The development of creative thinking in children. Development of creative abilities in children. Educational games. Educational games for children's holidays. Exercises for the development of creative thinking.

In modern psychology, the tasks to which this section is devoted are usually called divergent, and the thinking that they activate is divergent thinking.

The specificity of divergent tasks is that one question posed may have not one, but several or even many correct answers. Naturally, it is the divergent type of thinking that usually qualifies as creative. This kind of thinking is closely related to imagination.

Divergent-type assignments are rarely used in traditional schooling. Orthodox education usually does not aim to develop the skills of non-standard thinking in a person, in connection with which divergent tasks acquire a special value: creative activity in any field requires, first of all, divergent thinking.

Consider, as an example, some types of tasks commonly used in the practice of working with children.

Take plastic, wooden (or make your own cardboard) multi-colored geometric shapes and invite the child to make as many different stylized images as possible (Fig. 1).

Rice. 1. Examples of images that can be folded from simple geometric shapes

The next task is in many ways similar to the previous one: use paper cones, cylinders and other elements to try to glue as many figures of people and animals as possible. Examples of this task are shown in fig. 2.

Rice. 2. Design and create paper figures of people and animals

Stock up on old illustrated magazines and bright pieces of fabric. Together with your child, cut out figures of different shapes from the illustrations contained in the magazines and pieces of fabric. Now we paste the resulting figures on a sheet of cardboard and get a collage. Examples are shown in fig. 3. All this is creative work, but the main task is: "Find as many analogies with real objects as possible." The collage can be rotated as you like.

Rice. 3. Examples of collages from different materials

A very interesting, and therefore very popular task was proposed by the psychologist J. Gilford: to find as many different, original applications as possible for a well-known subject. As such an object, you can use brick, chalk, newspaper and much more.

This task usually takes five to six minutes to complete. In the course of the analysis of the results, all answers are taken into account, except for those that do not correspond to the task, are repeated or may be considered ridiculous. This task can be offered to both older preschoolers and adults.

In this case, the productivity and originality of thinking are evaluated. The more ideas, the more unusual among them, the more points the participant receives.

Another task: pick up adjectives and nouns that contain the concepts of light and darkness (heat and cold, spring and winter, morning and evening, etc.). Let's give examples of answers.

Light - bright, gentle, lively;
Sun - ...
morning - ...
lamp - ...
bonfire - ...
candle - ...

Darkness - closed, night;
night - ...
evening - ...
cave - ...

Find as many common features as possible for dissimilar items.

Well - parquet;
log - box;
cloud - door;
doll - snow.

Divergent tasks include tasks to find the causes of events. Here are a few situations that you need to determine the causes of their occurrence:

1. In the morning Dima woke up earlier than usual.
2. The sun has not yet gone beyond the horizon, but it has already become dark.
3. The dog sitting at the feet of the owner growled menacingly at the little kitten.

Another version of the task described above: 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.

The third option for the task: think about what could happen if ...

"... it will rain without ceasing."
"... people will learn to fly like birds."
"...dogs will start talking with a human voice."
"... all fairy-tale heroes will come to life."
"... orange juice will come out of the faucet."

It is good if the child was able to come up with an interesting answer to each of the proposed phrases.

Another type of task for the development of creative thinking in children: inventing stories, stories or fairy tales using a given set of words, for example:

Traffic light, boy, sled.

The second option for this type of task: look at the pictures and come up with a fairy tale in which all these characters would participate.

The next type of tasks: "Mystery Clouds". The child needs to determine what the clouds depicted in the drawings (ink spots) look like. It's good if he can see at least one character in each cloud.

Another option for this task: try to draw something interesting using these shapes.

Another exercise: draw and color the sorceresses so that one becomes good and the other evil.

Divergent, creative tasks can be developed on any material. A good task of this type can be the creation of various figures from the details of a building designer. Indeed, not only palaces, bridges and other architectural structures can be built from the details of a building designer. Let's try to look at the construction designer from the other side. Its parts are suitable, for example, for the manufacture of technical models of a steamship, steam locomotive, car, aircraft. From them you can make schematic images of animals and people, and even voluminous plot compositions. Let us give examples of possible solutions (Fig. 4).

The essence of creativity lies in predicting the result of a correctly set experiment, in creating a working hypothesis close to reality by the effort of thought.

People do a lot of things every day: small and large, simple and complex. And every case is a task, sometimes more, sometimes less difficult. But with all their external diversity, and sometimes incomparability, all cases can be divided into two groups - this is an old task or a new one.

The range of creative tasks is unusually wide in complexity - from solving a puzzle to inventing a new machine or a scientific discovery, but their essence is the same: when solving, an act of creativity occurs. This is where the special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns, etc. - all that in the aggregate constitutes creative abilities.

Today, the school is called upon to prepare the younger generation for life and work in modern conditions, which are characterized by competitiveness and competition, increasing demands on the quality of work. Under these conditions, the educational process at school should be aimed at fulfilling a new social order - at the formation of a creative socially adapted personality, its ability to be creative in a wide variety of fields of activity.

The more urgent the need of society for the creative initiative of the individual, the more acute the need for the theoretical development of the problems of creativity, the study of its nature and forms of manifestation, its sources, incentives and conditions.

Creativity - the ability to generate unusual ideas, deviation from traditional patterns of thinking, quickly solve problem situations.

P. Torres understands creativity as "... dig deeper, look better, correct mistakes, dive into the depths, talk with a cat, go through a wall, light the sun, build a castle in the sand, welcome the future."

D. Gilfort identified 4 features of creative thinking:

Originality and unusualness of statements, the desire for novelty;

Semantic flexibility of thinking (the ability to see an object from different angles of view)

Figurative adaptive flexibility (the ability to change the perception of an object in such a way as to see its new or hidden sides);

The ability to produce a variety of ideas to activate the creative thinking of younger students (he recommends using "Brainstorm").

The development of a student as a person, as a subject of activity is a significant problem of education at the moment. This is due to the fact that in our time there is an increased need for those people who can quickly adapt in the educational, and then in the work team, showing independence and initiative in work.

The development of creative thinking, firstly, contributes to the conscious acquisition of knowledge and the desire for their independent "extraction", the ability to apply them in their practical activities.

Secondly, creative thinking is necessary both for resolving contradictions and problematic situations in the educational process, and for successfully solving life, non-educational tasks.

Thirdly, thanks to creative thinking and the ability to think outside the box, in a new way, a modern specialist is a competitive person, so creative thinking needs to be developed in every student-future specialist.

Unfortunately, in a modern school, especially according to the traditional program, very little time is still given to the development of creative thinking of children. One of the forms of its development are creative tasks. I have been working on the traditional program for many years and use them in my work.

Experience shows that mathematics lessons greatly enliven educational tasks of a creative nature, associated with their compilation and transformation, contributing to the implementation of not only educational, but also developmental goals. The use of creative tasks is different in that it takes the form of a game activity, which is very attractive for a younger student. Success in completing a task arouses interest in learning, creates a positive emotional background.

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

Creative thinking research began to expand in the second half of the 20th century. The first diagnostic tasks were compiled, revealing the level of development of creative thinking. The processes of creativity of children and adolescents began to be experimentally studied. The first curricula for the formation of creative abilities were developed. At this time, the psychological components of creative activity were revealed: the flexibility of the mind; systematic and consistent thinking; dialectic; readiness for risk and responsibility for the decision made.

The flexibility of the mind includes the ability to isolate essential features from a variety of random ones and the ability to quickly rebuild from one idea to another. People with a flexible mind usually offer many solutions at once, combining and varying individual elements of a problem situation.

Systematicity and consistency allows people to manage the creative process. Without them, flexibility can turn into an "idea leap" where decisions are not fully thought through. In this case, a person who has many ideas cannot choose among them. He is not decisive and dependent on the people around him. Thanks to systematicity, all ideas are reduced to a certain system and analyzed sequentially. Very often, with such an analysis, at first glance, an absurd idea is transformed, and opens the way to solving the problem.

A creative thinker also needs the ability to take risks and not be afraid of taking responsibility for their decision. This is because often the old and habitual ways of thinking are more understandable to most people.

Is it possible to achieve that the child becomes “smarter”, “more capable”, “gifted”? Of course, if you engage in the development of mental abilities as regularly as you train in the development of endurance, strength and other similar qualities. If a child constantly trains his mind, solves difficult problems, acts actively, independently finds the right solutions in non-standard situations, the result will definitely be.

As you know, there are no disabled children, you just need to help the child develop his abilities, make the process exciting and interesting. The main thing is to start as early as possible and the result can be seen already at the end of the 1st grade. The question constantly arises: “Is the Olympiad in mathematics necessary in elementary school?” Required. But how to prepare children in a traditional program? You can not limit children to the school curriculum. It is necessary to liberate the student's thinking, to use the richest opportunities that nature has given him. Therefore, I believe that even in the classroom you can find 5-10 minutes to solve non-standard tasks that develop logic and ingenuity, aimed at developing the child's creativity. Such activities help to formulate their own point of view, instill in children confidence in their own strengths and interest in other opinions, and teach a culture of communication. It's great if you can devote a whole lesson to this. Promotes the development of creativity and extracurricular activities. An important step in the development of creative thinking is learning to solve problems of a cognitive, exploratory and creative nature.

Types of creative tasks

Usually, so-called “closed” tasks are solved at school, i.e. having an exact condition, a strict solution algorithm, the only correct answer. Life, on the other hand, poses “open” tasks for a person, which have rather blurry, different solutions. Based on this, there are the following types of creative tasks.

Inventive.

Her condition contains a contradiction: “You want to eat. There is bread on the table, and a hungry lion by the table. How to be? Children's answers:

Call zoo employees;

Light a torch and scare the lion with fire;

Throw a bone or meat to a lion;

Maybe it's not an animal, but a person;

The solution of this problem showed that children see different solutions.

Research.

There has been a phenomenon. It is necessary to identify its causes. For example, why does water turn to ice? How does this happen? Why?

Design.

It does not contain contradictions and suggests thinking through devices for a given purpose. Figure out how to measure the area of ​​​​a figure, while children still have no idea about the very concept of “area”.

Prognostic.

Offers an analysis of the positive and negative consequences of phenomena known to all, or you can modify the usual task and predict the result.

A problem with an adjustable condition.

Children analyze and enter the necessary data and restrictions themselves. The initial stage includes tasks for comparing geometric shapes, for choosing similar shapes, for highlighting parts of a complex drawing, for compiling and transforming figures in accordance with the condition of the problem, for compiling stories for drawings. Of course, tasks of the 1st and 2nd types (research and inventive) will hardly be appropriate in every mathematics lesson. I use them in the lessons of the world around us, reading, work, and in mathematics lessons - in warm-ups and minutes of rest, organized in the form of "brainstorming".

"Brainstorm" is a method that allows you to remove psychological inertia and get the maximum number of new ideas in the minimum time. When conducting a "brainstorming" criticism is prohibited and any idea is encouraged, even comic and obviously ridiculous. In order to activate the thinking of younger students, you can use the following tasks.

Task #1

A wooden building burned down on the seashore in the forest. Where did the fire come from? Children's answers: set fire to the children; a smoking man threw a cigarette; the tourists did not put out the fire; lightning struck the hut, etc.

Task #2

K. Chukovsky in the book "Doctor Aibolit" meets Tyanitolkai - a fantastic animal with two heads located behind and in front. Tell me, what advantages did Tyanitolkay have due to this quality? Children's answers: the ability to be constantly awake, since the heads sleep in turn; eat faster; sees everything that is around; having two heads is more fun to live; the animal sees and hears better, which means it can notice the danger in time.

Task #3

Game "Island"

Imagine that there was a shipwreck and you, miraculously surviving, ended up on a desert island in the southern latitudes of the ocean. What needs to be done to survive?

Children's answers: it is necessary to build housing, hunt, fish, guard the camp.

The second method of activating thinking is called Synectics. The author of this method, William J. Gordon, identified two types of creative processes: intuition, inspiration, and the use of various types of analogy.

There is a widespread analogy in form, for example:

Icicle - pencil, knife, gloves, pen, nose, beak. Clock - moon, sun, flower, phone disk, plate.

To introduce children to a direct analogy, you can use works of art. For instance:

Fantastic analogies make it possible to abandon stereotypes, remove psychological inertia, and follow a previously unknown path. She is able to translate any situation, any action into a fairy tale and consider magic, fantastic and fabulous animals, insects. Aliens from other planets to solve problems, to get out of this situation.

The functional analogy also belongs to the direct analogy: it is necessary to determine what functions the object performs, and then in the surrounding world to find an object that performs the same functions. For instance:

Wind - fan, vacuum cleaner, breathing. Rooster - alarm clock, radio, sun, thunder.

Car - horse, donkey, ant, train, centipede, bicycle, bird.

Examples of tasks for the development of creative thinking

1. Tasks for the development of flexibility of thinking.

1) Develop several ways to use laws and phenomena.

2) Establish relationships between the studied material and a specific task:

Isolate the problem;

Draw up a solution plan;

Formulate hypotheses;

Choose and justify the best solution.

2.Tasks for the development of originality of thinking.

1) Determine the "correctness" of the solution to the problem.

2) Come up with a word, an unusual task.

3) Suggest a completely different way of solving the problem.

Performing such tasks, my students are happy to find shortcomings in the tasks I offer, come up with their own options, including tasks with fantastic, non-existent characters. For a better assimilation of the new topic, we put together a fairy tale about how the line was born.

“In the country of Geometry, there once was a dot (the teacher shows on the blackboard, and the children put a dot on pieces of paper). One day, the dot thought: “How I want to have many friends! I'll go on a trip and look for my girlfriends.

The red dot has just left the gate, and the green dot is coming towards it. A green dot approaches a red dot and asks where she is going.

I'm going to look for friends. Get up next to me and let's travel together. (The teacher and children put a second dot next to the first).

After a while, they meet a blue dot.

Friends-points are walking along the road, and every day there are more and more of them. And finally, there were so many of them that they lined up in one row shoulder to shoulder, and a line turned out. Thus the line was born. When the dots go straight, you get a straight line, when uneven, a crooked line is a curve.

Such an explanation of new material in the form of compiling a fairy tale, children really like it and new material is better remembered.

3.Tasks for the development of fluency.

1) Find several possible solutions.

2) Choose the best solution.

3) Establish similarities and differences.

4) Determine cause-and-effect relationships.

4.Tasks for the development of creative thinking.

1) Formulate your questions.

2) Determine what the contradiction is, formulate and specify it.

3) Express your critical remarks.

4) Independently evaluate the answers of classmates.

5) Fix bugs.

You can offer children the following tasks:

1) Auditory dictation: 1,3,6, 10, 15…

Come up with your own number pattern.

Think of a pattern of geometric shapes.

2) Draw a new geometric figure, give it a name.

3) Two unequal segments are drawn on the board. Come up with a device that allows you to compare them.

4) Draw a rectangle with a perimeter of 24 cm. (6 solutions)

5) Find the root of the equation (x-17)*0=0 (set of numbers from 17 to infinity)

6) The Serpent Gorynych promised the children to set them free if they bring him water without the bucket itself (additional condition: in winter). Water can be frozen.

7) Perseus killed the Gorgon Medusa, looking into a shield polished to a shine. How else can this problem be solved? Children's responses may vary.

5.Tasks for the development of logical thinking.

1) Reformulate the problem, translate it from figurative, artistic language into mathematical.

2) Choose a rational solution and bring it to its logical conclusion.

3) Determine whether all the given tasks are used in solving the problem.

4) Determine whether all the concepts contained in the problem are taken into account.

Tasks aimed at the development of logical thinking deepen the mathematical knowledge of children, develop such mental operations as analysis and synthesis, comparison, classification, generalization.

Children can be asked to do the following:

1) Is it possible to divide 5 sweets among five guys so that everyone gets one candy and one remains in the box?

2) Petya gave his younger brother half the supply of apples and one more apple, and he did not have a single apple left. How many apples did Petya have?

3) Two fathers and three sons ate three oranges. How much did each of them eat?

4) Three kittens lived in apartments No. 1,2,3: white, black, red. A black kitten did not live in apartments No. 1 and No. 2. The white kitten did not live in apartment number 1. What apartment did each kitten live in?

5) A lynx eats 600 kg of meat in 6 hours, and a tiger eats 2 times faster. How long will it take them to eat this meat together?

6) Two students peeled 400 potatoes; one cleared 3 pieces per minute, the other - 2. The second worked 25 minutes more than the first. How long did each work?

7) There are 7 passenger cars and 20 freight cars on the siding with a total length of 217 meters. The passenger car is 4 meters longer than the freight car. Determine the length of both cars.

8) Three schoolchildren bought pencils. One gave 21 rubles for this purchase, another 18 rubles, and the third 15 rubles. The first student received two pencils more than the third. How many pencils did each student buy?

9) A flock of geese flew, and a gander met them:

Hello 20 geese!

No, we are not 20. If there were 20 times more, and even 3 geese, and you are with us, then there would be 20 of us. How many geese were there?

10) There are 4 children in the family; they are 5, 8, 13 and 15 years old, and their names are Tanya, Yura, Sveta and Lena. How old is each of them if one girl goes to kindergarten. Tanya is older than Yura, and the sum of Tanya and Sveta's years is divisible by 3?

11) A kid can eat 600 g of jam in 6 minutes, and Carlson - 2 times faster. How long does it take them to eat this jam?

6.Non-standard tasks for multiplication and division

1) Is it possible to arrange 10 books equally on 3 shelves?

2) What is the product of 0*1*283*4*5?

3) Write down all pairs of numbers whose product is 12.

4) Will 8 double desks be enough to seat 20 students?

5) Think of and write down a number that is not equal to 0, which is divisible by 3, by 4, by 6.

6) Write down the number 5. What number should be assigned to the right so that the resulting number is divided by 6?

7) In the entry 6 5 2, arrange the action signs and brackets so that the value of the resulting expression is 42. Write down the equality.

8) Each cake was divided in half, and each half was divided in half. On each of the 12 saucers put 1 piece of cake. How many cakes were there?

9) In 5 years Petya will be twice as old as now. How old is he now?

10) What two integers, when multiplied, give the same amount as is obtained from their addition?

11) Lena wanted to multiply some number by 7. When multiplying, she made a mistake and she got 18, which is 3 less than the correct answer. What number did Lena want to multiply?

7.The tale of how a straight line turned into a segment

There lived a pencil. He was very inquisitive and wanted to know everything. He will see an unfamiliar line and will certainly ask:

What is this line called?

Once a pencil came out on a straight line and went along this straight line. He walked, walked in a straight line, walked for a long time. Tired, stopped and said:

How much longer will I go? Is the end of the line coming soon?

Laughed straight:

Oh, you pencil! Because you won't make it to the end. Don't you know that a straight line has no end?

Then I'll turn back, said the pencil. I must have gone in the wrong direction.

And there will be no end to the other side either. The line has no ends at all. Direct even sang a song to herself:

- "Without end and edge

The line is straight!

At least a hundred years go along it,

There are two types of creative work: mandatory (they are offered as an assignment for assessment) and optional. The latter reflect the creative potential to the maximum extent, but the path to them lies through the former. Many guys don't feel like they have the talent or the determination to do creative assignments—compulsory work can spur them on.

Types of creative tasks

Painting

The most common type of children's creativity. Depending on the subject and the age of the student, you can offer to draw an illustration for a literary work, for your own composition, make cards with foreign words and pictures for younger students, depict the process of photosynthesis or a neutralization reaction in an associative drawing.

You can do this work in groups.

Applique, modeling, various types of handicrafts: quilling, paper-plastic, origami, etc.

The essence of the work is the same, only these types of creativity usually require better technical skills and good spatial thinking.

Creating a book

This is a real creative project (individual or group). Can be done in different techniques. It may be a handwritten book with handwritten illustrations; you can make a book with an application; you can make a book on a computer and print it on a printer.

Scientific projects in subjects or integrated

They can be research or practice-oriented, but in any case, we are talking about scientific creativity. Group work is usually used, but individual projects are also possible.

Examples of research projects:

• "The dirtiest surface in the biology classroom."
• "Features of the behavior of a cat given for overexposure to a strange family."
• "The most popular names in our school."
• "The use of erroneous forms of the gender of nouns by students in grades 5-6."
• "Application of inertia-based methods in engineering and construction".

Examples of practice-oriented projects:

• "Successful Memo: time management rules for guys."
• "Dictionary of youth slang of our village".
• "The project of an automatic machine for sprinkling ice with a reagent."
• “Development of an interactive test for computer diagnostics of knowledge on the topic “Hydrogen”.
• "Developing a mixture for feeding birds in winter, taking into account the species found in our school area."

Essay-characteristic

This form, typical of literature lessons, can be successfully applied to other subjects as well. After all, we are talking about the form of a consistent presentation of information about something:

• What is (or who)?
• What are its distinguishing features (“Only such a rectangle is called a square ...”).
• What can be reported about him: properties, relationships, theorems, reactions, formulas, battles won, laws discovered, friendship or enmity with other heroes ...

Composition-comparison

And again we have a form that can be used on any school subject: it is not necessary to compare Onegin and Pechorin, you can compare a rhombus and a square, Mercury and Venus, France and Spain, the Russian-Japanese and the First World War.

Problematic essay

An extremely useful form of verbal and scientific creativity. Examples of essay topics:

• Is the concept of honor obsolete?
• Could the revolution in 1917 have been avoided?
• Nuclear energy: pros and cons.
• Is it possible to change the economic situation in Siberia?
• What would happen if all the flowering plants on Earth suddenly disappeared?

Essay in USE format

This, of course, is a work on the Russian language, and a very specific one at that. High school students can complete it in full, and younger children can simplify it. In elementary school, offer a text with an already formulated problem and offer to express your well-founded opinion on it. In secondary school, children should already learn to determine the author's position, as well as select arguments.

Burime and other poetic works

Burime is the composition of a poem according to given rhymes; you can also invent second lines to the first, and so on.

Compilation of crosswords, charades, rebuses, anagrams

"Shifters"

A game in which all the words of the name are reversed or simply different. For example, “Green Slipper” - “Little Red Riding Hood”, “Gimlet Rule” - “Exclusion of Cork”, etc. You can invite children to guess and come up with such shifters.

Compilation of a problem book or a collection of exercises

For any subject, you can offer to make a test, a questionnaire, a problem book, and the like a collection for classmates or younger children. You can complicate the task by offering to come up with funny tasks in the style of H. Oster's "Problem Book" or those in which all words begin with the same letter.

"Guess who"

A creative game that can be played constantly or occasionally and in different ways.

Its essence boils down to the fact that the student guesses a person (literary hero, scientist, historical figure) or a phenomenon (industry, chemical element, country), while others guess. Options:

• the student writes everything he can about his “hero”, starting with little-known facts and ending with well-known ones;
• classmates ask questions about a hidden person or object, but only those that can be answered “yes” or “no”;
• two teams compete, and the word for guessing is determined by lot (by drawing one of the cards prepared by the teacher);
• sometimes students are asked to constantly keep a guessing notebook and write in it one riddle about any character or concept from each paragraph.

"Six Hats"

RAFT

This technique is borrowed from American educators. The name comes from the first letters of the words:

• R - role (role).
• A - audience (audience).
• F - format (form).
• T - topic (topic).

The essence of the technique is that the student creates a statement on behalf of the selected character. Moreover, the performer of the role must take into account all the circumstances in which the character finds himself. The role and circumstances are proposed by the teacher, it is possible by lot.

• Role: Reporter.
• Audience: Readers of the magazine "Women's share".
• Format: Problem article.
• Subject: Suicide of Katerina Kabanova.

We have presented only a few of the possible creative tasks that can be used in the classroom, but it is impossible to cover them all, because new ones appear literally every day. What creative tasks do you use? Share in the comments to the article.

METHODOLOGICAL DEVELOPMENT:

GAMES AND EXERCISES TO DEVELOP CREATIVE IMAGINATION IN PRESCHOOL CHILDREN

teacher of the highest qualification category

GBDOU kindergarten No. 118 of the Vyborgsky district St. Petersburg

Introduction

Life in the era of scientific and technological progress is becoming more diverse and complex. And it requires from a person not stereotyped, habitual actions, but mobility, flexibility of thinking, quick adaptation to new conditions, a creative approach to solving all kinds of problems. Modern socio-economic transformations in society pose new challenges for teachers, they dictate the need to form a creatively active personality with the ability to effectively and unconventionally solve new life problems, think creatively in any life situation.

It is obvious that the first step in the development of the creative potential of the younger generation are preschool institutions. It is here that it is possible to lay the foundations for the development of a creative personality for each child, which will certainly help children in the future throughout their life path.

This methodological development is intended for preschool teachers, it briefly discloses the theoretical aspects of the development of creative imagination in preschoolers and presents practical material on the development of creative imagination in preschool children.

Creative imagination is a necessary part of creativity

Creation- the ability to solve old problems with new methods or apply old methods to solve new problems. Creativity can also be attributed to the very process of inventing new, still unknown tasks. One of the key parts of creativity is imagination which lies in the ability to come up with new images, new solutions, new tasks.

There are various classifications of types of imagination, each of which is based on some of the essential features of imagination.

1. On the basis of activity, passive, contemplative imagination is distinguished with its involuntary forms (dreams, dreams) and active active imagination. With active imagination, images are always formed consciously with the condition of the goal set.

2. Depending on the independence and originality of images, imagination can be recreative and creative.

Recreating imagination- this is a representation of something new for a given person, based on a verbal description or a conditional image of this new one (drawing, diagram, musical notation, etc.). This type of imagination is widely used in various types of human activity, including teaching. The leading role in it is played by images of memory. Recreative imagination plays an important role in the process of communication and assimilation of social experience.

creative imagination- this is the creation of new images without relying on a ready-made description or conditional image. Creative imagination is the independent creation of new images. Almost all human culture is the result of the creative imagination of people.

Every person has a creative spark. In some people it is better developed, in others it is worse. I want to emphasize separately that creativity cannot be learned by reading books or articles. The only way to learn creativity is to practice in solving creative problems, to develop, to one degree or another, creative imagination, which will help to express oneself in creativity in the future.

Development of creative imagination in preschoolers

When a child is born, he has no imagination yet. The older the child becomes, the more time adults devote to games and special exercises for the development of his imagination, the more the ability to fantasize, the ability to create develops.

Imagination begins to develop by 2 years. The first, still quite simple fantasies can be seen in the games of kids. In the future, fantasy, imagination begins to actively develop after 3 years, because the experience of the baby becomes richer, his interests expand, and the range of actions becomes more complicated. A kid of 3 - 4 years old sometimes confuses the imaginary with the real - what he invented with what really happened.

At the age of 4-5 years, the imagination becomes creative - the plots of children's games, drawings, fictional stories become richer and more diverse. The child composes stories, creates new characters, looks for ways to realize his creative ideas, comes up with new games. But it is still difficult for children to fantasize without acting. That is, in order to imagine, fantasize, children 4-5 years old need to act (build, tell, draw, etc.)

At the age of 5, a child can already fantasize mentally - come up with extraordinary stories, fantastic animals, fairy tales and much more. At this age, the foundations of creative imagination begin to be laid. Adults must help the development of this unique ability in every child, without which further life in the modern world cannot be successful.

How to help preschoolers develop their creative imagination? There are many different ways:

1. For the development of creative imagination, it is necessary to enrich the life experience of preschoolers - read fairy tales, poems and fictional stories to children, look at illustrations in books. Advise parents to take their children to theaters, museums, go on excursions, etc.

2. Imagination is formed in the process of creative processing of what happened. Teach children to draw everything they have seen, tell about everything they have experienced.

3.Encourage drawing and sculpting by design. If necessary, discuss the planned plot with the child, help mentally see what was planned.

4. Encourage children's writing in all its manifestations: fairy tales, stories, poems.

5. Children should play as much as possible. The game is the best activity for a preschooler, which develops creative imagination.

6. All kinds of constructors should be available to preschoolers. The more types of constructors are offered to the child, the more his creative imagination develops.

7. Use special games and exercises to develop creative imagination in preschoolers.

Games and exercises for the development of creative imagination in preschoolers should be carried out systematically in preschool groups. It is recommended to schedule them weekly in the section "Social and communicative development"

Games and exercises for the development of creative imagination in preschoolers 5-7 years old

1.Exercise "What do our palms look like"

Target: development of imagination and attention.

Invite the children to circle their own palm (or two) with paints or pencils and come up with, dream up “What could it be?” (tree, birds, butterfly, etc.). Offer to create a drawing based on the circled palms.

2.Game - exercise "Three colors".

Target: development of artistic perception and imagination .

Invite the children to take three paints, in their opinion, the most suitable for each other, and fill the entire sheet with them in any way. What does the drawing look like?

3. Exercise "Magic blots".

Target:

Offer to drop any paint on the middle of the sheet and fold the sheet in half. Various blots turned out, children need to see in their blot what it looks like or who it is.

4. Exercise "Magic thread".

Target: development of creative imagination; learn to find the similarity of the image of unclear outlines with real images and objects.

In the presence of children, dip a thread 30-40 cm long in ink and put it on a sheet of paper, arbitrarily folding. Put another sheet on top of the thread and press it to the bottom. Pull out the thread while holding the sheets. A trace will remain on the paper from the thread, the children are invited to identify and give a name to the resulting image.

5. Game - "Unfinished drawing".

Target:

Children are given sheets with the image of unfinished objects. It is proposed to finish the object and tell about your drawing.

6. Exercise "Wizards".

Target:

Without a preliminary conversation, invite the children to use pencils to turn two completely identical figures depicted on the sheet into an evil and good wizard. Next, propose to come up with what the “evil” wizard did badly and how the “good” wizard defeated him.

7. Exercise "Dance".

Target: development of emotionality and creative imagination.

Invite the children to come up with their own image and dance it to certain music. The rest of the children must guess which image is conceived.

Variants - the image is set, all the children dance at the same time (“blossoming flower”, “affectionate cat”, “snowfall”, “cheerful monkey”, etc.).

Complication - to convey feelings in the dance ("joy", "fear", "surprise", etc.)

8. Exercise "What the music told about."

Target: development of creative imagination.

Classical music sounds. Children are invited to close their eyes and imagine what the music is about, and then draw their ideas and talk about them.

9. The game "What is it?"

Target: to teach children, based on the perception of substitute objects, to create new images in the imagination.

Circles of different colors are used, strips of different lengths. Children stand in a circle. The teacher shows one of the colored circles, puts it in the center and offers to tell what it looks like. Answers should not repeat each other.

10. The game "Pebbles on the shore."

Target: learn to create new images based on the perception of schematic images.

A large picture depicting the seashore is used. 7-10 pebbles of various shapes are drawn. Everyone should have a resemblance to some object, animal, person.

The teacher says: “A magician walked along this shore and turned everything that was in his path into pebbles. You have to guess what was on the shore, say about each pebble, who or what it looks like. It is desirable that several pebbles have almost the same contour. Next, invite the children to come up with a story about their pebble: how did it end up on the shore? What happened to him? Etc.

11. Exercise "Magic Mosaic".

Target: to teach children to create objects in their imagination, based on a schematic representation of the details of these objects.

Sets of geometric shapes cut out of thick cardboard (the same for each child) are used: several circles, squares, triangles, rectangles of different sizes.

The teacher distributes sets and says that this is a magical mosaic from which you can add a lot of interesting things. To do this, you need different figures, whoever wants to, attach to each other so that some kind of image is obtained. Offer a competition: who can put together more different objects from their mosaic and come up with some kind of story about one or more objects.

12. The game "Let's help the artist."

Target: to teach children to imagine objects based on a scheme given to them.

Material: A large piece of paper attached to a blackboard with a sketch of a person drawn on it. Colored pencils or paints.

The teacher says that one artist did not have time to finish the picture and asked the guys to help him finish the picture. Together with the teacher, the children discuss what and what color is better to draw. The most interesting proposals are embodied in the picture. Gradually, the scheme is completed, turning into a drawing.

Then invite the children to come up with a story about a drawn person.

13. The game "Magic Pictures".

Target: to teach to imagine objects and situations based on schematic representations of individual details of objects.

The children are given cards. On each card is a schematic representation of some details of objects and geometric shapes. Each image is located on the card so that there is free space for drawing the picture. Children use colored pencils.

Each figure shown on the card, the children can turn into a picture they want. To do this, you need to add anything to the figure. At the end of the drawing, the children compose stories based on their paintings.

14. The game "Wonderful transformations."

Target: to teach children to create objects and situations in their imagination based on visual models.

The teacher gives the children pictures with images of substitute objects, each has three strips of different lengths, three circles of different colors. Children are invited to look at the pictures, come up with what they mean, draw the corresponding picture on their sheet with colored pencils (you can have several). The teacher analyzes the finished drawings together with the children: notes their correspondence to the depicted substitute objects (in shape, color, size, quantity), originality of content and composition.

15. The game "Wonderful Forest".

Target: learn to create situations in the imagination based on their schematic representation.

Children are given identical sheets, several trees are drawn on them, and unfinished, unformed images are located in different places. The teacher offers to draw a forest full of miracles with colored pencils and tell a fairy tale about it. Unfinished images can be turned into real or fictional objects.

For the task, you can use material on other topics: “Wonderful Sea”, “Wonderful Glade”, “Wonderful Park” and others.

16. The game "Changeling".

Target: to learn to create images of objects in the imagination based on the perception of schematic images of individual details of these objects.

Children are given sets of 4 identical cards, on the cards there are abstract schematic images. Task for children: each card can be turned into any picture. Stick the card on a piece of paper and draw whatever you want with colored pencils to make a picture. Then take another card, stick it on the next sheet, draw again, but on the other side of the card, that is, turn the figure into another picture. You can flip the card and sheet of paper as you want when drawing! Thus, you can turn a card with the same figure into different pictures. The game continues until all the children finish drawing the figures. Then the children talk about their drawings.

17. The game "Different Tales".

Target: to teach children to imagine different situations, using a visual model as a plan.

The teacher builds any sequence of images on the demonstration board (two standing men, two running men, three trees, a house, a bear, a fox, a princess, etc.). Children are invited to come up with a fairy tale from the pictures, following their sequence.

You can use various options: the child composes the whole fairy tale on his own, the next kid should not repeat his story. If it is difficult for children, you can compose a fairy tale for everyone at the same time: the first one starts, the next one continues. Then the images change places and a new fairy tale is composed.

18. Exercise "Come up with your own end of the fairy tale."

Purpose: development of creative imagination.

Invite children to change and compose their own end of familiar fairy tales.

"Kolobok did not sit on the fox's tongue, but rolled on and met ...".

“The wolf failed to eat the goats because…” and so on.

19. The game "Good-bad" or "Chain of contradictions."

Target: the development of creative imagination through the search for contradictions.

The teacher starts - "A" is good, because "B". The child continues - "B" is bad, because "C". The next one says - "V" is good, because "G", etc.

Example: walking is good because the sun is shining. The sun is shining - bad, because it's hot. Hot is good, because it's summer, etc.

20. The game "Fairytale animal (plant)".

Target: development of creative imagination.

Invite the children to come up with and draw a fantastic animal or plant that does not look like a real one. Having drawn a picture, each child talks about what he has drawn, comes up with a name for what he has drawn. Other children are looking for features of real animals (plants) in his drawing.

21. Exercise "Fairy tale - story."

Target: the development of creative imagination, the ability to distinguish reality from fantasy.

After reading a fairy tale, children, with the help of an educator, separate in it what can really happen from what is fantastic. There are two stories. One is completely fantastic, the other is completely real.

You can compose an infinite number of such games and exercises, it all depends only on the creative imagination of adults who have set themselves the goal of helping each child grow up as a creatively gifted, non-standard thinking, successful person.

List of used literature

1. Korobova T.V. PIGGER OF KNOWLEDGE

as a means of forming moral qualities in the lessons "The Bible for Children and Morality"

Compiled by: Natalya Vankova

Introduction

The real state of morality in modern society, especially among young people, can be described as a deep moral crisis. The media abound with scenes of violence, aggression, sex. Numerous totalitarian religious sects revived their activities. The school abandoned the old guidelines in the upbringing of the child, but new ones did not appear.

These factors show the urgent need to formulate and resolve the problem of educating the morality of the younger generation from early childhood.

Any society, if it is truly going to move forward in economics, politics and in all other areas of development, needs reliable moral guidelines. For younger generations, they are determined by the family. But the school also possesses the possibilities of the deepest and most effective influence on the growing personality. That is why the idea of ​​creating a course "The Bible for Children and Morality" was born. Why still the Bible? The Bible is the source of morality. It contains the principles of universal morality, which have been used to improve the moral atmosphere in society for hundreds of years. Are the moral guidelines outdated: “Do not judge, lest you be judged”, “Love your neighbor as yourself”, “So in everything, as you want people to do to you, so you do to them”, etc. The Bible allows children to be shown that they always have a choice in life and that faith is a free choice. Why was I conceived and compiled a collection of games and creative tasks? This question is answered by an unknown

Than listening to a sermon
I'd better take a look.
And it's better to take me
than show me the way.
Eyes are smarter than hearing
and understand everything without difficulty.
Words are sometimes confused
An example is never.

If for children of primary school age only read notations, sermons, conduct conversations, then you will not achieve results in the development of personal qualities, but rather the opposite - you will get the opposite result. The advantage of the game is that it achieves its goals unnoticed by the student, that is, it does not require any means of violence against the person.

“The spiritual life of a child,” wrote V. A. Sukhomlinsky, “is full only when he lives in the world of play, fairy tales, music, fantasy and creativity. Without it, he is a dried flower.” The role of play in moral education is especially great. It contributes to the development of such personality traits as activity, adherence to principles, friendliness, the ability to enjoy the creativity of others. The game helps to educate moral feelings, that is, it educates an emotional attitude towards society, towards people, towards oneself. After all, the game is a creative activity that reflects reality.

It must be remembered that children of primary school age have a low level of abstract thinking, and although there are elements of critical thinking and attitudes towards themselves and their comrades, they often replace one moral concept with another. For example, adherence to principles is confused with stubbornness, and modesty is replaced by the concept of quiet, timid. And moral concepts turn into convictions only if they merge with other aspects of consciousness - with feelings and will. Moral feelings, schoolchildren's experience of what they are learning, serves as a stimulus for vigorous activity.

These games and creative tasks allow us to solve the main task: they help in shaping the character of the child, teach to understand the world and establish harmonious relationships with other people.

All tasks and games are grouped into 3 blocks:

1. I know myself
2. Relationship harmony
3. Biblical games.

For each game, the main topics in the study of which it can be used are indicated.

The games of the first block “I know myself” allow the child to look at himself, discover himself for himself, study himself, love himself; for if a man does not love and respect himself, he will not be able to love and respect others.

Even the ancients said that for a person there is nothing more interesting than himself. The child observes himself with interest: “How do I look? Why am I unique? What qualities of character do I already have, and what else do I need to put in my “bowler hat” in order to form my character, i.e. did it turn out to be a “delicious stew”?

Games and tasks help with this: “I am happy”, “I am unique”, “My friends are in my heart”, “The ideal person”, etc. How important it is to instill in a child that someone needs him, that he is a person, he is interesting and loved.

And how to teach children full communication, where to start. The games and creative tasks of the second block "Harmony of relationships" help in this. The secret of human communication is to guess about the unsaid, to be able to perceive what is heard. The ability to “empathize” with another person is formed from childhood. How to develop this ability?

Such games as "Secret Friend", "Mountain of Good Deeds", "Life Situation" will play an invaluable role in this.

And games of the biblical direction allow you to better learn moral precepts, help you figure out what is good and what is bad, teach you to evaluate the actions of other people and your own; clearly show the child that in life a person has a choice: light or shadow, good or evil, and a person receives fruits depending on the choice.

Many games and tasks are diagnostic in nature. They allow you to identify the moral qualities of children and plan work to develop positive character traits. For example, “Secret friend”, “The place to my right is free”, “What should I do?”, “My life path” and many others.

The complexity of managing games lies in the fact that it is necessary, while maintaining a game mood, to solve the tasks of the lesson. And the value is that all these games and creative tasks are an effective means of shaping the moral qualities of children.

This collection is addressed to primary school teachers, kindergarten teachers, those who lead elective Bible classes, class teachers, and maybe even parents.

I would like to end this introductory article with a poem by Sally Feldman, which reminds us that no matter what role we play in a child's life, we all need to remember what a person perceived in childhood determines his whole future life.

Children accustomed to criticism
Learn to judge.
Children brought up with hostility,
Know how to attack.
Children who have grown up in DECK,
They absorb shyness.
Many and often SHAMED -
Inseparable from their guilt.
Those who are brought up in TOLERANCE,
Learn the science of patience.
Raised by an encouraging word
They know how to believe in themselves.
Children raised with praise
They are able to see the good.
And brought up by justice
Teaching children about trust.
Children raised with approval
They live in harmony with themselves.
Gifted with friendship, warmth -
Find love in the world.

Vankova Natalia

GAMES AND CREATIVE CHALLENGES

I know myself

1. "My uniqueness."

Children complete the card by completing the sentence. At the bottom, draw yourself or paste your photo.
Suggested topics for conversation: Each person is unique, not like the others, so each person is worthy of respect.

2. "I'm happy."

Children draw themselves or stick a photo in the sun.
Topic: I respect and love myself, my family loves me, my friends treat me well. I'm happy.

3. "My friends are in my heart."

Children draw their friends in a heart or write their names.
Topic: Self-respect. I have good friends. "There is no friend - look for, but found - take care."

4. "My favorite place."

Children draw the place where they like to be.
Topic: Where do I go? Where am I calm and happy? Where do I feel safe?

5. Children draw a portrait of their family.

Topic: My family loves me and takes care of me. How can I respond to my family? Respect for family.

6. "My dream."

Children draw what they dream about in the cloud or on New Year's Eve under the Christmas tree.
Topic: "They say on New Year's Eve, whatever you want, everything will always happen, everything will always come true."

7. "What's in my name."

The child deciphers his name by the qualities of character - the initial letter of which is the letter of the name.
M - cute A - neat Sh - playful A - active
Topic: My name. Why did they call me that? Does my name suggest qualities of my character? The ability to find the good in yourself.

8. "Ideal person" (outline?).

Children draw the shape of an apple and the shape of a person with words denoting the ideal qualities of both.
Topic: Imagine that you received an apple as a gift. Close your eyes and imagine what it is like. No one would like to receive a bad apple as a gift. Man is not perfect, but he strives for the ideal.

9. "Mirror of respect."

Children draw themselves in the mirror.
Topic A: I have self-esteem. I respect myself for... I show respect for myself when...

10. Pocket of Promises.

Children make an envelope out of paper and sign the Promise Pocket. Then they write promises on slips of paper, put them in their pockets and try to fulfill them diligently.
Topic: We are not always happy with ourselves, but we can change a lot in our lives if we want to.

11. "My life path"

Children sketch their life path using symbols, depicting the main events of their life: birth, kindergarten, school, moving, etc.
Topic: Talk about how our life path often depends on us and on our choices, although all paths begin the same way. Talk about plans for the future.

12. Finish the sentence: “I would do better if…”

Topic: Trials and temptations in our lives, how to resist them.

13. Mini essay "Who am I?"

Topic: Who am I? Why did I come into this world?

14. "Look into your future"

Children draw a saucer on which a magic apple rolls. And on a silver platter they draw themselves as adults.
Topic for conversation: My future life. My profession. What kind of person will I be?

15. Treasure Map

Children draw a map, mark the place where the treasure is buried, it has all its best human qualities. Unknown paths with obstacles lead to the treasure.
Topic: What are the best qualities I have. What's stopping them from opening up?

16. "Alone on the Island"

Children draw or imagine a miracle island that has everything. The island will belong to the child if he agrees to live on it without people. If the child does not agree to such a condition, then he must explain the reasons for the refusal.
Topic: Living among people is not easy. But is it possible to be happy without interacting with people?

17. Circle the words for people who love you. Draw their faces.

Topic: Many people care about you, give their love and warmth. How do you answer them? How can you respond to love and care?

18. "Place on the right..."

Children sit in a circle on chairs. One chair is free. The child says: “The seat to my right is free. I want Misha to come to me in the form of a hare (wolf, fox, ...)"
Topic: Changes in people's appearance are possible, and changes in moral qualities are possible. You can change in such a way that even your loved ones hardly recognize you, although outwardly you have not changed. For example, you can become kinder, neater, more fun, etc.

19. "What to do?"

Difficult situation (the situation is suggested by the teacher). Three children participate in the game: one gives good advice, the second gives bad advice, the third is the one who is in a conflict situation. He is trying to make the right choice.
Topic: Who do you turn to for advice if you find yourself in a difficult situation? What role do you play in this situation?

20. "What does it take for children to grow?"

The children fill in the missing letters.

yes (food)
in- (water)
bov (love)
someone lu- (to love)

Topic: Harmony in society is achieved when people treat each other with love, care, without expecting anything in return.

21. "Cultivate character in yourself - cook a" delicious soup "

Here is a list of character traits that need to be laid in our life "cast iron" in order to get a good brew, a character has formed. Circle those features that are already in your "cast iron", in your character.

gaiety
Wisdom
Courage
peacefulness
Generosity
respectfulness
caring
Mercy
Patience
Modesty
Excerpt
Nobility
Courage
Kindness
Gratitude
Tolerance
purposefulness
Truthfulness
Obedience
Loyalty
The ability to forgive
Endurance
perseverance
Reliability
A responsibility
The ability to love

Topic: Self-education. Honestly admit to yourself what quality you lack in order to cook a “good stew”, get a good character.

22. "I am the light, I am the shadow"

Children draw two little men, one is painted over in light yellow, and the other in gray. On a light background, children write all their best qualities, and on a gray one, those with which they would like to part quickly. Then the little gray man is thrown out or torn apart, and the light one remains. In the classroom, you can hang a tablet, put these bright little men on it and add your good qualities for some time.
Topic: In every person there is something good and something bad. All his life a person has to engage in self-education, because if you do not strive for the good, the bad is attracted by itself easily, and it is very difficult to get rid of it.

"Harmony of relationships"

23. Mini-composition "My friend"

Topic

24. Finish the sentence.

"A true friend is one who..."
Topic: Who do we call a friend? What does it mean to be a good friend? Tell me about your friend.

25. "Good Tree"

Children draw any fruit tree, for example, an apple tree, and each fruit is signed like this, for example: love, care, peace, patience, joy, etc.
Topic: In the Bible, a good person is compared to a good tree that bears good fruit. Kind people give other people care, love, peace.

26. "Secret Friend"

Children write their names on small pieces of paper. The leaves are folded and placed in a box, mixed, and then each child takes out a sheet. The person whose name is written on this piece of paper is a "secret friend" You can play 1 or 3 days. Secretly give small gifts, write poetry, secretly take care of this person. After 3 days, you need to sum up the game. Children sit in a circle. Everyone tries to guess who was his secret friend.
Topic: Making each other pleasant, we make our life brighter and more interesting. Do not expect a reward for your good deed, it first of all makes you better.

27. "Mountain of good deeds"

If the child has done a good deed, then he draws on a landscape sheet or cuts out a pebble from paper, and if he did not tell anyone about his deed, then he draws 2 pebbles. Thus, the mountain of good deeds gradually grows.
Topic: You can show concern for others in different ways: you can use a word, or you can do it. Who needs your help? By helping others, you are first of all helping yourself by becoming a better person.

28. "Traces of Forgiveness"

Children draw 3 footprints. The teacher asks: “If we need forgiveness, then we take 3 steps. What kind?"

1. Accept guilt.
2. Ask for forgiveness.
3. Don't do it again.

Topic: Everyone can make mistakes, but not everyone is aware of their mistakes and not everyone knows how to ask for forgiveness from people who have offended. By acknowledging our erroneous thoughts or actions, we become better and free others from the suffering.

29. "Piggy bank of words"

On the box is the inscription "Piggy bank of words". Recall a time when you had an argument with someone. What did you have to say to end the fight?
Topic: Forgiveness involves tolerance for other people's actions. By choosing the path of forgiveness, we show the path to others. By forgiving others, we are freed from feelings of resentment, anger and the desire for revenge.

30. "Choose and mark"

Check the box if you think this character trait will help you forgive.

Courage
Compassion
Generosity Love
Respect
Sense of responsibility

Topic: With such qualities, a person is able to choose the difficult path of forgiveness.

31. "Distribute the words"

Divide the words from the list into two columns so that the words on the left refer to a person who does not want to forgive, and on the right describe a person who is ready to forgive.

Disappointed
kind
Happy
preoccupied
Unhappy
Pleased
Sullen
Happy
Gloomy
Calm
Cheerful
Depressed
Free
Revengeful
Suspicious
Angry
Friendly
Sensitive
Loving
Peaceful

Topic: By forgiving others, we break the vicious circle of revenge, acquiring new best qualities of our character.

32. "Finish the phrase"

There are many different possibilities for being caring and loving.
Finish the sentence:

1. I show my mom that I love her by...
2. I can show my dad that I care about him when I...
3. I can show that I love myself by...
4. I can show my friend that I love him by...

Topic

33. Cross out the letters "e" and "u" and you will read about how you can show love to strangers.

Topic: Do we love other people? How will they know about it? How do we take care of them?

34. "Life situation"

How would you act in this situation?
For instance:

1) Sasha promised his friend to go fishing, and his mother asked Sasha to help her clean the apartment. How to proceed?
2) Friends invite Masha to watch a movie that her parents forbade her to watch. How to be?

Topic: All our thoughts and actions have consequences. Try to think through and follow all the consequences of your choice.

35. "History of my family"

Every family is unique. Do your research to find out...

1) Where is your family from?
2) Who were your ancestors by profession?
3) Do you have any family traditions, holidays?
4) Write briefly about the most interesting information from the family history.

Topic: Knowing the history of your family, you feel respect for it. Knowing the past makes it easier to plan for the future.

36. "Write a letter"

Write a letter right now to someone who needs comfort and encouragement (For example, grandmother, friend, mom, dad, yourself, fairy tale hero, ...).
Topic: The ability to comfort and encourage.

37. Making a pennant.

Children together make a pennant and hang it in the classroom.
Topic: Love. Forgiveness.

38. "Class Reference"

Album. At the top of the sheet is a self-portrait, at the bottom - the name. What the child loves. Telephone.
Topic: Collective. Friendship.

39. "Mine and Ours"

1. Ask students to list things in the classroom that they are not allowed to touch.
2. Ask them to list things in the classroom that they may not allow others to touch.
3. Ask to list things in the classroom that everyone owns and for which everyone is responsible.

Topic: How would you feel about a person who refuses to be responsible for some things and objects in the class that everyone uses, including himself?

Biblical games.

40. "Wheel of commandments"

The circle is divided into 10 parts. Each part contains a commandment. If you make a big wheel, then you can play the game: Attach the wheel to the board. One person with closed eyes points to 1 of the commandments. He opens his eyes and reads her wording. The child tells what he knows about this commandment. Children then complete.
Topic: A person has a choice to obey these laws or not. If a person fulfills from 1 to 10 commandments, then he is a believer. This does not mean that these people are better or worse than everyone else. What do you think your life would be like if all people followed the 3rd to 10th commandments?

41. "6 days work, and 1 - rest"

On Monday I washed
And on Tuesday I swept
On Wednesday I baked kalach
And on Thursday I was looking for a ball
I washed the cups on Friday
I bought a cake on Saturday
All guests on Sunday
birthday invitation

Topic: A person needs 1 day of rest per week to gain strength and inspiration for the next working week.

42. "Around the birch"

Children stand in a circle, walk in a circle and sing a song, performing movements:

1. We will wake up early,
Early, early in the morning
And take each other by the hand
And around the birch
And around the birch
Let's go in a round dance with a song.

2. Early, early in the morning,
Monday morning
We will pour some water into basins,
And your shirts
And your shirts
We wash cleanly in it.

3. And on Tuesday morning,
Early, early in the morning
We will put irons together,
clean shirts,
Clean shirts
Iron and dry your socks.

4. Early, early in the morning,
Early Wednesday morning
We will take needles and threads,
And there are holes in the pants
And there are holes in my pants
We sew very carefully.

5. We will wake up on Thursday
Early, early in the morning
We will take brooms and a broom,
Not a single speck
Not a single speck
Let's not leave the house on the floor.

6. Friday early,
Early, early in the morning
We will take a rag and a bucket of water,
And the floors in the apartment
And the floors in the apartment
We will wash up to shine with you.

7. And on Saturday morning,
Early, early in the morning
We will melt our stove in the house,
fragrant loaf,
Fragrant loaf
We will try to bake in the oven.

8. Sunday morning,
Early Sunday
Don't even try to lift us up.
We worked for 6 days
We worked for 6 days.
Give me at least 1 day of sleep.

Topic: A person needs 1 day of rest per week to gain strength and inspiration for the next working week.

43. "One man fell into a well"

Desert. Old well. The man did not notice him and fell into the well. Who will help him?
Children stand in a circle, one sits in the center of the circle. Children: “A man fell into a well. Who will help him?" Child: “They will help me (for example: Who got “5” or whom mom kissed in the morning, etc.)” Those to whom this sign refers help a person get out of the well.
Topic: Mercy. Anyone can need help just like us.

44. Noah's Ark

Children break up in pairs and agree on the sounds of which animals they will imitate. For example: 2 kittens, 2 calves, etc. then everyone scatters and makes sounds. One child - Noah. He must find the couples by sounds and take them to the ark.
Topic: Obedience. Is this good or bad?

45. Cross out all the letters "f" and you will know the topic of the lesson.

f f m f i l f o f s fer f d f i f e f
Topic: Any.

46. ​​"Labyrinth"

Think up and draw a labyrinth for the story "The turtle goes to Noah's ark", "Help the man reach the Tower of Babel", "Help the prodigal son return to his father", "Help the wise men reach Jesus"
Topic: Any.

47. "Actors, artists, journalists"

After reading or listening to a Bible story, this game is played. Children choose who they want to be. If they chose the role of an actor, then they make a skit based on this story. Artists - paint a picture. Journalists are interviewing the heroes of this story.
Topic: Any.

48. "TV - program" News ".

TV layout. One is the host of the program. There is a report from the scene.
Topic: Any.

49. "Modeling"

Speaking of good and evil and their eternal struggle, we mold Satan, and then we mold it into something good (into the sun, a flower, an angel, a heart, ...).
Topic: Good and evil.

50. Treasure

A map drawn by the teacher corresponding to the topic of the lesson is posted on the board. (It can have towers, gates, walls, a lighthouse, etc.)
Before the start of the game, the teacher writes on the sheet the name of the place where the treasure is hidden. The teacher marks the places named by the children on the map. After answering all the questions, the teacher reads what is written on the sheet. So the real place of the treasure is discovered. You can hide some small gifts for children.
Topic: This game is played at the consolidation stage on any topic.

51. "Who is the main character?"

Prepare a list of Bible stories. Ask the children to name the main character in the story they know.

For instance:
1. Flood (Noah)
2. Israelites crossing the wilderness (Moses)
3. Sermon on the Mount (Jesus)
4. Building the Temple (Solomon)
5. Resurrection of Lazarus (Jesus)
Topic: The repetition of biblical heroes and their stories.

52. "What commandment?"

The teacher reads out a list of forbidden actions, asking them to identify which commandment the prohibition comes from.
1. What commandment forbids deception?
2. Swear?
3. Disobey your parents?
4. Intentionally hurting another?
5. Gossip?
6. Care about things more than your neighbors?
Topic: Repetition of what the commandments require and forbid.

53. "Choose a Friend from the Bible"

The teacher offers a list of people from the Bible. Children should say about each one whether they choose him as their friend. Why? And if not, why not?
1. King Saul
2. Noah
3. Moses
4. Pilate
5. Judas
6. Pharaoh
7. Herod
Topic: To help children understand the difference between people's good deeds and bad deeds, and teach them to choose friends.

54. Journey to Jerusalem

Children "come" to the station and buy a ticket. The name of the biblical city or place is written on the ticket. Everyone gets on the train "Kurgan - Jerusalem" and set off on a journey. The teacher announces the names of the stations. For example: Eden, Babylon, Bethlehem, Nazareth, Jericho, Jerusalem. The child, who has the name of this station written on the ticket, tells what he knows about it.
Topic: To help children better remember biblical place names and the events that took place there.

55. "A role model?"

The teacher offers a list of people from the Bible. Should we follow their lead?
1. Noah
2. Joseph
3. Jesus
4. Abraham
5. Solomon
6. Maria
7. Judas
Topic: Growing up, a child needs to learn a lot in this life. Who should and should not imitate in your life?

56. "Nuts"

Christmas. We decorate the Christmas tree with nuts. Each nut has a question on the theme "Christmas" written on it. Whoever answers the question will eat the nut.
Possible questions:
? What were the names of Jesus' earthly parents?
? Who was the first to know about the birth of the Savior?
? How many years ago did this happen?
? What did the wise men give Jesus?
Topic: Christmas.

57. "Tangle"

Children stand in a circle, hold hands, and without disengaging their hands, they try to get confused. One child is the leader. He tries to unravel the tangle.
Topic: Sin so confuses people that it is very difficult for people to get rid of it. Sin, like a snowball, attracts other people.

58. "Images"

Children are divided into groups of 5 to 10 people. One is the captain. The captain circles the image of his children on a piece of paper with a felt-tip pen, then the children from other teams try to guess who each image belongs to.
Topic: In the "Bible" it is written that man is created in the image of God, but he does not always correspond to this image.

Proverbs about people, their deeds and moral qualities.

Work

• Work feeds, and laziness spoils.
• With a lazy horse, the cart is always at fault.
• What labors, such fruits.
• No sooner said than done.
• The earth loves work, the loafer destroys the earth.
• The sun paints the earth, and labor paints man.

friendship

• Friends are easy to find but hard to keep.
• He who is cool in his temper is no one's friend.

motherland

• Everywhere is good, but there is no nicer Motherland.
• There is no tastier water than from the native spring.
• Where someone is born, there it will come in handy.
• Own land and in a handful is sweet.

Person. Essence. Appearance.

• A good heart is better than a chest full of good.
• Not he is good who is handsome in face, but he is good who is good for work.
• You can see sadness in lazy eyes, and grief in a white face.
• The eyes are the mirror of the soul.
• They say - good, but not worth a penny.
• Who is strong, he is not pugnacious.
• Curls curl, but do not forget about the matter.
• Good in face, but not good in soul.
• A white face, but a black soul.
• Small - yes daring.
• A straight tree is not afraid of the wind.
• Strength is good, but the mind is better, but a good heart covers everything.
• Smart is not the one who talks a lot, but the one who knows a lot.
• Modesty suits everyone.
• Humility makes a person beautiful.
• Self-love is not for everyone.
• Do not boast yourself, but wait for people to praise.
• Hunger for someone else's - you lose yours.
• Wisdom is not in the beard, but in the head.
• Idle youth - dissolute old age.
• Children are good - father - mother's crown;
• thin - father - mother's end.
• You will find everything in the world, except for father and mother.
• My son, and he has his own mind.
• To live in the world - to live in the world.
• To gain notoriety, how to ask for a drink, but to get into good people, not to pile up a pile.
• Good fame is more valuable than wealth.
• Don't judge people, take care of yourself.
• Not a place of a man, but a man paints a place.
• An affectionate word that spring day.
• Live for people, people will live for you.

Bibliography

1. Krutetsky V.A. Psychology. M., 1974.
2. Karpova E.V. Didactic games in the initial period of study. Ya., 1997.
3. Chernozemtsev V.A. Encyclopedic collection "Games" Ch., 1995.
4. The program of the course for schoolchildren "Introduction to Christian ethics" System of additional education. Part I. Part II. M., 1995.
5. Kruglov Yu.G. Russian folk riddles, proverbs, sayings. M., 1990.
6. Dal V. Collection in two volumes. Proverbs of the Russian people. M., 1984.
7. Bolton B. Creative activity in Sunday school lessons from 7 to 11 .
8. Magazine "Primary School" No. 11 1991.
9. International School Program. The formation of a moral personality. M., 1996.