), the desire to help a friend and the ability to accept this help - all this brings children together and affects the quality of work.
At the final stage of the lesson, the teacher should not only discuss the results of the children’s activities, but also note that none of them individually could have made such a large, interesting composition. This will help preschoolers feel the benefits of joint activities and create a positive emotional mood for performing similar work in the future.

An example from teaching experience. Drawing based on the idea of ​​“Planets and Rockets” (creating a collective composition).

Target: to make a colorful composition to decorate the group’s interior for the 50th anniversary of Yu.A.’s space flight. Gagarin.

Preliminary work: in a conversation with the teacher, the children shared what they know about space. The teacher told the children about space and astronauts in an accessible manner, accompanying the story with colorful photographs and recordings of songs about astronauts.

In the group, teachers organized an exhibition of children's books: “Expanses of the Starry Sky.”

The children looked at the illustrations together and discussed them.

We learned the outdoor game “Journey to the Stars.”

In the game “Rocket Launch” we practiced counting backwards, comparing numbers next to each other in the number line 1-10.

Teamwork on the creation of the composition “Planets and Rockets” was organized over two of the following days.

Progress.

The teacher shows the children the basis for the future composition - a large black sheet of paper, reads lines from a poem by V.P. Lepilov “Cosmic Tale”:

Space painted in black color,

Because there is no atmosphere

There is no night, no day.

There is no earthly blue here...

Now there is nothing on this big black sheet. But soon stars, planets, comets, and spaceships will appear. And you and I will do all this - we will create our own “little space.” Think about what space objects you would like to draw. Share with each other what colors you will use in the drawing.

Children agree among themselves about who will draw what: stars, planets or other space objects.

The children embody their plans in drawings on separate sheets of paper.

Finished drawings are saved until the next day.

The next day, when a drawing or applique lesson is planned, the teacher displays the children’s drawings and asks how they can place the drawn rockets, stars, planets and comets on a large black sheet.

Children answer that the pictures can be cut out and pasted.

Guys who can cut well help those who are not very good at it.

A composition is made from the cut out drawings and pasted onto a large black sheet.

A “scattering” of stars can be painted with the tip of a thin brush using white gouache.

The finished composition is hung in the group for general review and discussion. (See Appendix 7)

A teacher or trained child reads lines from L. Aleynikova’s poem “Rocket and Fireworks”:

I took more wonderful colors,

And with a cheerful brush, with a song

Wonderfully painted everything, -

I created my own holiday!

A rocket burst into the sky

A sheaf of light flies from it, -

The stars are scurrying joyfully,

Fabulous fireworks are being set off.

The event ends with a recording of songs about astronauts.

Independent creative activity, its characteristics

Consolidation of children's knowledge, skills and abilities in visual arts can take place at the request of children in their free time from classes. This time is mainly reserved for games. But if any of the children wants to draw or sculpt, this should not be prevented. Such a desire sometimes indicates that the child has abilities, and it is necessary to help identify and develop them. In the process of independent activity, children’s various skills are consolidated.
The visual activity that arises during the game is of a subordinate nature. Its goals and content are determined by the needs of the game. For example, playing “school” necessitates making notebooks, books, and bags for the participants in the game. Some children are engaged in constructing these objects from paper. Such activities develop initiative, creativity and enrich the content of the game.
Children must be provided with the necessary materials for work outside of class. In group rooms, drawing and modeling supplies should be stored in corners or on shelves in the closet, which children can freely use. In younger groups, such a corner is created when children acquire basic skills in using the material. True, we have to limit ourselves to pencils, since working with paint and clay is complex and requires constant supervision from the teacher. IN middle group Plasticine is added to pencils. Children in older groups can be provided with all the materials they use in class, with only minor restrictions. So, instead of clay, plasticine is given, and instead of starch glue, casein or stationery is given. Natural and other supplementary materials are stored in drawers with compartments that are easily accessible to children. Children use all these materials in their free time from classes and take them with the permission of the teacher. During the work, the teacher observes the children, gives them advice, and makes sure that the work started is completed.

Methods of organization collective activity in class.

Collective visual activity – effective remedy solving many educational and didactic problems. The collective form of organization makes it possible to develop the skills and abilities to work together, build communication, develop the habit of mutual assistance, and create the basis for the manifestation and formation of socially valuable motives.

Collective visual activity of children, like other types of children's artistic creativity, must be closely related to the game. The use of gaming methods and techniques in such classes increases the effectiveness of artistic activity.

There can be many specific methods for combining collective and individual forms of work of preschoolers in the process of visual, decorative or design activities. They are born as a result joint creativity teacher and children. In collective visual activities, children independently distribute responsibilities, exercise collective control and self-control, strive for coordinated actions, they have additional energy, they more easily overcome difficulties and solve complex creative problems, collective initiative and competition are born.

Classification of forms of organizing collective work of children. A.I. Savenkov, having spent the eldest with the children preschool age The study proposed a classification that allows us to systematize and then constantly complicate the process of joint activity of children from joint-individual to more complex joint-sequential and, finally, joint-interacting. The interaction of children can be carried out in pairs, in a small group (3-5 people) and a large one, actually including all the children of the group. Students can create images simultaneously or by working on the image using the conveyor principle.

Depending on the levels of development of collective activity skills in children of different ages The teacher chooses the form of organizing collective work:

1. Joint-individual.

2. Joint-sequential.

3. Collaborative-interacting.

Teamwork can be different not only according to form organization of work, but also by type, which can be determined by thematic criterion:

· Production of artistic panels and models;

· Making gift posters;

· Making attributes for joint games;

· Illustration of fairy tales and stories;

· Decoration of exhibitions;

· Manufacturing of costumes and theatrical scenery.

How exactly should you organize collective activities with children? First of all, it should be emphasized that the choice of one or another form of organizing collective activity depends on the age of the children, the theme of the picture depicted, the number of children in the group, whether the image is created on a group basis educational activities or in her free time, in the process of independent artistic activity. The complexity of the content and individual images will increase as children age. Collective work can be carried out both in direct organized educational activities with a teacher, and in the morning and evening hours.

There are 3 stages in organizing work:

· Preparatory. Objectives: deepening knowledge on the topic of future work, creating vivid artistic images.

· The main one is getting the job done. Objectives: to provide children with the opportunity to embody images of the surrounding reality in a composition, to create conditions for the creative interaction of children.

· Final. This is the period of interaction between children and completed work.

Any collective work must have a purpose. The teacher leads the children to make a picture or craft together that would be difficult to do alone. While doing group work, children learn to communicate with adults and with each other. If on initial stage When carrying out such work, children communicate mainly with the teacher, then a little later they begin to communicate with each other. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, and empathize. The teacher’s task is to teach children how to negotiate, give in to each other, and appreciate the help of a friend.

Group work can be carried out at any time age group, in any type of visual arts classes.

The easiest way to organize group work is in sculpting or appliqué; it is more difficult in drawing. The forms of organization depend on the age and communication skills of the children.

In younger groups, children each complete the task on their own sheet, and at the end of the lesson, all the work is combined into one or two common compositions. From the very beginning, children should know that they will get the overall composition.

From the middle group it is possible to complete the task on one sheet of paper. Children stand in front of tables with long sheets of paper on them. Everyone determines their place - puts their palms on the paper so that their neighbor’s elbows do not interfere. Then all children complete the same task, and then complete the drawing with details as desired. There may be this option: each child completes an image on a sheet of the same color as the general background of the composition; after completing the task, small pieces of paper are pasted onto a common sheet that unites all the work. This option can also be used in younger groups.

In older groups, after preparing the general background, you can divide the sheet into parts and, after completing the task, connect all the parts in the same order.

Already in younger group children can complete the task on one sheet, creating two images of equal complexity; then the group can be increased to three - four or more children.

It is easier to perform collective work in the application. Each child, in his place, cuts out and glues an object, and then sticks it on a common sheet.

With children of senior preschool age, collective works based on folk art are created in drawings or applications.

Introduction

Chapter 1. Theoretical aspects of the use of collective activities in appliqué classes with children of senior preschool age

1 Application as a type of productive activity for children of senior preschool age

2 Collective activities in applique classes with children of senior preschool age

Chapter 2. The use of collective activities in application classes with children of senior preschool age

1 Planning lessons for collective application with children of senior preschool age

2 Specifics of organizing collective activities in application classes with children of senior preschool age

Conclusion

Bibliography

Applications

Introduction

The relevance of research. Preschool childhood is an important and responsible period in development, both for the child himself and for the adults accompanying him at this age stage. It is important to include the child in diversity different types activity, allowing all his inclinations and inclinations to manifest themselves. The Federal State Educational Standard for Education outlines five educational areas aimed at solving the problems of development and education of preschool children in various types activities. Let us pay attention to productive types of activities, which are understood as the activities of children under the guidance of an adult, as a result of which a certain product appears. These include designing, drawing, modeling, applique, creating various kinds of crafts, models from natural and waste materials. One of the simplest, most accessible and natural types of productive activity for a preschool child is appliqué.

Numerous studies (N.G. Agenosova, L.A. Wenger, N.A. Vetlugin, L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, A.N. Leontyev, V.S. Mukhina , N.N. Poddyakova, N.P. Sakulina, E.A. Flerina, D.B. Elkonina, etc.) mental development child - preschooler, and above all, for the development of his perception, imagination and thinking. It is in the process of objective activity that the child learns to identify the essential properties of objects and phenomena, establish connections between individual objects and phenomena and reflect them in figurative form; It is productive activity that contributes to the activation of the child’s sensory development, motor skills, spatial perception, and directly and indirectly stimulate the development of speech; promotes the development of graphic skills and fosters perseverance. Applications are of great importance for the all-round development of a preschooler in productive activities.

However, this does not happen on its own, but in the process of specially organized systematic and targeted training. At the same time, according to T.S. Komarova and A.I. Savenkova, one of the effective means of developing the skills of preschoolers to work together, build communication, and independently find solutions to creative problems is the organization of a collective application.

Based on the above, the topic was determined course work“Theoretical foundations of collective activities in application classes with children of senior preschool age.”

Issues devoted to the problems of collective forms of work in the educational activities of preschool educational institutions were considered at different times by different scientific psychologists and teachers. The origins of the idea of ​​collective activity can be found in the works of L.S. Vygotsky. In its most general form, the concept of collective activity was presented in the works of V.V. Davydova. In particular, he noted that: “some forms of activity have primary types as collective activities... Only then, on the basis of this collective activity, does individual activity arise, performed by an individual subject.” The method of collective creative work was once promoted by teachers A.V. Bakushinsky, P.P. Blonsky, K.M. Lepilov, G.V. Labunskaya, S.T. Shatsky, V.F. Shekhgel. These projects were based on the creation of a monumental composition, panel or model in class. Features of the organization of collective types of visual activities in preschool educational institutions are revealed in the works of T.S. Komarova and A.I. Savenkova, B.M. Nemensky, V.I. Kalyakina, A.V. Kupryashkina, M.N. Turro et al. But, despite a wide range of studies, the problem of collective activities of children of senior preschool age in the process of creating applications remains relevant in the practice of preschool educational institutions and requires further study.

The problem of the research is the need to systematize scientific ideas about collective activities with children of senior preschool age in application classes.

Object of study: the process of organizing educational activities using applications.

Subject of the study: the use of collective activities in application classes with children of senior preschool age. Purpose of the study: To theoretically substantiate the use of collective activities in application classes with children of senior preschool age. Research objectives:

study the literature on the research problem;

reveal the concept of application as a type of productive activity; determine the significance of the application in the development of preschool children;

study collective activities used in applique classes with children of senior preschool age;

identify the features of planning lessons on applications with children of senior preschool age;

to explore the specifics of organizing collective types of application training for children of senior preschool age.

Research methods: theoretical analysis of psychological-pedagogical, scientific-methodological; comparison and generalization; study of teaching experience. The theoretical significance of the study lies in the fact that it allows us to expand existing knowledge about collective forms of work with older preschoolers, in particular in the process of appliqué classes.

The practical significance of the study lies in the fact that the materials of the work can be used in the work of preschool teachers and heads of art studios in working with children of senior preschool age. The structure of the course work includes an introduction, 2 chapters of the main part, a conclusion, a list of references and applications.

Chapter 1. Theoretical aspects of the use of collective activities in appliqué classes with children of senior preschool age

1 Application as a type of productive activity for children of senior preschool age

In order for the development of preschool children to occur harmoniously, and for there to be no gaps in the formation of personality, there are various types of activities in preschool educational institutions, which are reflected in the Federal State Educational Standard for Educational Education in the form of targets. Each of them has its own focus, and together they form an integral system aimed at ensuring the cognitive, physical, emotional, aesthetic and socio-ethical development of preschool children.

In accordance with the requirements of the Standard, the educational area “Artistic Creativity” in the main general education program of preschool educational institutions includes visual activities, modeling, appliqué and artistic design, united by the general concept of “productive activity of children.”

Productive activity is a child’s activity with the goal of obtaining a product (construction, drawing, appliqué, molded crafts, etc., which has certain specified qualities. Unlike story play, in which children also create their own models of the environment, productive activities have a characteristic feature - a substantively designed result.

Productive activity is an important means of all-round development of children, as it has ample opportunities for cognitive, social-communicative, speech, artistic-aesthetic, physical development(Fig. 1).

Figure 1 - The importance of productive activities in the development of preschool children

Application (from the Latin applicatio - overlay), as defined by M.A. Gusakova, this is “the simplest and most accessible way of creating artwork, which preserves the realistic basis of the image itself. The originality of the applique lies both in the nature of the image and in the technique of its execution. The main features of the applique are silhouette, planar generalized interpretation of the image, uniformity of the color spot (locality) of large color spots.”

Creating an applique is a complex process associated with the ability to cut out various shapes of objects from colored paper, lay them out on a base, establish the sequence and relationship of objects according to the laws of composition and color structure, and carefully stick the cut out shapes onto paper of a different color. Therefore, as a type of productive activity, application is important for the comprehensive development and education of preschool children, the formation of certain knowledge in them, the development of skills, and the development of skills. According to M.A. Vasilyeva, applique classes develop such qualities as independence, perseverance, patience, accuracy. In the works of other scientists (D.I. Vorobyov) it has been proven that when creating an application, mental and physical activity, children learn to handle scissors, use a brush and glue, and at the same time they acquire basic work skills. Thus, tearing, cutting, bending and crumpling paper contributes to the development of fine motor skills of the hands, and is therapeutic in nature, having a beneficial effect on the child’s nervous system. When performing various tasks with various objects, the hand gains precision and confidence, and the fingers become strong and flexible. For example, exercises for cutting out figures help to confidently use scissors, and weaving rugs from multi-colored stripes contributes to the development of precise movements, and paper processing techniques such as paper filigree or quilling require fine, precise and dexterous finger movements.

V.V. Davydov, A.V. Zaporozhets, N.N. Poddyakov draws attention to the ability of preschoolers, in the process of creating an application, to highlight the essential properties of objects and phenomena, to establish connections between individual phenomena and to reflect them in figurative form. This process is especially noticeable in various types of practical activities, during which generalized methods of analysis, synthesis, comparison and comparison are formed, the ability to independently find ways to solve creative problems, the ability to plan one’s activities are developed, and creative potential is revealed.

Applique classes contribute to the development of elementary mathematical concepts in preschoolers: the specifics of appliqué make it possible to acquire knowledge about color, the structure of objects, their size, and planar shape. During applique classes, preschoolers become familiar with the simple geometric shapes of objects, the details of which they must cut out and paste. So, T.S. Komarova notes: “...children get acquainted with the names and characteristics of protozoa geometric shapes, get an idea of ​​the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (more, less). These complex mathematical concepts are easily acquired by preschoolers in the process of creating a decorative ornament or when depicting an object in parts."

S.V. Arapova writes: “creating silhouette images requires great job thoughts and imagination, since the silhouette lacks details, which are sometimes the main characteristics of the object. In addition, the appliqué allows you to move cut out shapes and compare them, placing one shape on top of another, which allows the child to acquire compositional knowledge and skills.” In addition, by doing appliqué, preschoolers develop a sense of rhythm, color and symmetry, and on this basis, artistic taste is formed. Color has an emotional impact on a child, captivating him with its colorfulness and brightness. As E.A. writes Dubrovskaya, T.G. Kazakova, N.N. Yurina in the textbook “Aesthetic education and development of preschool children: “... a large role in the application belongs to its color design, which has a huge impact on the development of children’s artistic taste. Therefore, it is important to purposefully develop a sense of color as the most accessible idea of ​​the beauty of the surrounding world and works of art. Providing preschoolers colored paper, the teacher develops in them the ability to select beautiful color combinations. At the same time, children do not have to make up colors or paint over shapes themselves.”

Applique encourages preschoolers to organize their work in a planned manner, which is especially important here, since in applique the sequence of attaching parts is of great importance for creating a composition (large forms are glued first, then details; in plot works, first the background, then background objects obscured by others, and last but not least, foreground items).

Performing applicative images contributes to the development of hand muscles and coordination of the child’s movements. Preschoolers learn to use scissors, carefully and correctly cut out shapes and parts, turn a sheet of paper, and lay out parts on a sheet at an equal distance from each other. The role of appliqué classes in the labor education of preschoolers is also great.

Preschoolers develop a work culture; they prepare in advance necessary materials and tools, put their workplace in order, plan the sequence of task completion. Preschoolers improve and coordinate their general and fine motor skills hands, such qualities as accuracy, speed, smoothness are formed. According to S.V. Arapova, “this becomes possible with the systematic, planned conduct of classes, the organization of independent artistic activities, the consistent implementation of program requirements in each age group, the gradual complication of tasks as experience is gained.”

Thus, application is a productive activity for preschoolers; a method of creating artistic images from various shapes, figures cut out of any material and glued or sewn onto an appropriate background.

Children, performing application work, acquire new knowledge, consolidate various ideas and knowledge (natural history, speech, mathematics, manual skills, etc.). In the process of purposeful activity, preschoolers develop and improve mental processes, and the experience of creative activity is enriched.

However, it should be noted that in independent activities, children perform the image individually, each with their own application. While they are especially pleased with the creation of common, collective paintings, compositions where the images of all the children of the group are combined. Therefore, one of the forms of productive activity in senior groups of preschool educational institutions is collective work, the result of which is general paintings, panels, compositions.

2 Collective activities in applique classes with children of senior preschool age

Collective creative activity is a complex pedagogical technology that combines forms of education, upbringing and aesthetic communication. Its result is overall success, which has a positive impact on both the group as a whole and each child individually.

Collective activities in preschool educational institutions are an effective means of solving many educational and didactic problems, which makes it possible to develop skills and abilities to work together, build communication, develop the habit of mutual assistance, and create the basis for the manifestation and formation of socially valuable motives. In the works of domestic researchers, the collective activity of preschoolers is considered as productive communication, in which the following functions are carried out:

informational - exchange of sensory and cognitive information;

contact readiness to receive and transmit information;

coordination - coordination of actions and organization of interaction;

perceptual - perception and understanding of each other;

developmental - changing the personal qualities of participants in the activity.

Main tasks solved in collective classes:

Consolidating previously acquired technical skills and abilities, developing the ability to use them wisely and rationally. The diverse exchange carried out by the teacher and children in the process of contact with each other serves as an important source of replenishment of their practical experience. This process is carried out on the basis of analysis and “appropriation” of the partner’s skills and abilities, as well as through improving the skills and abilities already existing in the child himself, as well as through the emergence of new ones as a result of joint activity, which, under favorable circumstances, acquires the nature of cooperation and co-creation.

Cultivation of moral and volitional qualities: the ability and need to complete the work started, to study with concentration and purpose, to overcome difficulties, to achieve best quality work, trying to make it more expressive, clearer, more interesting, to understand the significance of one’s work in the common cause, etc.

Formation of skills to cooperate with peers and the teacher (to unite, agree on the implementation of common work, help each other with advice, effective demonstration, manage one’s desires, subordinate them to the interests of the common cause, evaluate oneself and others, correlate one’s thoughts, feelings and behaviors with other people (peers, teacher), worry about the overall result). At the same time, contacts with peers are especially important, since only with peers children learn to be on an equal footing, and therefore build special (personal, business, evaluative) relationships that they cannot have with adults.

Thus, collective activities, on the one hand, presuppose that children have a certain level of ability to work in a team, on the other hand, they act as the most important means of developing planning skills, coordinating their activities and objectively assessing the results of collective creative work.

Collective activities in preschool educational institutions are actively used in fine arts classes - children really love such collective activities. At the same time, as teachers note, the easiest way to organize collective work is through appliqué, when each child cuts out and glues an object in his place, and then pastes it onto a common sheet (a general picture or composition).

In the methodology of teaching fine arts, several classifications of collective forms of activity are known. So, M.N. Turro identified the following three forms of organizing joint activities of children:

Frontal - collective work is a combination of individual children's products made taking into account the task at hand or taking into account the design of the overall composition. The process of joint activity is observed only at the end of the lesson, when the individually completed parts of the composition are assembled into a single whole.

Complex form - performing collective work on one plane, when children do their part of the task, having an idea of ​​​​the overall result and coordinating actions with other children.

Collective-production (individual-production) - is built according to the action of a conveyor, when each child in the process of manufacturing a product performs one specific operation.

I.N. Turro noted that the process of collective activity and its result always evoke in children positive emotions, feelings of satisfaction and interest in visual activities. He also emphasized that “collective activities create favorable conditions for children to communicate with each other; in the process of work, everyone becomes a source of knowledge for other participants. The result of collective activity,” according to the author, “always has practical significance and makes it possible to connect children’s education with life.”

The method of collective work in the book “The Wisdom of Beauty” was highly appreciated by B.M. Nemensky, noting that when using this method, “...children gain not only the experience of collective creativity, but also the experience of understanding the place and role of art in life.” B.M. Nemensky was for the first time included in the list of main methods of introducing children to the fine arts through the method of collective and group work in the Program “Fine Arts and Artistic Work”. He systematized collective activity based on the number of participants in the process of joint labor.

From our point of view, a more complete systematization of types of collective activities with preschool children is presented in the classification of T.S. Komarova and A.I. Savenkova. This classification is consonant with the system of types of collective work by I.I. Turro, but it is distinguished by a more subtle internal differentiation of methods of organizing collective labor. This classification is based on the following types of collective activities:

) Joint-individual activity - in which collective work is a combination of individual works of children into a single panel, made taking into account the task set by the teacher or the meaning of the overall composition.

The process of joint activity is observed only at the end of the lesson, when individually completed parts and elements of the composition are assembled into a single whole. At the same time, children are more willing to part with individual images if, from the very beginning of independent work, they know about the purpose of their drawing (a sculpted or carved object) - to become part of a collective composition. Therefore, collective activity should be planned in advance, and the sooner children are included in solving a joint problem, the more active their individual visual activity will be, the more contacts will begin to arise between them.

At the very beginning of the lesson, it is necessary to captivate the children with a topic, an interesting goal, by introducing a layout (background, decoration) prepared in advance by the teacher, on which the composition or the main character around whom it can be built will then be placed. The task is given to everyone immediately, at the beginning of the work, and then adjusted depending on what others have done. At first, this is done by the teacher; subsequently, the composition is performed during a collective discussion by all participants. The advantages of this form are that it allows a large group of children who have no experience of working together to be involved in collective activities.

In frontal work with children, the teacher sets an educational task or an entertaining problem, leads the search for ways to solve it, formulates and determines individual tasks (topics, volume, dimensions, etc.). At the final stage, when a collective composition is organized, the teacher collects elements, details, parts of the overall composition, while teaching them to find the most successful place for each figure in the composition, emphasizing its advantages or hiding its shortcomings.

In subgroup work, the teacher also supervises the work of the children, but the difference is that the group of children is divided into subgroups, uniting 2-4 (6-8) people. They will have to try, mainly without the help of a teacher, to compose their own composition from homogeneous (identical) or heterogeneous (different) objects, entering into a discussion of options for placing finished images on the same plane. For example, “Cat with Kittens”, “Ivan Tsarevich and the Gray Wolf”, “Meeting Kolobok with the Fox (Hare, Wolf, Bear)”, etc. Subgroups can be given the same or even different tasks, which must be completed efficiently, so that after completion The result was an unusual composition consisting of individual works from each subgroup.

Very interesting and useful for children are activities in which children team up in twos to create a common composition. Such associations make it necessary business conversation children with each other, are taught to negotiate with their partner. For example, you can invite children to decorate a pair of mittens and boots. For such work, children are teamed up in twos and it is better for them to decide for themselves with whom they will work in pairs. After all, the children need to decorate paired objects identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in terms of composition, composition decorative elements, by color, but this is not so simple. And the teacher must help the children, teach them to negotiate and give in to each other.

) Joint-sequential - when the composition is gradually built up with new details. With this form of organization, children’s activities can be built on the principle of a conveyor belt, when everyone performs only one specific operation in the process of manufacturing a product. Children’s activities in such a lesson consist of two main stages:

stage - the child’s individual work on an element, part of the general;

stage - sequential work on a conveyor associated with assembly, a defined operation of sequential installation of a collective product.

As a rule, the conveyor “turns on” if during the lesson the children are faced with a task: short term produce a large number of identical products, for example, invitation cards, greeting cards, souvenirs for children, tea sets, etc. In order for all children to be able to express their own creative potential in the course of joint and sequential activities, a transition from one place to another can be allowed. In order for the conveyor to work efficiently, its volume and the complexity of the execution technology at each stage must be equal in terms of labor intensity and the amount of time required to complete the technological operation.

Before starting creative work, tables for children should be more conveniently placed so that they resemble a conveyor line. The number of people working on one “conveyor line” should not exceed 6-10 people. Each line will do its own job and compete with others in the quality and speed of the work. The task facing the child is simple: glue (stick, draw) his part exactly in place, just as it was done on the sample, and the operation must be performed in the right rhythm: quickly and accurately.

Activities organized on the principle of a relay race can also be classified as a joint-sequential form. During the “visual relay race,” participants take turns coming to a common sheet and performing elements of a joint composition, complementing the image that has already been made by others. Moreover, each child must make his “mite” to the work. If the work is done using the appliqué technique, a tube of glue can serve as a relay baton. When organizing joint activities on the principle of a relay race, it is advisable to divide children into subgroups and conduct several collective compositions in parallel, providing each with a sheet for creative work. In this case, a situation arises of competition between subgroups for the quality of artistic content and the form of collective composition, which really corresponds to the figurative name of this principle of organizing collective work - “relay race”.

A joint-sequential form of organizing collective activity creates conditions for the formation of skills to coordinate joint actions, because The failure of one child inevitably leads to disruption of the rhythm of the entire work. This form of work in preschool educational institutions is not common.

) Collaborative-interacting work is carried out by all participants simultaneously, coordinating actions at all stages. It is proposed to carry out collective work on the same plane, when each child does his part of the task, having an idea of ​​​​the overall result and coordinating his activities with what others are doing. This form is often called a form of collaboration or co-creation. During the lesson, each child must not only perform a high-quality image of an object (create his own image in connection with the jointly invented content, creatively approaching the selection of methods and techniques of image, means of expression), but also take an active part in the discussion of the resulting images in connection with the plan, participate in solving various issues that arose during the work. Only under these conditions does direct interaction between children occur.

One of important points is to divide a group of children into subgroups, small and large, which work on part of the collective composition or the entire composition. At first, this is a simple form of jointly interacting activity of children - working in pairs; gradually, a larger number of participants can be involved in group activities: from 3-4 to 7-8 children or more (depending on the theme of the collective composition). Children are offered broad, voluminous topics that present options for thinking through a specific plot, developing fantasy, creative imagination, on the topics: “Circus”, “Zoo”, “Doctor Aibolit and his friends”, “Flight to the Moon”, “At the Bottom of the Sea” , “The Life of Animals in the Forest”; based on fairy tales: “Pinocchio”, “Chipolino”, “Teremok”; based on cartoons.

Children can be divided into creative groups at will or according to common interests, and also have the opportunity to discuss the upcoming work: determine the general idea, the content of the work, distribute responsibilities depending on the capabilities and interests of each, and prepare the necessary material for the work. As a result of this, each participant in the joint activity gets an idea of ​​the overall composition, color and size of its constituent parts. At the same time, the teacher unobtrusively directs the discussion to the right direction, helps in resolving controversial and conflict issues, but the initial composition is not set by the teacher, but is composed by a group of children, i.e. Already at the first stage of creating a collective panel, creative interaction and cooperation between children takes place. After the end of joint creativity, it is necessary to organize an exhibition to discuss the created compositions. Through discussions and specific examples, it is much easier to show children that the ability to work together leads to good results.

This classification of collective activity is interesting because in each type of joint activity it does not prevent the group from being divided into pairs, small or large groups when performing collective work. The combination of individual and group work of children, their interaction makes it possible to make maximum use of the creative potential of each participant in collective activity and introduces variety into the methodology of its organization. In addition, it is allowed to combine forms of joint activity, the possibility of changing its form during the implementation of a collective composition, which introduces variety into the methodology of conducting collective work and enriches the experience of collective creativity of preschool children.

As for the form of the collective application, it can have different contents. Based on their subject matter, they are divided into three main groups: subject, subject and decorative appliqué.

Subject applique consists of individual images (leaf, branch, tree, mushroom, flower, bird, house, person, etc.) In subject applique, children master the ability to cut out individual subject images from paper and paste onto the background, which, due to the specific nature of the activity, convey a somewhat generalized, conventional image of surrounding objects or their representations in toys, pictures, and examples of folk art.

The plot application displays a set of actions and events. Thematic-thematic application requires the ability to cut out and paste various objects in relation to the theme or plot (“chicken pecking grains”, “fish swimming in an aquarium”, “Victory fireworks”, “flight into space”, “birds have flown” and etc.);

Decorative appliqués are also created collectively, which can be used to decorate various items of clothing and household items; these can be ornamental compositions in the form of panels, carpets, trays. As they work, children can independently compose the composition of the decoration, choose other decorative forms, and vary their color combinations. In collective classes in decorative appliqué, children master the ability to cut out and combine various elements of decoration (geometric, plant forms, generalized figures of birds, animals, humans) according to the laws of symmetry rhythm, using bright color comparisons. To create ornaments, children of senior preschool age are taught to fill out separate elements background space, highlight the main and auxiliary parts of the application.

In addition, types of applications are divided by: color (color, black and white, monochrome), volume (flat, convex), material (paper, fabric, natural materials, stones, etc.) etc. The combination of different types of applique in various combinations gives an infinite variety of them. Appendix 1 provides a classification that gives an idea of ​​the richness of the visual and expressive means of appliqué and allows us to imagine its collective capabilities.

It should be noted that all collective works have a purpose: creating a picture; holiday decorations; decoration of a group, corridor, hall; making panels for leisure, for a child’s birthday; creating decorations for games, performances, posters; screen book as a gift; illustrating fairy tales, poems, film stills, etc. In this regard, collective activities in application classes vary according to thematic criteria:

production of artistic panels and models;

making gift posters;

making attributes for joint games;

illustrating fairy tales and stories;

artistic design of exhibitions;

production of costumes, costume details, theatrical scenery.

Thus, collective activity is of great importance in the education of preschoolers as a means of activating the development of their creative potential, forming and improving teamwork skills, and developing interest in visual arts in general, and in appliqué in particular.

In practice, appliqué classes use different types of organization of collective activities, as well as their combination, each of which has its own capabilities in developing children’s ability to interact with each other and in organizing joint creativity.

Appliqués for children are a special way of obtaining an image by cutting, applying or attaching any material to a base taken as a background.

In application, as a productive type of activity, a preschooler is provided with almost unlimited opportunities for self-expression and creativity; developing in communication with others, he receives a positive effect from the result and process of activity. Therefore, the application is of great importance for the comprehensive development of children:

mental education - the stock of knowledge is gradually expanding based on ideas about the various forms and spatial position of objects in the surrounding world, various sizes, and a variety of shades of colors. Mental operations are formed, speech develops, enriches lexicon, figurative, coherent speech develops;

sensory education - direct, sensitive acquaintance with objects and phenomena, with their properties and qualities;

moral education - visual activity (applique) develops moral and volitional qualities: finishing what you start, studying with concentration and purpose, helping a friend, overcoming difficulties, etc.;

labor education - the ability to cut, handle scissors, use a brush and glue requires physical strength and labor skills; the participation of children in preparing for classes and cleaning up after them contributes to the formation of hard work;

Aesthetic education - a sense of color, a sense of rhythm, a sense of proportion, gradually develops artistic taste in children.

Applique work is carried out in full at the senior preschool age, when children are already cutting out and pasting shapes on their own. At the same time, the greatest effect in application classes is achieved in collective activities, which are divided into: joint-individual, joint-sequential, joint-interacting. In addition, collective works can be different according to thematic criteria: production of artistic panels and models; making gift posters; making attributes for joint games; illustrating fairy tales and stories; artistic design of exhibitions; production of costumes and theatrical scenery.

The specificity of the collective application lies in the joint and coordinated actions of children. In the process of creating collective work, preschoolers actively communicate and discuss interesting options plans and accept best solutions, learn to criticize constructively and develop business cooperation skills.

The importance of collective activities can be expressed in two main points: when children work collectively, the result of joint work affects each member of the children's team; In the process of collective activity, primary socialization skills are formed, which are so important for the full development of the child’s personality.

Chapter 2. The use of collective activities in application classes with children of senior preschool age

1 Planning classes on collective application with children of senior preschool age

To systematically conduct application classes, including collective ones, the preschool educational institution creates long-term plan, topics and materials are selected, forms of organization, stages of work, and consistent complication of children’s interaction are thought through.

In teaching applications to children of senior preschool age, the following general tasks can be identified:

) compiling decorative patterns from various geometric shapes and plant details (leaf, flower), placing them in a certain rhythm on a cardboard or fabric base of various shapes;

) compiling images of objects from individual parts; plot image;

) mastery of various techniques for obtaining parts for appliqué from different materials: cutting with various techniques, tearing, weaving; as well as the technique of attaching them to the base: gluing, sewing;

) developing a sense of color, knowledge of primary colors and their shades, mastering the ability to create harmonious color combinations;

) formation of a sense of form, proportions, composition.

According to the Model General Education Program preschool education“From birth to school” application training in the senior group is aimed at:

consolidation of the skills to create images (cut paper into short and long strips; cut circles from squares, ovals from rectangles, transform some geometric shapes into others: a square - into two to four triangles, a rectangle - into stripes, squares or small rectangles), create from these figures are images of various objects or decorative compositions;

learning to cut out identical figures or their parts from paper folded like an accordion, and symmetrical images from paper folded in half (glass, vase, flower, etc.);

learning how to cut off in order to create an expressive image;

the impulse to create subject and subject compositions, supplement them with details that enrich the images;

formation of a careful and careful attitude to materials.

At the same time, in the first quarter, the skills and abilities acquired in the middle group are consolidated. In the second quarter - mastering quick cutting methods (cutting out two identical shapes). Symmetrical cutting, where it is necessary to draw the children’s attention to the fact that the sheet of paper must be held at the fold. In the third quarter, work from nature continues. Along with object appliqué, it is important to maintain children’s interest in decorative work.

Sample topics for group activities: “Autumn carpet”, “Cucumbers and tomatoes are on a plate”, “Dish with fruits and berries”, “Our favorite bear and his friends”, “Houses on our street”, “Cars are driving along the street”, “Bullfinches on a branch”, “Fish in an aquarium”, “Train”, “Spring bouquet”, etc.

In the school preparatory group, collective applications occupy an even greater place. They make the nature of completing tasks more complex in terms of content and technical techniques for conveying images, and also provide children with greater independence in choosing material and in interpreting the topic. In the preparatory group they continue:

learn to create subject and subject images from nature and from imagination: develop a sense of composition (learn to beautifully arrange figures on a sheet of paper of a format corresponding to the proportions of the objects depicted);

develop the ability to create patterns and decorative compositions from geometric and plant elements on sheets of paper of various shapes; depict birds, animals according to children’s ideas and based on folk art;

consolidate techniques for cutting out symmetrical objects from paper folded in half; several objects or parts thereof made of paper folded like an accordion;

when creating images, encourage the use of various techniques of cutting out, tearing paper, gluing images (smearing them with glue completely or partially, creating the illusion of conveying volume); teach the mosaic method of depicting with a preliminary light indication with a pencil of the shape of the parts and details of the picture;

continue to develop a sense of color, flavor, composition;

encourage creativity.

The main task here is to develop children’s observation skills and, on the basis of this, teach them how to correctly convey the shape, color and structure of an object. First half of the year: using the techniques learned in classes in the senior group, children cut out silhouettes of simple-shaped objects from an unfolded sheet - vegetables, fruits, as well as objects consisting of several parts - mushrooms, branches with fruits or autumn leaves, vases with bouquets, various cars. Second half of the year: children continue to master symmetrical cutting objects. The themes of children's works are expanding: depictions of people and trees. buildings of various designs, rockets, airplanes. Silhouette cutting of the entire image is introduced.

Sample topics for collective work: “Autumn carpet”, “Vase with fruit, branches and flowers”, “Round dance”, “Fish in the aquarium”, “Animals in the zoo”, “New houses on our street”, etc.

It should be taken into account when planning that the frequency of using collective work may vary, but it is optimal to use this form of organizing classes at least 2-4 times - in the senior group and 5-6 times in the preparatory school group.

In the successful conduct of collective classes, an important place is occupied by preliminary work: preparation of equipment, material, the order of its presentation to children and the organization of children. So, the figures for laying out should be: precise in shape, bright in color, hard enough so that their edges do not tear or bend, size 4x4 cm, quantity for each child 6-8 pieces, background for laying out (size is calculated depending on the number, size and location of figures). The procedure for preparing and distributing application material to children depends on the content and educational objectives.

The actual conduct of classes includes 3 stages:

Preparatory stage.

Its tasks: deepening knowledge on the topic of future work, the formation of vivid artistic images that generate a desire to embody them in collective work. To do this, you can use excursions, conversations, discussions of books read, looking at illustrations and reproductions.

It involves planning, executing and evaluating team work. Objectives: provide children with the opportunity to embody images of the surrounding reality in a composition; in the course of collective creativity, creating conditions for creative interaction between children; to develop in children the ability to work creatively in a team.

The final stage is the period of interaction between children and already completed work. In educational terms, it is no less significant than the previous stage.

It is best to leave the composition made by the children in the group room. It will become the object of a variety of discussions, games, and stimulates the birth of creative ideas and proposals to complement the already created composition.

The guidance of a teacher at different stages of the implementation of a plan for collective creative activity has its own characteristics. Thus, at the first stage, when planning collective actions, the teacher strives to create a motivational resonance - the emergence in each child of a desire to get involved in a collective activity. It is important to unite children with a common goal, the attractiveness of the future result of the activity, to cause an emotional upsurge, good business excitement.

Providing children with a variety of visual materials is attractive to the common cause. So, for example, for appliqué it is advisable to use not only ready-made colored paper, but also clippings from newspapers and magazines, ready-made drawings by children; for modeling, use both dough and plasticine with clay; for drawing, wax and colored pencils, watercolor and gouache, and various building materials. Effective technique Day of Children's Interests, which makes it possible to identify subgroups of children striving for joint activities. On this day, children do their favorite things, from which it is clear how many and what kind of children subgroups of children are formed and according to what interests.

The next stage in collective interaction is the distribution of roles for the upcoming activity among the children. In order for participation in a common cause to help each child reveal his best qualities, it is important for the teacher to identify the individual abilities and inclinations of each participant. At the same time, his task is not just to study the child, but to “present” the manifestations of his individual uniqueness and help all children see his best features. For this purpose, it is possible to organize exhibitions of personal achievements, shows of talents and abilities, and for the teacher to focus children’s attention on the actions and activities of a particular child. Identifying the individual characteristics of children allows the teacher to outline the prospects for the development of collective creativity.

Another option for organizing children’s cooperation is that the common goal of the activity is carried out by several subgroups and the final result depends on the quality of the work of each subgroup. Activities of this type evoke a feeling of satisfaction in each participant; the child develops a feeling of usefulness and personal contribution to the common cause, which gives him confidence in his abilities. For example, children are happy to participate in the design of panels on the wall of the group room “Magic Land of Childhood”, “Space”, etc. Divided by at will into subgroups, children independently decide what plot will be reflected by their group on the general visual field.

At the final stage of collective interaction, the teacher focuses the children’s attention on each person’s personal contribution to the common cause, awareness and assessment of the significance of the result obtained. Analysis of applications must be carried out with the active participation of children. At the same time, he emphasizes that without joint efforts, the implementation of the collective plan would be impossible. It is good when the success of collective activities is assessed not only by the children themselves, but also by people whose opinions they value - parents, other educators, children of other groups.

At the same time, it is necessary that during classes the teacher communicates with the entire group and with each child separately to check whether he has learned new material. When assessing the collective work of individual groups of children, the teacher must take into account not only the quality of the finished product, but also the process of joint activity itself, encouraging respect for the work of comrades and initiative in coming up with an original design.

Thus, collective applique classes should take place in accordance with the plan and in clearly thought-out stages, using a variety of working techniques that are interesting to children.

Approximate calendar and thematic planning for the “Application” section in the senior group and individual lesson notes are presented in Appendices 2 and 3.

2 Specifics of organizing collective activities in application classes with children of senior preschool age

Organizing application training in a collective activity requires a lot of effort from the teacher, as it requires careful thought, clear coordination of all stages of work, rational placement of materials and equipment, taking into account the age and individual characteristics of children.

Particularly complex in this regard is the jointly interacting form of organizing activities. The difficulty is that this form of organization involves either the simultaneous joint work of all participants in collective creativity, or the constant coordination of the actions of all participants in collective activity.

There are several levels of development of collective activity.

The leading role of the adult is undeniable. Children act in isolation and, as a rule, do not make contact on their own initiative.

The teacher still selects a specific topic, material, and organizes joint activities. Children understand the overall task. On the advice of the teacher, children help a friend, but rarely use communication and limit themselves to monosyllabic phrases. They only turn to the teacher for help. They recognize and name both their work and the work of their comrades nearby; admire the general work and their own work. They rejoice at a positive assessment, accepting it more towards themselves. With directed leadership, they realize the level of success of their actions and the entire team.

The role of the teacher is still dominant: he determines the task, helps, and clarifies the content of everyone’s work. Children, showing independence in distributing material and realizing the general nature of the activity, still act individually when performing joint work. Conflicts sometimes arise when distributing material. The most proactive ones are highlighted. Criticism of a comrade's actions is complemented by instructions on how to act. Children turn to both the teacher and their friend for help. On the advice of the first and on their own initiative, they provide assistance. They only clean their place.

The teacher explains the task, how to complete it, helps distribute work and materials. In the process of completing a common task, the children are already complaining to their friend that he is working alone. This is a sign of active contacts. Children rejoice at the positive assessment of common work, understand that this is the result of common labor, and know what work everyone has done.

The teacher plays the role of a consultant: he takes part in choosing a topic and helps children unite into subgroups. With his directed guidance, students are able to independently discuss the specific content of future collective work, choose material, visual and expressive means, methods of action, distribute responsibilities, and can plan joint actions.

In the process of working together, children help each other and teach each other. They turn to a friend for help and only in difficult cases - to a teacher. They can be impatient with a partner who works slowly. In this case, they take the material and complete the work of their friend. They worry about the quality of overall work. They consider the result of the work of another subgroup with increased interest, but are able to give an objective assessment.

Children independently determine the plan for future joint work and unite in working groups, taking into account the importance of everyone’s actions. They prepare the material, discuss and plan the content, composition, color, methods of execution, i.e. stages of work. At this stage, children listen to and discuss the proposals of each participant, actively help each other, are tolerant and patient, encourage and approve of the successes of their comrades, and are self-critical. Some children, on their own initiative, do the work of a friend that he does not have time to do. Every child works conscientiously.

Let's consider step by step some types of collective activities and their combination in appliqué classes with children of senior preschool age, highlight methods for organizing the process of collective creativity and principles for composing collective compositions. stage. The simplest form of organizing work on a collective composition is a joint-individual activity, in which children are brought to understand the significance of their work through a collective performance of the result.

At this stage, the children are given a regular subject-based educational lesson with all the resulting preliminary work and appropriate teaching techniques.

The work here is carried out individually, but at the end of the lesson the results are combined into a single composition with a common name - the result is played out in accordance with the goal. Coordination of the actions of each of the participants in joint work is carried out at the beginning of the lesson, when developing the idea of ​​a joint composition, when planning further work, and at the end of the lesson, when a collective composition is compiled and summarized.

Techniques for organizing the process of joint-individual activity and its collective result: free placement of elements on the background plane; mosaic; frieze; organized image.

The principle of free placement is when elements of future joint work are placed freely against a common background. The main condition for the success of joint-individual activities on this principle is the children’s understanding of the subject of the image, their skills and abilities to work in a given technique. There is no need to coordinate the size of the images or their position in the space of the individual sheet.

The frieze principle and the mosaic principle require children to be familiar with the future composition before their practical activities. With children, you can depict a fairy-tale forest, an autumn park, a gingerbread mansion, a carpet, a fairy-tale fleet, houses on the street, etc. When organizing a frieze and mosaic collective composition, the following conditions must be observed:

unity of visual material and technique;

a certain color palette if the work is done with paints or crayons;

specific image size;

the exact location of the element on the sheet (horizon line, plane, etc.).

The principle of organized imagery is that future collective work is set by some object or image of the environment, and children are asked to finish the composition they have started. It assumes that children are aware of their participation in joint activities, since at the beginning of the work the future collective composition is analyzed.

An example of creating a collective application at this stage: “Boats on the River” (in the senior group), “Houses on our street” (in the preparatory group). stage of joint-individual activity - creating a composition from homogeneous figures with the help of a teacher. At this stage of training, it is necessary to obtain from children an understanding of the importance of joint (collective) work, to create a positive emotional attitude of each child towards participation in common creative activity, to induce a feeling of satisfaction from its implementation, and the joy of success. Therefore, at the very beginning of the lesson, it is necessary to captivate the children with a topic, an interesting goal, by introducing a layout (background, decoration) prepared in advance by the teacher, on which the composition or the main character around whom it can be built will then be placed. At the beginning of the lesson, it is necessary to set a collective task for the children to complete the work. Children depict (cut out) homogeneous objects. This could be training or consolidation of techniques.

In the process of completing the work, it is necessary to orient children to create expressive images, and then involve them in co-creation in creating the entire composition, teach them to find the most successful place for each figure in the composition, emphasizing its advantages or hiding its shortcomings. At the end of the lesson, a general composition is created from finished children's works.

An example of creating a collective application: “Parsleys are dancing by the Christmas tree” (in the senior group), “The rooks have arrived” (in the preparatory group). stage - jointly interacting activity, involves the creation of a composition from homogeneous figures by a subgroup of children. At this stage, it is intended for the first time to divide children into creative subgroups, uniting 2-4,6-8 people (as they sit at tables). They will have to try to create their own composition from homogeneous objects without the help of a teacher. The child must not only independently and efficiently complete the image of the object, bringing his creativity into the interpretation of the image, but also take an active part in discussing the content of the composition, in placing the resulting images in connection with the plan, and in resolving controversial issues that arise during the work. The teacher encourages children to work together, teaches the rules of communication, and assists them in discussing and resolving key issues. When considering the compositions at the end of the lesson, you should highlight the originality of the concept, the expressiveness of the images, the creative discoveries of the authors and pay special attention to the ability of children to work together, linking with it the quality of the result obtained.

An example of creating a collective application: “Ducks swim in the pond” (in the preparatory group). stage - also jointly interacting activity - the creation by a subgroup of children of a plot from heterogeneous figures. The topic of the lesson is communicated to the children in advance (in the morning before the lesson). Children are divided into subgroups (as they sit in equal strength) and get the opportunity to discuss the upcoming work - determine the plan, distribute responsibilities in accordance with the capabilities and interests of each (since they will have to complete a composition from different figures). The teacher is interested in the idea, directs the discussion in the right direction, and helps in resolving controversial and conflicting issues. During the lesson, children should be given as much independence as possible in completing their work, so that the children feel mutual responsibility for achieving the goal. The lesson is based on consolidating skills - different characters (objects) are included in the composition, so possible depiction techniques are only discussed. Each child must create his own image in connection with the jointly thought-out content, creatively approaching the selection of methods and techniques of image, means of expression. The teacher acts mainly as an advisor and participates in the discussion of composition in resolving controversial issues. At the end of the lesson, children should be involved in an active discussion of the result: taught to respect the authors’ intentions, to see creative discoveries in the transfer of images and events, and also to connect a positive or negative result with the children’s ability to work together.

An example of creating a collective application: “Tea set” (in the senior group), “Snow White and the Seven Dwarfs” (in the preparatory group). stage - independent creative collective work of children. At this stage of joint-interacting activity, children develop a desire to cooperate with friends, the ability to resolve controversial issues without the intervention of an adult, objectively assess the attitude of partners to creative work, etc. Children should be offered broad, voluminous topics that involve many options for a well-thought-out specific plot and revealing great opportunities for creativity. Children must independently break into creative subgroups based on their liking or common interests, determine the content of the work, distribute responsibilities, and prepare the necessary material for the work. During the lesson, children work completely independently. At the end of the lesson, you can offer to unravel the meaning of a particular composition, or the authors of the composition to reveal the meaning of their composition.

It should be noted that this form of collective activity requires each preschooler to have a certain amount of communication experience: the ability to cooperate, respect someone else’s initiative, defend one’s own ideas in the process of agreeing on issues of content and form, the use of materials and techniques for executing a composition. Therefore, it is applied at the end of the preparatory group. At the same time, practice provides various options for organizing the interaction of children in such a collective lesson. Basically, this organization of work in groups of small and large - some draw the general background of the composition on the plane, others carry out parts or elements of this composition. The main stages of jointly interacting activity in the process of performing a composition:

joint drawing up of a sketch of a collective composition, development of its coloristic solution, choice of material and technology for performing collective work;

making a cardboard sketch, dividing it into its component parts and organizing groups of students to create fragments of the composition;

performing parts of the composition in small groups;

editing of a collective composition, its analysis, generalization and aesthetic evaluation.

At this stage of creating a collective application, plots based on fairy tales, cartoons, etc. can be used. For example, when illustrating episodes from “The Tale of Tsar Saltan” by A.S. Pushkin children are united in groups of 4 people. Each group performs appliqué on one of the scenes from the fairy tale; “The wind is blowing across the sea and propelling the boat”, “The stars are shining in the blue sky... the barrel is floating on the sea”, “Look, a white swan is swimming on top of the flowing waters”, “The prince turned around like a bumblebee, flew and buzzed, and caught up with the ship at sea” etc. The distribution of plots between groups is carried out by the teacher, the children independently decide who will cut out and decorate the barrel, who - clouds and stars, who - waves, etc. When all the shapes are cut out and distributed on the sheet, the children decide in which sequences should be pasted on them. Together, the children attach the forms to the paper: some spread them with glue, others place them in place, others press them with a cloth, etc.

The named types of organization of collective work differ from each other as they become more complex, and in practice they can be combined with each other, based on a specific pedagogical situation, which indicates their relative independence. When organizing collective activities, a teacher can allow individual work of individual children, the result of whose work then finds a place in the collective composition.

Thus, collective application is an effective means of solving many educational and didactic problems; effective means of development children's group and the personality of the child. In older preschool age, children master more complex cutting techniques - symmetrical, silhouette, multi-layered, as well as tearing, weaving techniques, combining them; master new ways of attaching parts, for example, sewing them to fabric. The content of the application is also expanding. Children create more complex decorative patterns, using both geometric and plant shapes. Subject applications with a large number of details are becoming more complex, as well as multi-layered subject applications made of paper, fabric, dry leaves and other materials, where a strictly defined sequence of arrangement and gluing of forms is necessary: ​​first the general background (earth, sea, sky), then laid out and the background objects are glued, only then the middle and foreground ones.

Collective work in applique classes is valuable because, on the one hand, it fosters feelings of collectivism and camaraderie, and on the other hand, it contributes to the formation of the ability to plan and think through the entire course of work in advance, which creates the basis for the creative expression of a preschooler in independent activities: he can choose content of the application (decorative pattern, object, plot), material (one or more in combination) and use different equipment, suitable for more expressive execution of the plan.

The specificity of organizing collective activities in appliqué classes is that the teacher teaches children step by step: first, he talks with the children and clarifies what exactly they will depict, invites the children to discuss how and where the objects will be depicted on the sheet. Afterwards, it becomes clear together with everyone what material they will work with. In this way, through consistent selection of topics for collective lessons, taking into account the increased visual skills of children, the teacher gradually expands the possibilities of children’s actions. Children work on one composition first in joint-individual activities, then gradually join in joint-interacting activities in twos, threes, fours, subgroups, then all together.

In classes on collective application, children of senior preschool age acquire the experience of joint actions: they distribute parts of the task among themselves, help one another, discuss individual technical or visual techniques. The collective activity of older preschoolers, with targeted guidance, acquires a creative character. Along with the content, children learn to actively discuss the means of its implementation: composition, color, material, methods of creation, as well as techniques that promote the expressiveness of images.

At the same time, the effectiveness of collective work assumes:

organization of preliminary work;

children show interest in the topic (depending on the situation, you can offer work on making scenery and costumes, greeting cards and posters, attributes for didactic games etc.);

the required level of preparedness of each child in the skills of working with a variety of materials and the technique of using them, as well as his interest in the distribution of responsibilities in the group;

collective work should be the final lesson on the topic.

group activity applique preschooler

Conclusion

The relevance of the topic “Theoretical foundations of collective activities in applique classes with children of senior preschool age” is due to the fact that collective activities in applique classes have a wide range of educational and pedagogical opportunities. In the process of creating collective work, preschoolers actively communicate, discuss interesting ideas and make the best decisions, learn to criticize constructively and develop business cooperation skills. As a result of collective application, a culture of communication is formed among older preschoolers, practical experience of moral relations is acquired, motivation for cooperation develops, and a desire to take initiative appears.

In accordance with the set objectives, we carried out an analysis of literary sources, which showed that the problem of organizing collective activities of preschoolers was and is the focus of attention of many domestic teachers (L.A. Wenger, L.S. Vygotsky, V.V. Davydov, A. V. Zaporozhts, V. I. Komarova, A. S. Mukhina, N. N. Usova, D.B. Elkonin, etc.). So, B.M. Nemensky considered collective creative work one of the most effective methods for developing creative abilities, since in such work there are no uncreative children, everyone does something for the overall drawing to the best of their ability.

As a result of a theoretical analysis of the literature on the research problem, we discovered the concept of appliqué as a productive activity - this is a special way of obtaining an image by cutting, applying or attaching any material to a base taken as a background.

Applique classes are of great importance for preschoolers, since creating an applique is a complex process associated with the ability to cut out various shapes of objects from colored paper, lay them out on a base, establish the sequence and relationship of objects according to the laws of compositional and color structure, and carefully stick the cut out shapes onto paper of a different color. In the process of work, mental and physical activity is combined: children become more active sensory development, motor skills, spatial perception; speech, imagination and logical thinking, fantasy and creative abilities develop; volitional qualities such as attention, perseverance, and endurance are activated. In general, all this helps children of senior preschool age prepare for school.

At the same time, the greatest effect in appliqué classes is achieved in collective activities. We have studied collective types of activities used in application classes with children of senior preschool age, which are divided into: joint-individual, joint-sequential, joint-interacting. In addition, collective works can be different according to thematic criteria: production of artistic panels and models; making gift posters; making attributes for joint games; illustrating fairy tales and stories; artistic design of exhibitions; production of costumes and theatrical scenery.

To systematically conduct classes on productive creativity, in particular on application, a long-term plan is created in the preschool educational institution, topics and materials are selected, and forms of organization are thought through. We have identified the features of planning appliqué classes with children of senior preschool age. Thus, the tasks and content of appliqué training in the older age group and the school preparatory group were revealed, where appliqué training is implemented taking into account age, their complexity is specified taking into account the accumulation of experience, knowledge, skills and abilities. They make the nature of completing tasks more complex in terms of content and technical techniques for conveying images, and also provide children with greater independence in choosing material and in interpreting the topic.

The frequency of using collective work may vary, but it is optimal to use this form of organizing classes at least 2-4 times - in the senior group and 5-6 times in the preparatory school group.

In addition, in the successful conduct of collective classes, preliminary work plays an important role: preparing equipment, materials and organizing children. Conducting classes on collective application in a group usually includes 3 stages.

Collective applique classes should take place in clearly thought-out stages, using a variety of work techniques that are interesting to children. Therefore, we identified the specificity of the collective application that lies in the joint and coordinated actions of children. In the process of creating a collective product, children master technical and visual (compositional) skills, learn to plan, jointly and timely complete their own and common work. The range of communication is significantly expanding: children learn to negotiate, treat each other more attentively, organizational skills in self-service and distribution of responsibilities are improved (joint preparation of the workplace, materials, cleaning the workplace, etc.). Children develop a sense of responsibility for a common cause and its success.

The theoretical significance of the study is that we expanded the existing knowledge about collective forms of work during appliqué classes with older preschoolers.

The practical significance of the study is that the organization of collective work activities can be used by preschool teachers in their work with children of senior preschool age. The collective work can be shown to parents, placed at an exhibition, it will become a subject for discussions, conversations, games, and the birth of new ideas.

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Applications

Annex 1

Types of applications

OBJECT APPLICATION represents individual object images pasted onto the background, conveying a generalized, conventional image of surrounding objects (stylized). Objects with a distinct configuration, simple shape, clear proportions, and local color are depicted.

DECORATIVE APPLICATION is associated with the concept of decorativeness (images characterized by ornamentality, generalized forms, color saturation) and represents decoration elements combined according to the laws of rhythm and symmetry, decorative in color and shape (geometric, floral, etc.). The ornamental composition plays an important role here. The ornament is characterized by rhythm (repetition of the same or alternation of different pattern elements) and can be endless or closed (ribbon or central-radial composition).

STORY-THE THEMATIC APPLICATION is images pasted onto the background in relationship and in accordance with the theme or plot (event, situation, phenomenon). The content of such an application can be either simple or quite complex, dynamic in action, with a large number of characters and details.

Analyzing the actions of children in kindergarten and on the streets of the city, you can see that they strive to satisfy, first of all, their needs, desires, interests, regardless of the aspirations of the people around them, and sometimes without even knowing about them.

I don't want to see children selfish!

It is in kindergarten that a child must learn to live among people. And collective work will unite children.

Goals of collective classes:

Develop the skills and abilities to work together, build communication, develop the habit of mutual assistance, create the basis for the manifestation and formation of socially valuable motives;

Develop creativity, fantasy, imagination;

Help your child demonstrate their artistic abilities in various types of visual and applied activities.

Main goals:

Develop aesthetic perception peace, nature, artistic creativity of adults and children;

Develop the imagination of children, supporting the manifestations of their imagination, courage in presenting their own ideas;

Involve children in working with a variety of materials;

Learn to create collective works.

Collective classes - in the preparatory group, I propose to conduct them in the afternoon, when they have already rested and are full of new strength and desire to communicate with each other again. The duration of the lesson is 25-30 minutes, in accordance with the program.

In the process of performing collective work, the moral and aesthetic education of children is carried out, the following skills are developed:

Work together, give in to each other, help, advise;

Agree on joint work and its content;

Plan your work, determine its sequence, content, composition, additions;

Rejoice at your own and your comrades’ successes in creating work.

Summing up the work done, we discuss creative work with children. This helps the child 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.

Teamwork in kindergarten is the result of joint work between children and adults. Each work serves as visual information for parents and interior decoration. Our works constantly delight both children and parents at the exhibition near the group and in the locker room. Each of the children proudly shows how their part of the work with detailed description the process of creating this or that part, as well as parts of the work that were completed by friends from the group. I believe that this type of work motivates children’s creativity, because after completing the work, the children continue to stay at the tables, unite in groups and do work on their own topic.

Olga Demina
Collective creativity of preschoolers

EVERYTHING is a thousand times more interesting

When we do everything together...

Development in children is one of the most important tasks of modern education. The dynamism of the world in which we live makes creativity not a luxury, accessible and required of a select few, but an everyday necessity for every person. High level of development creative abilities in our time are increasingly seen as a necessary condition for survival in an ever-changing environment. Particularly significant for modern man is the ability work creatively in a team.

How to organize collective activities of children? To interact preschoolers in the process of creative Did the activity bring joy from joint assistance?

I identify three main forms of joint activities children:

“jointly – individually”, “jointly – consistent” And “jointly - interacting”.

A) “Together - individual”- characterized by the fact that the participants in the activity at the beginning work individually, taking into account the general plan, and only at the final stage the work of each becomes part of the overall composition.

The task is given to everyone immediately, at first they work individually and then adjusted depending on what others have done. When doing his part of the work, the child knows that the better he himself does what is assigned to him, the better the work will be team.

On the one hand, this creates conditions for mobilization creative capabilities of the child, and on the other hand, requires their manifestation as a necessary condition. The advantages of this form of organization of activity also include the fact that it allows you to involve collective creative activities of a fairly large group of children who have no experience of working together.

b) “Together - consistent”- involves working on the principle of a conveyor belt, when the result of the actions of one participant is closely related to the results of the previous and subsequent participants.

V) “Jointly - interacting”- the work is performed by all participants simultaneously, coordination of their actions is carried out at all stages.

In classes in the second junior group I use all three forms of joint activity of children. The choice depends on the tasks that are set for the children in the lesson.

To conduct these classes, certain preparation and a certain attitude of the child are required. To systematically conduct classes on collective creativity created a long-term plan, selected topics, materials, and thought through forms of organization.

Working in the 2nd junior group, kindergarten, I pay great attention to collective creativity of children. At this age, we can talk about the emerging ability of children to work together. In our group we work on collective children's activities are carried out both in direct organized educational activities with the teacher, and in the morning and evening hours. I distribute the work of creating images between children so that everyone is interested, so that the child is able to create his part in the overall composition and so that he can express himself, in the best possible way using your capabilities and achieving high results.

In the center of the visual creativity equipped a place to accommodate collective works. Created teamwork, we leave for a while in the group, this turns the child to finished work, he can complement it, talk with peers about the content of the drawing. And this makes you want to create new ones collective compositions.

During collective While doing work, it’s interesting to watch how children find a way out of current situations, some correct their partner’s mistakes (glue them up, others agree to do what they can do better, and some lose their mood and lose interest in work. At such moments, I try to be on time notice the tension and find the right techniques to change the current situation. At the same time, the guys and I try to support each other. friend: “We are not wizards, we are just learning”

I use different types in my classes. art: fine and decorative, music, dance, literature.

Integration makes it possible to show children an artistic image by different means expressiveness, understanding creative artist's workshop, learn to look for ways in creativity, creating your own image.

An effective technique for identifying subgroups of children striving for joint activities can be Children's Interests Day. On this day, children do their favorite things, from which it is clear how many and what kind of children subgroups of children are formed and according to what interests.

Joint activities with children are organized for parents, in which parents create work together with their children. In such activities, the child feels parental support and the child is proud that he can teach them something. I also offer homework in which the parent and child make blanks for future joint work, and at a festive event we create one big teamwork. And this causes everyone a sea of ​​joy and delight.

Very interesting and useful for children are activities in which children team up in twos to create a common composition. Such associations make it necessary for children to have business communication with each other and teach them how to negotiate with their partners. For such work, children are teamed up in twos and the children themselves decide with whom they will work in pairs. After all, children need to decorate paired objects identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in composition, in the composition of decorative elements, in color, but this is not so easy. For children to work in pairs, I practice using chart cards. I'll bring you example: “Now I will give you cards that will help you take turns being wizards and their assistants. You will work in twos."

With the help of conversations, game trainings, modeling situations, reading works of fiction, showing cartoons and didactic, active, relaxation games, she cultivated friendly relationships in children, taught them to cooperate, empathize, show care and attention to each other.

In progress collective work, the moral and aesthetic education of children is carried out, the following are developed skills:

Work together, give way to a friend, help, suggest;

Agree on joint work and its content

Plan your work, determine its sequence, content, composition, additions;

Rejoice at your own and your comrades’ successes in creating work

Drawing with several hands, like a collective form of creativity brings children together. They develop communication skills and develop emotionally warm relationships with peers. Children easily learn moral standards and rules of behavior.