Collective creative activities in kindergarten. Theoretical foundations of collective activities in application classes with children of senior preschool age Collective work with children of the senior group

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

I don't want to see children selfish!

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

Goals of collective classes:

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

Develop creativity, fantasy, imagination;

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

Main goals:

Develop an aesthetic perception of the world, nature, artistic creativity of adults and children;

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

Involve children in working with a variety of materials;

Learn to create collective works.

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

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

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

Agree on joint work and its content;

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

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

Summing up the work done, we discuss creative work with children. This helps the child see the world not only from his own point of view, but also from the point of view of other people, to accept and understand the interests of another person.

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

How exactly should collective activities (lessons) be organized? This question is often asked by teachers.

First of all, about the time of their holding. Work can be carried out both in classes (in kindergarten) and in lessons (at school), as well as in free time from classes and in an after-school group. If the composition that the children have to create is multi-subject, multi-faceted, 2-3 classes or lessons can be devoted to working on it.

To create general compositions, children can be united into several subgroups, each of which prepares its own part of the overall composition. For example, one subgroup creates (in drawing or appliqué) a pattern for the middle of the carpet, another develops the decoration of the field, the third prepares parts of the pattern for the border and corners. In another lesson, children create a picture of a corner of nature in kindergarten. At the same time, you can also organize work in subgroups: one - cuts out and pastes plants, another - prepares the inhabitants of the cages, aquarium, another group can cut out pebbles for the aquarium, cages, twigs for birds and other items necessary for the corner. Then all the parts are combined into a common composition. Children of different age groups can take part in creating such a composition, and there is something for everyone. The teacher needs to be able to distribute the work of creating images between children so that everyone is interested, so that the child is able to create his own part in the overall composition and so that he can express himself, making the best use of his capabilities, and achieve a high result.

The choice of one or another form of organizing a collective lesson depends on the age of the children, the theme of the picture depicted, the number of children in the group, whether the creation of the image is carried out in a group lesson or in free time from class, in the process of independent artistic activity of children.

This is how, for example, you can conduct a class on drawing a collective picture "Forest"(this topic is suitable for creating a collective composition by children of all age groups in kindergarten and primary school students). Of course, the complexity of the content and individual images will increase as children age. For the painting, a sheet of paper is selected, the color of which depends on what time of year the forest is depicted (for a winter landscape a white or blue sheet can be used, for a spring landscape - light green, light yellow or light blue, for an autumn landscape a light one is more suitable -yellow, golden ocher, light orange, etc.).

Of course, the creation of an image must be preceded by a lot of work to accumulate and enrich the accumulated experience and clarify the children’s ideas. This will be facilitated by familiarization with the fine arts, organization of targeted walks and excursions, observations, and reading works of fiction.

A collective composition on the theme “Forest” can be organized as follows: a large sheet of paper is attached to a board or easel at a height convenient for children to draw. Two or three children can draw at the same time. The rest sit in front of the board in a semicircle (such an organization is advisable when there are few children in the group, otherwise the creation of the composition will take time and the children will languish while waiting for their turn to go to the board). You can use two sheets to create two compositions. In this case, the children are divided into two subgroups and each creates its own picture. Both pictures can then be combined.

The organization may be different. A long sheet of paper is placed on tables arranged in a long row (or two, depending on the number of children present) (you can use the back of the wallpaper). Children sit down or perform the composition while standing. Each child draws as many trees and other forest objects as he wants. When the painting is finished, the children step back a step or two from the tables so that what everyone has drawn can be better seen and everyone can admire the painting together. If one of the children expresses a desire to supplement the plot with an image of the sun, clouds, falling snow, rain, or forest inhabitants, they must be given this opportunity. If lesson time does not allow, this can be done in an extended day group, in free activity. We have already said that a collective composition on this topic can be offered to children of any age group. The content of what is depicted will depend on the age characteristics of the children. It’s good to hang the finished painting in a group room, in a locker room, in the lobby, in a kindergarten hall, so that you can admire your work over and over again and so that other children, parents, and employees of the institution can look at it.

The completed composition can be used as a backdrop for dramatization games based on fairy tales, in which the action takes place in the forest. It can serve as a decoration for a hall for a winter holiday or a leisure evening. In a similar way, compositions on other themes (“Blooming Garden”, “Underwater Kingdom”, etc.) can be made, which can also be used in children’s lives and in their games.

In approximately the same way, a drawing lesson can be organized, applying a picture of a flowering meadow (rivers where boats float, children swim, etc.). It is very good to discuss the choice of paper color and the entire composition with the children. In general, by consulting with children, the teacher promotes the development of their activity and creative independence. With such guidance, children learn to collectively discuss upcoming creative activities, plan them, distribute efforts between all participants, understand the participation of everyone in the overall composition, and learn to listen to the opinions of others. Gradually, the children “cover” the meadow with flowers. A round sheet of paper is suitable for a flower bed. Thus, before the eyes of the children, through their joint efforts, a bright picture is created that evokes an aesthetic sense of joy. A collective composition on the theme “Flowers” can also be made as a “Basket of Flowers”, “Bouquet in a Vase”, “Garland of Flowers”, etc. The basket or vase can be cut out in advance.

In the middle group (as well as in the senior and preparatory groups), during a collective lesson, children can use appliqué to depict “The Fun Train”, “The Blue Arrow” (based on the fairy tale by J. Rodari). The train is made up of carriages created through individual work by each child. The color scheme of each composition depends on the image that the children create, and this should be discussed with them.

With children of the older group, a decorative composition based on folk art can be created in drawings, appliqués. This activity can be organized in different ways. For example, each child draws a pattern on a strip or square (the distribution of paper blanks on which the pattern will be created can be made by the teacher, taking into account the children’s level of mastery of visual arts, or is offered to the children to choose from). When the composition of the patterns is completed, all the drawings are combined into a common decorative composition on a large sheet of paper prepared in advance. The pattern in the middle of the panel can be drawn by children who are most successful in mastering drawing. A decorative composition can be prepared in the style of some type of folk art: gorodets, Pavlovsk scarves, and in the preparatory group such a composition can be offered to children to make in the style of Zhostovo trays, Khokhloma and other paintings. It is necessary to make wider use of the folk art of the area in which the children live when working with children. In general, the local component of folk art should become the basis of work in both school and kindergarten.

Work on a decorative composition can be organized in another way. Together with the children, the teacher determines on a large sheet of paper the composition of the future pattern: middle, border, corners. At the same time, it is necessary to actively involve children in thinking and discussing the content of the product, inviting them to show where and how the pattern will be placed, to discuss the color and decorative components. Then everyone consults together who will draw the pattern in the center, in the corners, along the edges. The composition is created sequentially (like a conveyor belt): first the pattern is drawn in the middle, and then in the corners and border. This pattern can be completed by two, three or four children. To do this, it is more convenient to place the sheet on a table, which can be approached from different sides. Then a pattern is drawn in the corners, and the border is designed in the same way.

О A collective decorative composition can be more complex: "Fairytale house"- children create ornamental compositions that decorate the front part of the house: a wall, a window, a pediment, etc. Based on the Dymkovo toy or the Gorodets painting, a composition can be created on the theme: “Merry Carousel”, “Merry Round Dance”. To create them, the teacher prepares silhouettes of Dymkovo toys from white paper or from ocher paper (a different color can be used, in accordance with that used as a background in Gorodets products), which the children then paint. Children of different age groups can participate in this activity. When the painting is completed, the children, together with their teachers, make a carousel, round dance, etc.

Very interesting and useful for children are activities in which children team up in twos to create a common composition. Such associations make it necessary for children to have business communication with each other and teach them how to negotiate with their partners. So, for example, you can invite children to decorate a pair of mittens or boots. For such work, children are teamed up in twos and it is better for them to decide for themselves with whom they will work in pairs. After all, children need to decorate paired objects identically, and for this they need to be able to work not just together, side by side, but to agree on what the pattern will be in composition, in the composition of decorative elements, in color, and this is not so easy. And the teacher must help the children, teach them to negotiate and give in to each other. A greater effect can be achieved not by direct instructions, but by a strong-willed decision based on the authority of an adult, such as: “Alyosha came up with an interesting pattern for mittens, draw like him.” And invite each of the participants to sketch their own pattern for the mittens, and then agree on which one will decorate the border at the bottom of the mitten, which one will decorate the middle of the outer side, and which one will decorate the upper part, where the fingers are “hidden”.

Decorative compositions can also be made using appliqué. Work can be done during class and during free time.

We observed an interesting collective activity in the city of Kineshma, Tver Region. A local artist who often visits the children gave them dolls she made. And during the lesson, the children decided to make a fairy-tale house for them. The teacher, together with the children (senior group), prepared blocks of thick paper with holes cut in the top and bottom sides of the block. The children painted one side of the block (brick). And the patterned bricks were strung onto a pre-made structure. Before the eyes of the children, a decoratively painted wall of a fairy-tale house appeared, which ends with a previously painted pediment and roof (painting the pediment can be done by the teacher together with the children in their free time).

Q Let us describe another collective lesson conducted in the senior group of children's institution No. 371 in Moscow. The theme of the collective application - "Circus". The lesson was held in the hall. Children enter the hall to the sounds of the famous song “Circus*. After the children walked through the hall and stopped, the teacher talks with them about the circus. He asks if they went to the circus (all the children went to the circus, and some more than once). “Is it true,” asked the teacher, “that you can meet real wild animals in the circus?” The children vying with each other began to name the animals they saw in the circus (bear, tiger, lions, panthers, etc.). “What are they doing there?” - the teacher is surprised. Children tell how animals perform, dance, jump into burning hoops, etc. The teacher asks who teaches the animals all this. The children answer. Then the teacher invites the children to make a circus: “Imagine,” says the teacher, “that a good wizard came to us and turned our hall into a circus. Look, the circus arena is already ready*. Shows a large sheet of paper on which a large green circle is drawn or pasted - the arena. “Let's help the good wizard and slaughter various wild animals.” The children happily agree. They are invited to sit at tables where everything is prepared for cutting and gluing different animals. The sheet - arena is laid out on another table, where everything is also prepared for gluing. The children start working. The teacher approaches the children and discusses with each one who will cut out what. Pictures depicting different wild animals are attached to the easel; if children have difficulties that require clarification of their ideas about what this or that animal looks like, then they come up to the easel and look at the illustrations. As the images are ready, the children come to the table where the arena is located and lay out the animals they have cut out. The teacher approaches this table and, together with the children, consults on how best to arrange the depicted animals. Finally the picture is ready. Children rejoice with the teacher. At this time, the music sounds again, and a cheerful clown runs into the hall. He invites the children to a round dance. Everyone is dancing merrily.

Children of the senior preparatory group and primary classes can create decorative compositions based on various types of folk arts and crafts, as well as in a free manner, using elements of floral or geometric patterns.

Topics of such classes: “City of Masters”, “Dymkovo Round Dance”, “Fairytale Animals”, “Fairytale Birds” and others.

Many collective paintings can be created over the course of several classes, or the main content is decided in class, and then in free time from classes in an extended day group, the composition can be enriched, expanded, and supplemented. Gradually the picture becomes more complete, meaningful, interesting, and expressive. Not all children can take part in the final refinement of the composition, but only those who express a desire. However, it is advisable to discuss further work on the composition with everyone. We noticed that children like this form of organizing work, and they get aesthetic pleasure when looking at the finished composition, which all children should also be involved in.

Children should be told about the upcoming collective work and taught them joint discussions, decisions, and actions. In fact, almost every topic offered to children for depiction can become the content of collective work: “Fish in an aquarium”, “Roll-y-dolls are walking”, “Carts are driving along the road and carrying various loads” and others, as mentioned above. When thinking through the themes of collective compositions, the teacher must proceed from the interests and capabilities of the children. Formalism and templates should be avoided. It is important that the teacher’s offer to do group work evokes a positive emotional response in children. And this is only possible when the topic is close to children, connected with their lives, with a variety of children's games, when the topic corresponds to children's impressions.

If children of different ages are being raised in a group, multi-age associations are useful. The methodology for such classes was developed by candidate of pedagogical sciences T.N. Doronova and candidate of psychological sciences S.G. Jacobson. By doing drawing, modeling, appliqué together, kids learn from older children, older children learn to be patient with the younger ones’ inability, to explain how best to do the work. It is only important to pay attention to the fact that the elders do not deprive the younger ones of independence, do not take on the most interesting part of the task, etc. It is interesting to note that pairing children to create a common composition is widely used in visual arts work with children in Japanese kindergartens. The topics of such classes and forms of organization can be varied. So, children can create a drawing on one theme: for example, “Forest clearing in summer”, “Butterflies fly over the meadow” and many others. Children, having agreed on the general composition, draw or cut out and paste each one on their own half of the sheet, or on separate sheets of paper, checking the progress of work and the solution to the composition, the coloring of the picture, etc. Here, each child works as if separately. One child can depict some trees and flowers, another - others; one can draw forest animals, and the other can draw flying butterflies, bees, etc. If the children have agreed on a general compositional solution, on the materials in which the image will be executed, the overall composition will not only not suffer, but will even become richer and more interesting.

In another case, the content of the images of two children may be almost identical. For example, when creating a painting on the theme: “Bears are doing exercises”, or “Bears are playing”, or “Clowns are performing in the circus”, etc., each child cuts out and pastes his own bear, clown, and then those objects, which they hold in their palms or play with.

Also interesting for children are forms of creating collective compositions in which adults work together with children, the latter performing that part of the collective work that is beyond the power of children (in fact, teachers often do this, but separately, without the presence of children, and the children do not see how the teacher acts). So, for example, a teacher, asking children to create a composition “Birds on a branch (tree)”, cuts out and pastes an image of a tree in advance and brings it to class, while the children have to cut out and paste the birds. It would be better if children took part, even passively, in the preparation of such an image. However, in this type of work, both adults and children are united by one goal, interested in the overall result, children have the opportunity to communicate more directly with the teacher, it is carried out more naturally discussion of the upcoming work, its progress, everyone consults together, tries it on, see how best it will work out. The interaction between children and the teacher is carried out more freely, at the same time, children have the opportunity to see how the teacher acts and learn without direct instructions from the teacher, which often fetters children, depriving them of independence and the opportunity to express their opinion.

In a collective form of organizing work, costume details, scenery, and attributes can be prepared for dramatization games based on literary works: “Teremok”, “Cat, Rooster, Fox”, “Geese-Swans” and others.

An interesting form of collective image can be a panorama. This type of image allows you to unite children of different groups: preschoolers, primary schoolchildren. At the same time, a panorama, which is a multi-plane and multi-figure composition, is created in several classes and lessons. Each group of children can work on an image at different times: for example, first-graders or older preschoolers can draw a landscape on a long sheet of paper during a drawing lesson (its theme can be different, which is determined by the general theme of the panorama). The landscape will be (positioned vertically) in the background and background of the panorama. Then close-up plans are drawn up. Images of these plans are located on a horizontal strip, the width of which may vary. This part of the landscape can be a forest edge, a clearing, part of a park, a city street, etc. It is painted according to the content, and then images are placed on it, the content of which is determined by the intended composition. To convey the landscape (slides, hillocks, hummocks, etc.), you can use the papier-mâché technique. Foreground images can be three-dimensional; children from other classes or kindergarten groups create them from clay and plasticine. They can be made of paper (planar or using the origami technique). This way panoramas can be created based on the content of different fairy tales. And they can be used to show theatrical performances, to tell fairy tales to children. A panorama created together with other children will allow children to imagine what is happening more vividly, experience the plot more deeply, and remember it better.

The theme of the panorama can be not only fairy tales, but also other literary works, the lives of children, for example, winter fun, events taking place in the world (sports competitions, holidays, people's recreation, cosmodrome, etc.).

What themes of collective compositions can be used in working with children of different age groups?

It is not always possible to clearly distribute topics and attribute them to a specific age group of children. Many topics can be solved by children of different ages, both younger and older. The difference will be in the complexity of developing the theme: the content of the images, their composition, color scheme, detailing of the images, etc. Such themes include, for example, landscapes: “Forest” - at different times of the year, “Blooming meadow”, “Birds on a branch” (or on a feeding trough) and others. Nevertheless, we will name some possible themes for collective compositions in relation to different age groups. Of course, the topics we offer should not be considered as mandatory, but as possible options. Each teacher can determine the topics of collective work for his group of children, based on the level of development of their visual activity, the world around the children, their interests, and life experience.

Let us name approximate themes of collective compositions for children of different age groups.

Topics for a group of children 3-4 years old:

? Multi-colored balls (applique, drawing).
? Winter forest (drawing).
? “A snowball is quietly falling on the trees, on the meadow” (drawing).
? Tumblers are walking (modeling, applique).
? Leaves and flowers have bloomed on the tree (drawing, applique. In this case, the image of the tree is created by the teacher in front of the children, and the children paste on the finished flowers and leaves).
? Beautiful flowers bloomed (applique or drawing).
? Chickens walk on the grass (modeling, appliqué, drawing).
? Let's decorate our group for the spring holiday (balloons, flowers, flags).

When creating your final work, you can combine both drawing and appliqué. A similar lesson can be held for the New Year holiday. Together with children, educators can create a New Year's panel. The teacher cuts out and pastes a large Christmas tree or Santa Claus or Snow Maiden. This part of the overall composition needs to be done in front of the children, so that the children are even passive participants in this activity of the teacher. And then children can stick the finished decorations on the Christmas tree, a Santa Claus or Snow Maiden costume, as well as balls, garlands of lights, beads, flags, etc.

Some of the topics of the classes proposed for kids can be used in working with children of the middle group, for example, decorating a group room for a holiday, but children 4-5 years old can cut out some decorations themselves.

An approximate topic for collective work in a middle group could be:

? Autumn forest (drawing).
? Autumn carpet (the decorative composition can be made in appliqué. This kind of composition can be created based on spring motifs).
? Birds at the feeder (modeling).
? Birds on a branch (tree).
? Merry carousel (based on Dymkovo toys. For this composition, the teacher prepares silhouettes of Dymkovo toys from white paper, and the children paint them. Then the carousel is constructed).
? Fairytale tree (drawing, applique).
? Our aquarium (the composition can be made in a drawing or appliqué).
? Fairy-tale country (application: children decorate the houses they have cut out, cut out decoration details, glue them and from the decorated houses they make a picture on a large sheet of paper, toned in accordance with the coloring of the fairy-tale country: sky, earth, grass, etc.).
? Carts are driving along the street of a fairy-tale city and carrying various loads (applique).
? Beautiful flowers bloomed in the flowerbed. For this painting, it is good to choose green paper in the shape of a circle. Children can draw flowers or cut and paste them. To make it easier for children to solve the topic and promote diversity in the depiction of flowers, it is advisable to put a large bouquet of flowers in the group, then each child will be able to diversify their impressions. If it is difficult to find a variety of flowers, you can use illustrations and reproductions of artists’ paintings. A similar lesson can be held in the older group.

The motive for a collective composition can be a literary work. For example, poetic lines: “There are reeds on the pond, ruffs splashed there, a circle of older people, a circle of younger people, a circle of just kids” can become the theme of a general composition in which the image of dancing fish united in round dances will be conveyed.

Topics of collective compositions for children of senior and preparatory groups and 1st and 2nd grades of school:

? Showcase of a toy store. The composition can be made in applique and drawing.
? Basket with flowers (vase with flowers, vase with fruits) - applique.
? Our corner of nature (application).

All of the above compositions can be performed in a joint-individual form of organizing children or in joint-sequential activities.

Compositions can be plot-based:

? Autumn Park (magic garden).
? At the skating rink (applique or drawing).
? At the zoo (applique).
? Fun train (applique or drawing. First, children cut out and paste the cars, and then draw passengers, which can be dolls, animals, etc.).
? Winter fun (applique).
? Our town.
? Fairytale kingdom (when creating this composition, all types of visual activities can be used: drawing, modeling, appliqué).

Of course, all suggested topics are exemplary. Teachers, based on the specifics of the environment of the kindergarten or school (and a number of topics recommended for older preschoolers, as our experience shows, arouse interest among younger schoolchildren as well), can change both the themes of the collective compositions offered to children and the materials in which they will be incarnated.

Wide inclusion of collective forms in visual arts work will make it interesting and attractive for children. And what is also important is that these activities are very significant for the formation of a child’s personality, his attitude to the world, people, and art.

Collective children's compositions, as well as individual ones, should be closely connected with the lives of children and the impressions they receive. But in comparison with individual drawings, modeling, and appliqué, these works, due to their wide scale and multi-subject nature, must be included in the diverse children's experience.

From the experience of working as a kindergarten teacher

Description: This material is intended for kindergarten teachers and parents.
Participants: preschool children.

Target:
provide children with the opportunity to embody images of the surrounding world in compositions and create conditions for creative interaction.

Tasks:
Educational:
learn to create collective works, demonstrate your artistic abilities in various types of visual activities;

Educational:
develop creativity, fantasy, imagination;

Educational:
cultivate the ability to work together, build communication, develop the habit of mutual assistance.

One of the forms of conducting educational activities in kindergarten is collective work, the result of which is general paintings, panels, and compositions.

Collective works with children are created starting from early preschool age in drawing, modeling, appliqué, and design.

Creating common pictures, compositions where the images of all the children in the group are combined gives children great joy. Such pictures have a more significant result for children, they cause admiration, truly like in the poem by V. Mayakovsky: “What one cannot do, we will do together.”

In the process of performing collective work, the moral and aesthetic education of children is carried out, the following skills:
- agree on joint work and its content;
- work together, give in to each other, help, suggest, thus developing children’s communication abilities;
- plan your work, determine its sequence, content, composition, additions;
- rejoice at your own and your comrades’ successes in creating work.

The developmental potential of this form of work lies in the development in children of self-regulation and the ability to interact in a team.

I would like to note that among the targets at the stage of completion of preschool education in the Federal State Educational Standard for Preschool Education it is indicated that “the child actively interacts with peers and adults... is able to negotiate, take into account the interests and feelings of others.”

Carrying out collective work, we create decorations for the holiday, create panels for leisure, for a child’s birthday, illustrate fairy tales, poems, etc.

I choose a variety of topics for collective works, but I am especially attracted to the creation of compositions about nature. These are green fields, pine and mixed forests, rivers and lakes, animals, insects and birds. I teach children to admire the beauty of the nature of their native land.

And how hard children work when preparing collective works for the holidays and delighting their parents with the results of their work! They dedicate them to the kindest, most sensitive, most gentle and caring mothers and fathers.

Children put so much warmth and kindness into their work that you want to look at them endlessly.

In my classes I try to use different types of art: fine and decorative, music, dance, literature. Integration makes it possible to show children an artistic image using different means of expression.

Children in the younger group each create a separate image, and in the end they come up with an overall picture.

And older children perform more complex and varied tasks (“City street” - transport, houses, trees, people, etc.). In order for children not to interfere with each other when creating collective work, everyone determines the area of their activity, i.e. they agree on who will create where.

To systematically conduct classes on collective creativity in a group, a long-term plan is created, topics and materials are selected, and forms of organization are thought out.

Sometimes collective work can be carried out in several classes. A cycle of classes on one topic provides for a gradual solution of the task. For example, the topic “City Street”: in the first lesson a city is created, in the second lesson on another sheet - transport, at the end of the lesson both sheets are connected. In the third lesson, people perform and complete the city at will (trees, flowers, clouds, sun, etc.)

By interacting in a team, the child not only learns and develops physically, mentally and verbally, but also gains important social experience and masters social values.

And seeing the result of teamwork, children experience positive emotions.

It is known that children's creativity is a unique phenomenon. Many teachers and psychologists, both domestic and foreign, emphasize the great importance of artistic creativity in the all-round, especially in the aesthetic development of the individual. However, to realize such development, appropriate conditions are necessary. And if conditions are created for the development of creativity in a group, in kindergarten, children are happy to draw, sculpt, cut out and paste, design various objects, and are ready to spend a lot of time on these activities. What are these conditions? Firstly, it is a positive psychological climate in the children's team; secondly, the use of such types of activities to develop the child’s creative abilities in a group, such as modeling, appliqué, design, and manual labor.

Children get particular satisfaction from creating common pictures and compositions that combine the creative works of all the children in the group. Such work is called collective work. The collective form does not reduce the importance of each child’s activity, does not ignore his own efforts, and the overall result depends on the quality of each student’s work: after all, the better the child performs his part of the image, the more beautiful and interesting the overall composition will be. And the most important thing is that children understand that everyone together can create a more significant image than each individual

Collective artistic creativity develops children's communicative abilities, that is, the ability to communicate with each other, and also contributes to freer communication between the child and adults.

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

agree on joint work and its content
work together, give in to each other, help, advise
plan your work, determine its sequence, content, composition, additions
rejoice at your own and your comrades’ successes in creating work.

All collective work must have a purpose. The teacher leads the children to create a picture together, make decorations for the holiday, decorate the group, the hall, make a congratulatory composition for parents, for the child’s birthday, etc.

When organizing collective activities, there are 3 stages:

the preparatory stage allows children to deepen their own knowledge on the topic of future work, to form in them vivid images that generate a desire to embody them in their own creative activities (excursions, conversations, viewing reproductions, etc.)
the main stage is the stage of work execution, which includes planning, execution and evaluation of collective work. Its goal is to provide children with the opportunity to embody images of the surrounding world in compositions, to create, during collective visual creativity, conditions for creative interaction between children, promoting not only the aesthetic and artistic development of children, but also the formation of their skills to work in a team
the final one is the period of interaction between children and already completed work.

Collective work can be carried out in several classes. A cycle of classes on one topic provides for a gradual solution of the task. For example, topic "Fairytale City" : in the first lesson a city is created (from sleeves and cardboard), in the second lesson - snails that will live in this city (made from shells and plasticine), at the end of the lesson a composition is assembled. In the third lesson, we complement the city at will (trees, flowers, etc.)

For successful joint creative activity, friendly, trusting, partnership relations must be created between the children themselves, as well as between the teacher and the children. This is the only way to create unique, unforgettable collective creative works.

Olga Demina
Collective creativity of preschoolers

EVERYTHING is a thousand times more interesting

When we do everything together...

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

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

I identify three main forms of joint activities children:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Agree on joint work and its content

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

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

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