The influence of productive activity on the development of a child’s personality

The influence of productive activity on the development of a child’s personality

Author: Chernyshova Svetlana Nikolaevna

Municipal autonomous preschool educational institution

"Kindergarten No. 49 "Cheburashka" Malyshevsky urban district

Impact of Productive Activity

on the development of the child's personality

Compiled by: Chernyshova S.N.,

teacher at MADOU

"Kindergarten No. 49 "Cheburashka"

Productive children's activity is the activity of a child with the goal of obtaining a product (construction, drawing, appliqué, molded crafts, etc.) that has certain specified qualities (N.I. Ganoshenko).

Productive types of children's activities include designing, drawing, modeling, appliqué and creating various kinds of crafts and models from natural and waste materials. All these types of children's activities play an important role in the development of a child - a preschooler.

Productive children's activity is formed in preschool age and, along with play, is of greatest importance during this period for the development of the child's psyche, since the need to create a product is closely related to the development of his cognitive processes, emotional and volitional sphere, skills, moral , aesthetic and physical education of preschool children.

These actions develop not only imaginative forms of thinking, but also such qualities as focus, the ability to plan one’s activities, and achieve a certain result.

The social and personal development of a child is facilitated by the opportunity for him to demonstrate creative activity, initiative in creating drawings, modeling, and crafts that he can use himself or show and give to others.

In the process of visual activity and design, children develop the ability for purposeful activity and volitional regulation of behavior.

For the artistic and aesthetic development of a child, the modeling nature of productive activity plays an important role, allowing him to reflect the reality around him at his own discretion and create certain images. And this has a positive effect on the development of imagination, imaginative thinking, and creative activity of the child.

It is important to cultivate in children an aesthetic attitude towards the environment, the ability to see and feel beauty, and develop artistic taste and creative abilities. A preschooler is attracted to everything bright, sounding, and moving. This attraction combines both cognitive interests and an aesthetic attitude towards the object, which is manifested both in evaluative phenomena and in the activities of children.

Productive activity plays a big role in nurturing the aesthetic senses of a preschooler. The specific nature of drawing classes provides ample opportunities for experiencing beauty and for developing children’s emotional and aesthetic attitude to reality. Productive activity shows a person the world of really existing beauty, shapes his beliefs, influences behavior, and promotes the development of children’s creative abilities, which is possible only in the process of preschoolers acquiring and practically applying knowledge, skills and abilities.

Productive activity is closely related to solving problems of moral education. This connection is carried out through the content of children’s work, which reinforces a certain attitude towards the surrounding reality, and through the development in children of observation, activity, independence, the ability to listen and carry out a task, and bring the work started to completion.

In the process of depiction, the attitude towards the depicted is consolidated, since the child experiences the feelings that he experienced when perceiving this phenomenon. Therefore, the content of the work has a great influence on the formation of the child’s personality. Nature provides rich material for aesthetic and ethical experiences: bright combinations of colors, a variety of shapes, the majestic beauty of many phenomena (thunderstorm, sea surf, blizzard, etc.).

When properly organized, productive activities have a positive effect on the child’s physical development, help raise overall vitality, and create a cheerful, cheerful mood. During classes, the correct training posture is developed, since productive activity is almost always associated with a static position and a certain posture. Performing applicative images promotes the development of hand muscles and coordination of movements.

In the process of systematic classes in designing, drawing, modeling, and appliqué, cognitive processes develop:

— Children’s visual representations of surrounding objects are clarified and deepened. A child’s drawing sometimes indicates a child’s misconception about a subject, but it is not always possible to judge from the drawing whether the child’s ideas are correct. The child’s idea is broader and richer than his visual capabilities, since the development of ideas outstrips the development of visual skills.

— In the process of productive activity, the child’s visual memory is actively formed. As is known, developed memory serves as a necessary condition for successful cognition of reality, since thanks to memory processes, memorization, recognition, reproduction of cognizable objects and phenomena, and consolidation of past experience occur. Fine creativity is unthinkable without operating with images of the child’s memory and ideas obtained directly in the process of drawing. The ultimate goal for a preschooler is such knowledge of a subject that would make it possible to master the skill completely freely and depict it according to the idea.

— The development of visual-figurative thinking occurs in the learning process. Research by N.P. Sakulina showed that successful mastery of image techniques and the creation of an expressive image require not only clear ideas about individual objects, but also the establishment of connections between the appearance of an object and its purpose in a number of objects or phenomena. Therefore, before starting the image, children solve mental problems based on the concepts they have formed, and then look for ways to implement this task.

— The fundamental point in design is the analytical and synthetic activity of examining objects. It makes it possible to establish the structure of an object and its parts, and take into account the logic of their connection. Thus, a tower with a too narrow base collapses. Based on analytical-synthetic activity, the child plans the course of construction and creates a plan. The success of the implementation of a plan is largely determined by the preschooler’s ability to plan and control its progress.

— In classes on drawing, modeling, applique and design, children’s speech develops: the names of shapes, colors and their shades, spatial designations are learned, and their vocabulary is enriched. The teacher involves children in explaining tasks and the sequence of their completion. In the process of analyzing the work, at the end of the lesson, children talk about their drawings, modeling, and express judgments about the work of other children.

In the process of systematic design and application classes, children intensively develop sensory and mental abilities. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

In the design process, preschoolers acquire special knowledge, skills and abilities. By constructing from building material, they get to know each other

— with geometric volumetric shapes;

- with techniques for modifying flat forms by bending, folding, cutting, gluing paper, resulting in a new three-dimensional form.

When designing from paper, children's knowledge of geometric plane figures, concepts of sides, angles, and center are clarified. Get ideas about the meaning of symmetry, balance, proportions;

In the process of productive activity, such important personality qualities as mental activity, curiosity, independence, initiative, which are the main components of creative activity, are formed. The child learns to be active in observation, doing work, showing independence and initiative in thinking through content, selecting materials, and using a variety of means of artistic expression.

Equally important is the education in the process of productive activity of purposefulness in work, the ability to complete it, accuracy, the ability to work in a team, diligence, and inquisitiveness.

According to teachers and psychologists, a child’s mastery of types of productive activities is an indicator of a high level of his overall development and preparation for school. Productive activities greatly contribute to the mastery of mathematics, work skills, and writing.

The processes of writing and drawing have superficial similarities: in both cases, they are graphic activities with tools that leave marks in the form of lines on paper. This requires a certain position of the body and hands, the skill of holding a pencil and pen correctly. Learning to draw creates the necessary prerequisites for successful mastery of writing.

During productive activities, children learn to use materials carefully, keep them clean and tidy, and use only the necessary materials in a certain sequence. All these points contribute to successful learning activities in all lessons.

Conclusion.

Productive activity is an important means of all-round development of children. Learning to draw, sculpt, appliqué, and design contributes to the mental, moral, aesthetic and physical education of preschool children.

Used Books:

1. Davydova G.N. Unconventional drawing techniques in kindergarten.

2. Davydova G.N. Plasticineography.

3. Doronova T.N. Materials and equipment for productive activities.

4. Dyachenko O.M. Development of a preschooler's imagination. - M.: RAO, 2000.- 197 p.

5. Mukhina BC Visual activity as a form of assimilation of social experience. - M., 2000.

6. Uruntaeva G.A.
Preschool psychology: Textbook. aid for students avg. ped. textbook establishments. 5th ed., stereotype. - M.: Publishing House, 2001. - 336 p. comments powered by HyperComments

Psychological characteristics of a preschool child

Preschool childhood is the period from the moment of awareness of oneself as a member of human society (from about 2-3 years) to the moment of systematic education (6-7 years). In this process, social factors in personality formation play a decisive role. In preschool childhood, the basic individual psychological characteristics of the child are formed, and conditions are created for the formation of social and moral characteristics of the individual.

This phase of childhood is characterized by:

• As a last resort, the child needs the help of an adult to meet the basic needs of life;
• the maximum possible role of the family in satisfying all basic needs (material, spiritual, cognitive);
• minimal possibility of self-protection from harmful environmental influences.

Appeal. By the age of six, a child’s vocabulary has expanded so much that he can easily explain to another person everything that relates to everyday life and his area of ​​interest. While a typically developing three-year-old child uses up to 500 or more words, a six-year-old child uses between 3,000 and 7,000 words. A six-year-old child's vocabulary consists of nouns, verbs, pronouns, adjectives, numerals and connectives.

Sensory development. A child attending kindergarten not only distinguishes colors, shapes, sizes of objects and their position in space, but can also correctly name the proposed colors and shapes of objects and correctly distribute objects by size. He can also draw simple shapes and color them in a specific color. It is very important that the child can establish the identity of objects with a certain norm. Standards are humanity’s models of the main varieties of qualities and properties of objects. Thus, the standards of perception (sensory standards) are: colors of the spectrum, white and black colors, all kinds of shapes, sound levels, time intervals, etc. They arose during the history of human culture and are used by people as models, standards, with the help of which the compliance of perceived reality with one or another standard from a system of ordered standards is determined.

If a child can correctly name the color and shape of an object, if he can correlate the perceived quality with the norm, then we can assume that he can establish identity (the ball is round), partial similarity (the apple is round, but not perfectly similar to the ball), dissimilarity (the ball and cube). By carefully examining, touching or listening, the child performs correlative actions and traces the connection between what he perceives and the standard.

Development of thinking. A feature of a child’s healthy psyche is cognitive activity. A child’s curiosity is constantly aimed at understanding the world around him and forming his own picture of this world. The child plays, experiments, tries to establish cause-and-effect relationships and dependencies. For example, he himself can understand which objects will sink and which will float. He has many questions about the phenomena of life. The more intellectually active a child is, the more questions he asks and the more varied these questions become.

Development of attention. The child’s cognitive activity in exploring the world around him organizes his attention to the objects under study for quite a long time, until his interest wanes. If a six-year-old child is engaged in a game that is important to him, he can play for two or even three hours without being distracted. He can focus on productive activities (drawing, designing, work that is meaningful to him) for the same amount of time. However, such results of concentration are a consequence of interest in what the child is doing. He will languish, be distracted, and feel completely miserable when he has to engage in activities that are not suitable for him or that he does not like at all.

Memory development. Preschool age is an age of intensive memory development. It is generally accepted that memory is the leading cognitive process. In fact, a preschool child masters the language to such an extent that he becomes a true native speaker of his native language. Memory records and stores events and information that are significant to the child. Preschool childhood leaves many memories that will last a lifetime.

A six-year-old child can already voluntarily remember objects. When memorization becomes a condition for successful play or is important for the realization of a child’s aspirations, he easily remembers words in a certain order, poems, sequences of actions, and so on. A six-year-old child is already consciously able to use memorization techniques. He repeats what needs to be remembered, tries to understand, assimilate what was memorized in a certain order. However, involuntary memorization remains more productive. Here, too, everything is determined by the child’s interest in what he is doing.

Development of imagination. A six-year-old child can create in his imagination many situations in which he appears at his most beautiful. Having formed in the game, the imagination moves into other types of activities. This is most clearly manifested in drawing and in writing children's rhymes and fairy tales. Here there is great variability in the nature of children's creativity: some children are focused on recreating real reality, others on creating fantastic images and situations. Fantasy plays a greater role in the life of a child than in the life of an adult; it manifests itself much more often and allows more frequent violations of the reality of life. The tireless work of imagination is the main way a child learns and masters the world around him; it is a way to go beyond the limits of narrow personal experience.