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Municipal educational institution« Average comprehensive school No. 6 "Korsakov city district Sakhalin region. Prepared by: Tsygankova Tatyana Vladimirovna teacher primary school
I am convinced that all children, without exception, are talented. Awakening the creative principle inherent in every child, helping to take the first steps in creativity is not an easy task. Period primary education at school contains great opportunities for development creativity junior schoolchildren. Therefore, the task of the school is to create an environment in which the maximum development of these qualities in a child is possible.
Ways to stimulate creativity. 1. Favorable atmosphere in the classroom. 2. Goodwill on the part of the teacher, his refusal to criticize the child. 3. Enrichment environment the child with the newest and most diverse subjects for him, in order to develop his curiosity. 4. Encouraging the expression of original ideas. 5.Usage personal example creative approach to problem solving. 6. Giving children the opportunity to actively ask questions.
The range of creative tasks in the classroom is unusually wide in complexity. When deciding, an act of creativity occurs, a new path is found or something new is created. This is where the special qualities of the mind are required, such as observation, the ability to analyze, compare, combine, etc. - all that in the aggregate constitutes creative abilities.
Writing plays an important role in the development of creativity. “Imagine that we received a letter from guys from hot Africa, where there is never winter. They ask you to tell about this time of the year. What do you tell them about winter? Or: “Santa Claus does not know what summer is, what they do in summer. He asks you to tell about the summer."
This work is preceded by another creative task: the creation of a baby book (dictionary), where children write down all the words they have invented on a given topic.
Dictionaries are ready, you can write an essay ...
Children write sincerely, expressing their thoughts and feelings. Write compositions cheerful and serious, sad and optimistic.
Every child wants to create. In my lessons, I try to awaken the inherent creativity, teach to work, help the child understand and find himself for a joyful, happy and fulfilling life, take the first steps in creativity.
“Children should grow up in a world of beauty, games, fairy tales, music, drawing, creativity…” V. A. Sukhomlinsky. Children's creative abilities are the natural behavior of a child against the background of the absence of stereotypes, where the starting point is the norm, and the farther from it, the higher the indicators of creativity.
The younger the student, the more space the game should take up in the lessons. It is advisable that the game is a mandatory structural unit of the lesson. WHY? Play is natural and habitual for a child. The game certainly causes a feeling of surprise, and therefore a keen interest in the process of cognition. When playing, children always remember the material better. During the game, children get the opportunity to make a wrong judgment and not get a negative mark for it, they are not afraid to do something “not as usual”. For many, the game is a means of "psychological rehabilitation".
Learning without creativity is torture. Having penetrated one of the great secrets of nature - the secret of the emergence and development of creative abilities, people will learn to cultivate ... TALENTS.
Thank you for your attention! The presentation was prepared by a primary school teacher of the Municipal Educational Institution "Secondary School No. 6" of the Korsakov City District Tsygankova Tatyana Vladimirovna.
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Pedagogical Institute of SFedU Department of Pedagogy and Methods primary education Graduation qualification (thesis) work Subject: "The development of creative abilities of younger students in the process literary education» Work completed: 4th year student Serova Nadezhda Vasilievna Scientific adviser: Ph.D., professor Sitko Rimma Mikhailovna Rostov-on-Don 2011
Research problem: "The development of creative abilities of younger students in the process of literary education"
Object of study - Literary education of junior schoolchildren.
Subject of study - the space of literary education, which ensures the development of creative abilities of younger students.
Purpose of the study - determination of the ways and conditions for the development of creative abilities of younger students in the process of literary education.
Hypothesis this study is based on the assumption that the development of the creative abilities of younger students in the process of literary education will be more effective if:
- indicators, criteria and levels of development of creative abilities of younger schoolchildren were identified;
- in the process of literary education, a system of work to develop the creative abilities of younger schoolchildren will be developed and implemented;
- elementary school teachers will be interested leaders in the process of creative development of schoolchildren.
Research objectives:
- - to analyze approaches to understanding creative abilities in psychological, pedagogical and methodological literature;
- - to consider the experience of developing the creative abilities of younger students in the lessons of literary reading;
- - organize experimental and pedagogical work on the problem of studying the creative abilities of younger students in the classroom in the process of literary education and identify its effectiveness.
Relevance of the topic choice
IN last years the priorities of primary education have changed significantly. Today, its main goals are the development of the creative personality of the student. This challenge is reflected in educational programs, in innovation processes, in government documents, new generation standards
Psychologists have established that the properties of a person's personality, the properties of the intellect and the entire spiritual sphere arise and form mainly in preschool and younger years. school age.
Primary school is the world of childhood, hopes, where the ground for creative activity the most favorable and where the inspiring search for goodness and reason does not fade away.
- Creation – highest form mental activity, independence, the ability to create something new, original .
Creative skills- a set of properties and qualities of a person necessary for the successful implementation of creative activity, allowing in the process of it to perform the transformation of objects, phenomena, visual, sensual and mental images, to discover something new for oneself, to seek and make original, non-standard solutions.
«… children carry with them the charge of creating spiritual and material values, they are able to create them, and therefore they are born to create and create. It is only necessary to help them open up, and it is also necessary that society, social phenomena did not distort their fate"
- Sh.A. Amonashvili
According to the theory of L.S. Vygotsky, at the center of the structure of mental processes occurring in primary school age is the development of intellect, which leads to high-quality processing - “intellectualization” of perception and memory
The most important for the literary and creative development of younger students mental processes associated with the following changes:
- Active development of intellect, intellectualization of perception and memory;
- - the emergence of inner life, the development of the ability to fix the emotional state, to see the shades of experiences, to trace the dynamics of emotions;
- - the ability to see and compare different points view of the phenomenon;
- - the transition from visual-figurative to verbal-logical thinking, the development of the ability to establish cause-and-effect relationships, the emergence of a semantic indicative basis of an act
In the group of broad social motives of literary and creative activity distinguished by psychologists, the motives of self-development are primarily characteristic, namely, the development of thinking, imagination, emotions, memory, and speech.
The main criterion for the development of literary creativity is the level speech development of a younger schoolchild, which manifests itself in the child's independent creative work - oral and written composition.
Ascertaining experiment
The purpose of the ascertaining experiment - to determine the initial level of literary creative abilities of primary school students.
The diagnostics of the literary creativity of the junior schoolchild is used. Literary creativity involves the creation by the child of written and oral compositions of different genres.
Levels of literary creativity :
- Lack of Intention Level
- The level of formal reproduction of the idea
Lack of Intention Level
Children cannot build a plot, the characters are faceless, children's work cannot be called a text, it is a set of sentences; speech is poor, inexpressive
The level of formal implementation of the idea
The inconsistency of the idea, the fuzziness of the composition, the text is not divided into parts, the children find it difficult to choose the means of creating a semantic image. Speech is poor, inexpressive
The level of partial implementation of the plan
The idea is formulated and traced in the work, but there may be deviations; the essay uses a colloquial style, dialogue, phraseological units; the created images need further improvement.
The level of figurative embodiment of the idea
Harmonious unity of the three sides of the text, creative implementation of the idea, own interpretation of the proposed plot. Speech is rich, emotional, figurative, expressive, there may be shortcomings.
Classification of methods and techniques of primary literary education, contributing to the development of literary creative abilities
Methods
creative reading
tricks
Creative work in the wake of the read works: analysis of the work, continuation of the plot, verbal and graphic drawing.
Emotional-figurative experience of the work
Staging; expressive reading from the book and by heart; role-playing, playing directors
Interpretation
Compilation of a video clip, film script,
dramatization, game interaction.
Project method
Literary creativity
Literary and musical compositions;
literary and art magazines (almanacs);
creation of a baby book.
Composition;
text editing
poetry
- Conditions for the formation of creative abilities
- Conditions for the formation of creative abilities
- Conditions for the formation of creative abilities
- Conditions for the formation of creative abilities
Systematic and
subsequence
freedom of choice
Favorable
situation
unlimited
in action
Fascination
Control experiment
The purpose of the control experiment - to identify changes in the level of development of creative abilities of students in the experimental class
Conclusion
- The development of creative abilities is a complex and important undertaking, the successful implementation of which is helped by close cooperation between the school and the family. And the teacher himself must be tolerant of the manifestations of children's creativity, whether they are not even at the right time or simply seeming silly to us. You need to be able to see them in time, encourage them and give them the opportunity to manifest themselves again.
- Creativity does not arise in a vacuum. Conditions are necessary for their development. We tried to create such conditions by conducting
- experiment.
I want to present to you the work carried out in the lessons of literary reading.
slide 5
Except for a few, all the pictures are for works of art in textbooks on literary reading of a plot nature. Their purpose is illustrative.
It is best if the teacher goes from text to illustration and invites students, relying as much as possible on the text, to establish the degree of correspondence and inconsistency of this picture with the content of the episode or place in the text to which it refers.
slide 6.
This is the most difficult but interesting view. creative work with children's illustrations. They do it like this:
- each student, after parsing the text, goes deep into the creation of his own illustration;
- students exchange drawings;
- the person who received the drawing examines it and, rereading the text, tries to find this episode to which it refers. Having established to which place the illustration was created, the student signs it with the words of the text;
- comparing the content of the illustration with the content of this episode, the student writes a review, where he indicates whether or not the given picture corresponds to the text, notes the quality of the work performed. He supports all his comments with references to the text. The review is signed by the student.
Slide 7
This kind children's creativity is used more often in grades 1 and 2, when children do not yet critically perceive the results of their images and see more in them than is given. Children can mold a fungus, a bird, a boat, a bunny, a dog, that is separate subject the overall picture, and then combine into a common creative work.
Slide 8
One of the most interesting tasks for the children is working with homemade books, each of which was made by children with creative invention and imagination. The children made their own books at home. Each book has its own title, which was represented and defended by the author of the books in the class.
In these self-made books, children write down works only of their own composition. These are the first steps in their work, although not always successful, but most of the guys are drawn to such work, trying to prove themselves.
Tasks of the creative nature of speech activity in the lessons of literary reading.
Slide 9
Making questions and tests on the given text.
Starting from the first grade, I teach children not only to correctly answer the questions asked by the teacher, but also to compose questions on the given text. This work forms the ability to highlight the main thing both, in general and in a particular case, to compose interrogative sentences, suggesting detailed or specific answers (yes, no).
Also, children really like to make a test based on the read work, where you need to choose one correct answer from 3 proposed answers. With great pleasure they offer their questions and tests at the lessons of literary reading.
Slide 9.1
creative retelling
The purpose of creative retelling is to evoke an emotional response in students to the work being read, to help them better understand the idea, to experience, together with the hero, the feelings that the author has in the work. For creative retelling, works are selected that allow the reader to put himself in the position of a literary hero, understand his psychology, look through the eyes of a hero at those people and those events that are described in the work. Creative retelling can be carried out with a change in the face of the narrator or a creative addition to the text of the author. Almost always, work is required to select or add material to it, since the narrator does not know some facts or, conversely, he will need to tell about experiences that are not described by the author.
Such retellings require students to work on the basis of imagination, obtained by reading and analyzing the work and will help to fully perceive artistic text, contribute to a deeper reading comprehension, develop students' creativity and bring interest and variety.
A read work can sometimes serve as an impetus for the independent creativity of children: they come up with a continuation readable work, that is, its end.
creative essay
For the development of creative abilities, children write essays. Creative writing introduces students to reading and parsing literary work in a special way: they must try to solve a problem close to the one that the writer solved in his work.
The value of creative writing as a form introductory classes:
- attracting students' attention to the topic of the studied literary work;
- mobilization of all knowledge related to the topic;
- exercises in self-construction of an essay.
All this should sharpen the students' interest in reading and analyzing the work, increase their powers of observation, draw their attention to aspects of the literary work that they had not noticed before.
Children write essays on separate sheets of paper and, if they wish, they can illustrate them, giving them an original form: a leaf, a snowflake, a flower, etc.
All essays with the consent of the author, we read aloud and discuss. Compositions, separate sentences, well-chosen words are read out completely. The main thing is to celebrate everyone. Children listen with great attention to the compositions of their classmates.
Slide 10
One of the most important essays that allows you to teach a child to express his own position in relation to the read work is a review of the book. In it, the student can not only express an assessment of what he has read, but also learn more deeply the meaning of the work.
Review structure option:
Such an organization of creative work activates extracurricular reading. Children will have to show a creative approach to a work of art, show the orientation of their literary interests and the level of artistic taste.
slide 11
From the second grade, I teach students to keep records of what they read. Samples of this record are shown in separate lessons. In a special notebook (diary), students write down the name of the author and the title of the book, what the book told about, what they liked.
All the described work will undoubtedly raise students' interest in the book, develop a desire to learn.
slide 12.
The most effective task of creative work is the compilation of crossword puzzles based on the works read. Their compilation increases the interest of children in learning, develops their observation skills, makes it possible to fully perceive piece of art.
Using crossword puzzles in literary reading lessons while repeating the material covered in an accessible and interesting way, you can develop creative work skills, the desire of children to read and reread books, which means they can independently discover something new, learn about the world. Crossword puzzles are compiled on certain sheets, drawn up, illustrated. Some crossword puzzles are used in the classroom, some are used extracurricular lessons by reading, and part is hung out in classy corner for the whole class.
This type of assignment of a creative nature should be singled out as a particularly important illustrated tool, moreover, it is used in all classes. primary schools.
With the help of dramatization, the images of the work are shown in action. The show can be held:
Children are invited to imagine a wonderful fairy tale situation, to imagine the actions of the heroes of a fairy tale, to betray their character and mood with their gait, gestures, and voice.
Dramatization is a special form of reincarnation in the depicted image. Therefore, it is necessary to occasionally encourage the usual desire of children to costume when dramatizing.
All the techniques and tasks of a creative nature, which were discussed above, help me in my teaching practice significantly improve the quality of literary reading lessons, activate the mental activity of students, imagination, stimulate development, the ability to learn, and fully perceive any work of art.
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Criteria and levels of development of creative abilities of younger students
Criteria
High level
cognitive
Average level
Has a sufficient level of knowledge, good speech development.
Motivational-need
activity
Low level
Has an insufficient level of knowledge, concepts, ideas, average speech development.
The student strives to show creative abilities, performs with interest creative tasks.
Shows originality, imagination, independence in performing tasks.
It has low level knowledge, fragmentary, poorly learned concepts, speech is poorly developed.
The student is not active enough, performs creative tasks under the supervision of the teacher, but can prove himself as a creative person.
The student is passive, does not seek to show creative abilities.
Demonstrates originality, unconventionality in the performance of tasks. But often requires the help of a teacher.
Cannot create and accept unusual images, decisions, refuses to perform creative tasks.
- the presence of a system in the use of tasks for the organization of creative work;
- Development and planning of tasks for creative work, both in form and content;
- compliance of the level of complexity of tasks with the level of learning abilities of students;
- encouraging students to choose tasks high level difficulties;
- a reasonable combination of creative work with other forms and methods of teaching.
Making questions and tests on this text
creative retelling
Continuation of the work (inventing the end)
creative essay
- Presentation of the hero and expression of his attitude to the work.
- A brief summary of the plot of the work with an emotional assessment of events.
- Characteristics of the hero and the expression of his attitude towards him.
- Only with the help of the word, that is, in the form of reading in roles and collective recitation;
- Only by means of movement, that is, in the form of pantomime
- By combining movement and words, that is, in the form of acting out scenes in the classroom, when the situation is imagined, and on the stage, when the situation is specially created for this.
Description of the presentation on individual slides:
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The development of creative abilities in children Prepared by a practical psychologist of the Mangush school No. 2 Kuznetsova N.A.
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Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity. V.A. Sukhomlinsky
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Everything starts from childhood All the inclinations of a person are formed from early childhood and in the course of subsequent life they are simply improved and realized.
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IN modern society creativity is highly valued. In addition, creative professions are currently one of the most popular and in demand, and many purposeful creative people always find their place in the sun to further realize their creative potential. Its development must necessarily go in step with all other areas, and this is necessary for every child. And let him not become a successful actor or a famous singer in the future, but he will have a creative approach to solving certain life problems. And this will help him become an interesting person, as well as a person who will be able to overcome the difficulties that have arisen in his path. Naturally, each child's creativity manifests itself in different ways: for some, to a lesser extent, for others, to a greater extent. All this will depend on natural inclinations. And if the baby has at least the slightest creative abilities, then it will be much easier for him to study, work and build relationships with others.
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The components of creative abilities are the ability to learn everything new; desire for knowledge; activity and liveliness of the mind; the ability to find the non-standard in ordinary phenomena and familiar things; striving for constant discovery; the ability to put into practice the experience and knowledge gained; freedom of imagination; intuition and fantasy, as a result of which the corresponding discoveries and inventions appear.
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Diagnosis of non-verbal creativity. Torrance test. Subtest 1. "Draw a picture." Draw a picture, while taking a colored oval spot cut out of colored paper as the basis for the drawing. The color of the oval is up to you. The stimulus figure has the shape and size of an ordinary chicken egg. You also need to give a name to your drawing. The figure test by E. Torrens is intended for adults, schoolchildren and children from 5 years old. This test consists of three tasks. Answers to all tasks are given in the form of drawings and captions to them. The time for completing the task is not limited, since the creative process involves the free organization of the temporary component of creative activity. The artistic level of performance in the drawings is not taken into account.
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Subtest 2. "Completion of the figure." Draw ten unfinished stimulus figures. And also come up with a title for each picture. Subtest 3. "Duplicate lines." The stimulus material is 30 pairs of parallel vertical lines. Based on each pair of lines, you need to create some kind of (non-repeating) pattern.
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Directions for the development of creative abilities Development of creative imagination; Development of the qualities of thinking that form creativity.
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Creating a harmonious and favorable atmosphere, goodwill. Creation of good conditions and material base for creative development. The child should have the opportunity to practice and exercise. Stimulation of the development of abilities, encouragement for creative ideas. 4. Freedom in the choice of activities. Factors allowing to develop creative abilities
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Creativity can be developed in children with the help of the simplest games and exercises Goals and objectives of developmental activities: 1. To develop the creative abilities of students, independence. 2. Develop creative thinking: originality, productivity, flexibility. 3. To develop thinking operations: analysis, synthesis, comparison, generalization. 4. Develop imagination, attention, memory. 5. Expand lexicon students. 5. Form adequate self-esteem. 6. To form a positive attitude towards their work and other students. 7. Raise interest in acquiring new knowledge, developing your skills and abilities.
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Exercises for the development of creative abilities of students of middle school age Exercise "What could this mean?" Before you are drawings of figures that look like several objects. Think about what it might be like.
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2. Fantasy games “What would happen if ......” Imagine what could happen if ... (trees disappeared; people could read each other’s thoughts; cows had wings; you were a resident of another planet; it will rain, not ceasing; animals will speak with a human voice; come to life fairy-tale heroes.) 3. Exercise “Think up and tell” Think up and tell what happened to each of the characters. The child must understand the emotional state of each of the boys and tell what happened to them.
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4. Exercise "Make up a fairy tale" Look at the pictures and think of a fairy tale in which all these characters would participate. 5. Exercise "Pick up the words" Pick up the words that begin with the letters that make up the word "lemon" (you can take any words) L-elk ... I-needle ... M-milk ... O-eagle ... N-nose ...
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7. Exercise "Unfinished drawings" Try to draw something interesting using these shapes. 6. Exercise "Magic blots". The child needs to determine what the blots depicted in the drawings look like.
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8. Exercise "New use of an unnecessary object" All things sooner or later become unusable. But some people are in no hurry to part with objects that have fulfilled their intended purpose. They come up with new uses for things and use them for a long time. Try to find at least twenty new uses for unnecessary items: - an empty tin can; - holey sock; - a burst balloon; - a burnt out light bulb; - an empty rod from the handle. 9. Exercise "Story with one letter" Here is a little story from modern life: "Adventurer Andrey Arkadyevich Antoshkin rented a car, corporatized a barn of watermelons, and Andrey was arrested by the ataman of the aborigines." In this story, all words begin with one letter - "A". Try to compose the same short story in which all words would begin with one letter, namely with the letter ... - "K"; - "M"; - "ABOUT"; - "P"; - "WITH".
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10. Exercise "The hero has a new character old fairy tale» The heroes of fairy tales are different: good and evil, cunning and simple-hearted, brave and cowardly. Each fairy tale is a clash of different characters. What happens if one of the characters changes character? Probably, all the events described in the fairy tale will take place in a different way. Try to tell some old ones in a new way folk tales taking into account the changed character of the protagonist. Imagine that... - Gingerbread Man - cruel and treacherous; - Mashenka ("Mashenka and the Bear") - stupid and tearful; - Wolf ("Wolf and seven kids") - kind and caring; - Emelya ("At the command of the pike") - greedy and cunning; - Hen Ryaba - capricious and arrogant. 11. Exercise "Clipmakers". Listen to the music video with eyes closed. During the sound of music, associate and remember your associations. Create your own version of the clip based on associations. “Draw” the created clip with words and demonstrate your version to the group members. After the participants demonstrate creative products to each other, view the author's version of the clip.
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12. The game "What looks like what" This event is held in the form of a game. Up to 30 children can participate in it, it is better for the teacher to take on the role of the leader. Children, with the help of the leader, choose 2 people who should be isolated from each other for several minutes. general group. At this time, everyone else thinks of a word, preferably an object. Then isolated guys are invited. Their task is to guess what was guessed with the help of the question: “What does it look like?” For example, if the word “bow” is guessed, then to the question: “What does it look like?” the following answers may come from the audience: “On the propeller by the plane”, etc. As soon as the drivers guess what was guessed, the leader changes them, and the game is repeated again. 13. Exercise “Rhyming names” Participants need to compose a couplet in their name, which begins with the words: “My name is ...” Example: My name is Nikita, mosquitoes love me! My name is Nina, I came from the store! My name is Sasha, my porridge burned down! My name is Nastya, hello from me to everyone! My name is Rita, everything is watered in the garden!
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14. Exercise "Development of creativity" Find the similarities between the objects below. For example: "What do an elephant and a banana have in common?". Possible answers: thick skin, hot climates, etc. Three minutes are allotted for each pair. What do coffee and the people of Lapland have in common? What do shoelaces and trains have in common? What do mountains and chocolate have in common? What do walking and talking have in common? 15. Exercise "Transformation" For the development of technical intelligence, it is very useful to imagine the design of various machines and devices, as well as the principles of their operation. We offer you a new and effective exercise. If you do not know what the principle of operation of a device is, just invent it! Imagine that you are the gasoline in the gas tank of a car entering the engine. You turn into an explosive force and move the car. With your eyes closed, imagine the process happening to you in as much detail as possible. Imagine that you are a signal emitted by the transmitter of a local TV station. With your eyes closed, imagine in as much detail as possible your journey from the transmitter antenna to becoming a picture on a television screen. Imagine that you have become own voice and make the journey from your handset through a communication satellite to your friend's handset, located on the opposite side of the planet. Close your eyes and visualize your journey in as much detail as possible.
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There are no uninteresting people in the world. Their destinies are like the histories of the planets. Everyone has a special, their own, And there are no planets similar to it. Creativity is contagious. Spread it. A. Einstein Thank you for your attention!
Development of creative abilities of children of primary school age in the classroom within the framework of the Federal State Educational Standard Tverdaya Valentina Nikolaevna MBOU secondary school No. 2, Vilyuchinsk, Kamchatka Territory 2016 “Children should grow up in the world of beauty, games, fairy tales, music, drawing, creativity ...” V. A. Sukhomlinsky. Children's creative abilities are the natural behavior of a child against the background of the absence of stereotypes, where the starting point is the norm, and the farther from it, the higher the indicators of creativity. Creative skills- these are the mental properties and qualities of a person that are necessary for the successful mastery of various types artistic activity and development of creativity. Creative skills- This individual characteristics qualities of a person that determine the success of his performance of creative activities of various kinds. The following psychological and pedagogical conditions will contribute to the development of students' creative abilities in the classroom:
development of creative thinking;
development of creative imagination;
development
creative activity.
Criteria for creative activity of students- Psychological inclinations.
- The ability to concentrate.
- Intelligence.
- Memory, imagination.
- personal status.
- Achievement motivation.
- Habits.
- Claims.
- Talent.
- Aspiration.
- Goals and values (health, wealth, communication).
Writing plays an important role in the development of creativity.
“Imagine that we received a letter from guys from hot Africa, where there is never winter. They ask you to tell about this time of the year. What do you tell them about winter?
“Santa Claus does not know what summer is, what they do in summer. He asks you to tell about the summer."
At the lessons we also write essays-fairy tales about parts of speech and short stories using phraseological units and popular expressions, For example:
"kill yourself on the nose"
"ears to hang out"
Learning to write ads Creating a picture dictionary Solving phonetic problems Our little books Playing words Creativity tree
The more branches
the tree is more powerful, more magnificent and branchier its crown!
Every child wants to create. In my lessons, I try to awaken the inherent creativity, teach to work, help the child understand and find himself for a joyful, happy and fulfilling life, take the first steps in creativity. Every child wants to create. In my lessons, I try to awaken the inherent creativity, teach to work, help the child understand and find himself for a joyful, happy and fulfilling life, take the first steps in creativity. Learning without creativity is torture. Having penetrated one of the great secrets of nature - the secret of the emergence and development of creative abilities, people will learn to cultivate ... TALENTS. Dare!!! Dare!!! You are talented!!!
