Collective creative activity in the dow. Educational portal. Teamwork. Joint work, collective creativity - Collective work “Military equipment” in a mixed-age group

Nadezhda Egorova
Consultation “Collective creativity of preschool children”

Collective creativity of preschoolers.

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

A significant number of children, despite the skills and abilities they have, experience difficulties in creative expression. Main reason is: insufficient level of cognitive interests, lack of activity, initiative, perseverance and ability to achieve a goal.

Solving the development problem collective creativity, the teacher should be based on the following principles:

- creative implementation of each pupil as a condition for development collective co-creation;

Taking into account the individual characteristics of children when determining their role place in collective interaction;

Managerial directing in setting up the process collective activity;

Comfort of the child's stay in peer group.

Collective work with children is being created (starting with the youngest preschool age) in drawing, modeling, appliqué, one type or two or three types in one lesson (modeling and applique, applique and drawing, applique and artistic work).

In joint and independent activities, most often children perform the image individually, each with their own drawing, modeling, appliqué. But special satisfaction Children enjoy creating common pictures, compositions that combine images of all the children in the group. Such paintings are called collective work. They have more significant results for children and cause them admiration, truly like in poem B. Mayakovsky: “What one cannot do alone, we will do together”.

Therefore, one of the forms of conducting both joint activities and independent activities in older groups in kindergarten is collective work, the result of which are general paintings, panels, compositions in modeling.

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

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 a group, a corridor, a hall, make a panel for leisure, for a child’s birthday, decorations for games, performances, posters, a screen book as a gift, illustrate fairy tales, poems, stills for the film, etc.

During runtime collective children learn to communicate with each other and with adults:

At the beginning of the year, children work side by side and communicate mainly with the teacher;

At the second stage, they begin to talk to each other, first about the task, then emphasizing what the neighbor is doing wrong, asserting that they themselves are performing the task correctly;

Gradually, under the guidance of an adult, children begin to communicate with each other. friend: plan, negotiate, ask, give hints, rejoice, praise a friend, etc.

Children turn to an adult when they cannot reach an agreement on their own. Here it is important to suggest how best to negotiate, in which case to give in to each other, if necessary, to teach them to work together, amicably, with pleasure.

During classes, the teacher uses different types art: fine and decorative, music, dance, literature. Integration makes it possible to show children an artistic image using different means of expression, to see it in their own way, to understand creative artist's workshop, learn to look for ways to creativity, creating your own image.

Mostly collective work is carried out with children of the same age. When organizing work, it is important to correctly unite children to perform joint actions, taking into account their behavioral characteristics. Researchers distinguish several types of children depending on their ability to communicate and interact in a friendly manner. These are sociable-friendly, sociable-hostile, unsociable-friendly and unsociable-hostile children. It is necessary to take these features into account when organizing joint activities. Thus, sociable and friendly children can be combined with children belonging to other types. Sociable-hostiles cannot be united with each other and with unsociable-hostiles, and, moreover, it is inappropriate to unite unsociable-hostiles with each other. If there is a need to work in a group of sociable and unsociable-hostile children, it must be “strengthened” by 2-3 sociable-friendly children.

Easier to organize kids to do collective work on sculpting, applications, design, is more difficult to draw, but in practice there are various forms of organization that help solve problems in different types of activities. These forms of organization collective Works gradually become more complex depending on the age of the children.

1. Joint-individual

(a child participating in an activity performs part of the work individually, and at the final stage it becomes part of the overall composition).

2. Collectively visual activity based on joint

consistent form of organization

(the result of an action performed by one becomes the subject of the activity of another).

3. Collaborative-interacting

(formation of skills to plan, coordinate one’s activities and objectively evaluate results collective creative work).

Yes, children junior group Each one creates a separate picture, and in the end they will have a common picture. By combining all the works together at the end of the lesson, paintings are obtained "Blooming Meadow", "Forest", "Chicks on the Grass" etc.

And older children perform more complex and varied tasks ( "City Street"- transport, houses, trees, people, etc.). So that children do not interfere with each other when creating teamwork, everyone determines their area of activity, i.e. they agree on who will paint where.

Teacher guidance at different stages of plan implementation collective creative activity has its own characteristics. At the first stage, planning collective action, the teacher strives to create a motivational resonance - the emergence in every child of a desire to be involved in collective cause. It is important to unite children with a common goal, the attractiveness of the future result of the activity, to cause an emotional upsurge, good business excitement. Providing children with a variety of visual materials is attractive to the common cause. So, for example, for application it is advisable to use not only ready-made colored paper, but also clippings from newspapers and magazines, ready-made drawings children; for modeling, use both dough and plasticine with clay; for drawing, wax and colored pencils, watercolor and gouache, and various building materials.

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.

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

Another option for organizing children’s cooperation is that the common goal of the activity is carried out by several subgroups and the final result depends on the quality of the work of each subgroup. This type of activity creates a feeling satisfaction Each participant, the child, has a feeling of usefulness and personal contribution to the common cause, which gives him confidence in his abilities. For example, children are happy to participate in the design of a panel on the wall of the group room “Magical Country of Childhood”, "Space" etc. Dividing into subgroups at their own request, children independently decide what plot will be reflected by their group on the common visual field.

Final stages collective interactions are associated with achievement, awareness and assessment of the significance of the result obtained. At the same time, the teacher focuses the children’s attention on everyone’s personal contribution to the common cause, emphasizing that without joint efforts, the implementation collective plan would have been impossible. It's good when success collective activities are assessed not only by the children themselves, but also by people whose opinions they value - parents, other educators, children of other groups.

To systematically conduct classes on collective creativity every kindergarten creates long-term plan, topics and materials are selected, forms of organization are thought through. So, collective Work can be implemented in several classes. A cycle of classes on one topic provides for a gradual solution of the task. For example, topic "City Street": in the first lesson, a city is created, in the second lesson, transport is created on another sheet, at the end of the lesson, both sheets are connected. In the third lesson, perform people and complete the city at will (trees, flowers, clouds, sun, etc.)

What interferes with the successful development of children? creativity? The most significant shortcoming in the work of teachers that hinders the development of children creativity, is excessive guardianship of the child, i.e. interference of the teacher in himself child's creative process, imposing your idea of work. The next disadvantage that negatively affects the development of children is creativity, one should consider the limited materials offered to children for drawing, appliqué and modeling, and children’s limited ways of depicting. The most negative disadvantage of work in child development creativity, mismanagement of children creativity and low level of teacher qualifications, i.e. there is no creative potential to resolve this issue.

Educators and parents are faced with an emergency task importance: to ensure that each of those who now goes to kindergarten is raised not only as a conscious member of our society, not only healthy and strong man, but also - necessarily! - an initiative, thinking person, capable of creative approach to any business he undertakes. And an active life position can have a basis if a person thinks creatively, if he sees an opportunity for improvement around him.

Themes collective works for children 3-4 years old

1. Multi-colored balls (application, drawing)

2. Winter forest (drawing)

3. Snow falls quietly on the trees in the meadow (drawing)

4. Tumblers are walking (modeling, applique)

5. Leaves and flowers bloomed on the tree (drawing, applique). In this case, the teacher creates an image of a tree in front of the children, and the children paste on ready-made flowers and leaves.

6. Beautiful flowers bloomed (applique and drawing)

7. Chickens are walking in the grass

8. Let's decorate our group for the holiday (modeling, applique, drawing). This activity applies to all holidays (birthday, spring holiday, New Year etc.)

Themes collective works for middle group children

1. Autumn forest (drawing)

2. Autumn carpet (the decorative composition can be made in appliqué. This kind of composition can be created based on spring motifs)

3. Birds on a branch (tree); Birds at the feeder (modeling)

4. Merry carousel (based on Dymkovo toys) . Carousel designed by the teacher.

5. Fairy tree (drawing, applique)

6. Our aquarium (the composition can be made in drawing and appliqué)

7. Fairyland ( applique: children decorate cut-out houses, cut out decoration details, glue them and use the decorated houses to make a picture on large sheet paper, protonated in accordance with the coloring of the fairy tale countries: sky, earth, grass, etc.)

8. Carts are driving along the street of a fairy-tale city, carrying various loads. (applique)

9. Beautiful flowers bloomed in the flowerbed (drawing, applique)

Themes collective works for older children

1. Toy store window (application, drawing)

2. Basket with flowers

3. Our corner of nature (applique)

4. Autumn Park (magic garden) – drawing, applique

5. At the skating rink

6. Our city (applique)

7. Winter fun (drawing)

8. Fairytale kingdom

9. Space (drawing, modeling, applique)

10. My favorite fairy tale (cartoon)– applique, drawing

Themes collective works for children of the graduating group

1. Circus arena (application, drawing)

2. Basket with flowers (vase with flowers, vase with fruits – applique)

3. Painting on fabric (drawing)

4. Autumn Park (magic garden)– drawing, applique

5. Animals of the world (applique or drawing, modeling)

6. Our city (applique)

7. Winter fun (drawing)

8. Flower world (drawing, modeling, applique)

9. Space (drawing, modeling, applique)

10. My favorite fairy tale (cartoon)– applique, drawing

A very simple group project for children made from paper. We saw her at the fox festival at the Moskvorechye cultural center. I liked the work because of its simplicity and minimal necessary equipment. Recently, we often travel to various festivals and watch various master classes. Children, and adults too, really like to draw: you can use gingerbread cookies, various three-dimensional figures, on paper. It seems to us that children in kindergarten will also like such collective work.

Materials and equipment for group work in kindergarten made of paper.

White paper with bird outlines printed on it
Colored pencils, felt-tip pens (you can paint)
Scissors
Fabric or paper for hanging figures
Pins or glue stick for attaching works.

Stages of collective work in kindergarten made from paper “Birds”

We give each child paper with a printed outline of a bird.

Options for drawings for group work in the “Birds” kindergarten.

Children color the picture.

Cut out the resulting bird along the contour.

We attach finished work against the general background. The background can be fabric or paper.

Other collective works can be done using the same principle.

Options for drawings for group work in kindergarten from paper “Butterflies”

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

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

Informational - exchange of sensory and cognitive information;

Contact readiness to receive and transmit information;

Coordination - coordination of actions and organization of interaction;

Perceptual - perception and understanding of each other;

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

Main tasks solved in collective classes:

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

2. Education of moral and volitional qualities: the skills and needs to bring the work started to the end, to study with concentration and purpose, to overcome difficulties, to achieve best quality work, trying to make it more expressive, clearer, more interesting, to understand the significance of one’s work in the common cause, etc.

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

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

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

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

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

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

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

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

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

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

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

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

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

In the joint-individual form of organizing collective activities, two types of children’s work are used: frontal and subgroup.

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

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

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

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

Stage 1 - individual work child over an element, part of the general;

Stage 2 - sequential work on the conveyor associated with assembly, a defined operation of sequential installation of a collective product.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Production of artistic panels and models;

Making gift posters;

Making attributes for joint games;

Illustration of fairy tales and stories;

Exhibition design;

Manufacturing of costumes, costume details, theatrical scenery.

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

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

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

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

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

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

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

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

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

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

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

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

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 Creative skills, fantasy, imagination;

Help your child show their artistic abilities various types fine and applied activities.

Main goals:

Develop an aesthetic perception of the world, nature, artistic creativity 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.

Group classes – in preparatory group I suggest spending it in the afternoon, when they are already rested and full of new strength and desire to communicate with each other again. The duration of the lesson is 25-30 minutes, in accordance with the program.

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

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

Agree on joint work and its content;

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

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

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

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

Abstract of the GCD for children of the preparatory school group “Meadow with flowers and butterflies” (team work using the origami technique)

Author: Safonova Olga Vladimirovna
Place of work: teacher, MBDOU " Kindergarten"Chamomile" combined type" Kovylkino, Republic of Mordovia

Target: improve children's creative abilities through origami.

Tasks:
-introduce children to the phases of butterfly development and the features of its lifestyle.
- strengthen children’s ability to create a craft (butterfly) from the basic “double triangle” shape, complementing the image with the necessary details;
- to consolidate the ability to fold a tulip flower using the origami technique, using the basic forms “envelope” and “ kite»;
- develop fine motor skills;
-develop the eye, the ability to maintain symmetry in creating a pattern on the wings of a butterfly;
-develop skills of collective creative activity;
-develop interest in the life of insects;
- cultivate the ability to notice the beauty of nature, the desire to admire it,
take care of her.

Materials for the lesson:
spring meadow drawn on whatman paper;
bell;
illustrations with the phases of butterfly development;
butterfly;
operational cards;
music “Waltz of the Flowers” by P.I. Tchaikovsky;
paper different color;
scissors;
glue;
photo of butterflies.

Preliminary work:
conversation on the topic: “It’s spring on our street”
looking at photo illustrations of spring nature.
reading the story by G. Skrebitsky “In a forest clearing. Spring".
memorizing poems about spring.

Progress of the lesson:

Educator: Hello children! Pay attention to the guests. Say hello to them. Today I want to invite you to interesting trip to a forest clearing.
In order to be there, you and I must fulfill one condition. Now everyone will need to sit down more comfortably, close their eyes and not open them until you hear the ringing of the magic bell.
Educator:
So...the eyelashes are drooping,
The eyes close.
We are going to the spring meadow...
(calm music sounds, a spring meadow is displayed)
Here comes a light breeze
Touches our cheeks
The radiant sun smiles on us all.
We can breathe easily here,
Smooth, even, deep.
Here comes the wind, our friend
He brought a chill to everyone.
He hit the bell
The bell rang (the bell rang)
Educator:
Children, here we are in a spring meadow.
Tell me, what month is it now?
What changed in nature in April? (The sun is shining brighter, warming the earth, the snow has melted, green grass has appeared, buds have swelled on the trees, small leaves have grown, flowers have blossomed, birds have flown in from warm countries, insects have woken up)
What insects do you know?
I invited you to this clearing to tell you interesting story. And about whom, you will find out by guessing the riddle.
Listen to the riddle:
Hairy, green
She hides in the leaves
Although there are many legs,
Still can't run (Caterpillar)
Educator: The following story happened to our caterpillar.
Once upon a time there lived a caterpillar. She hatched from the egg, crawled along the leaves and ate a lot. Everyone laughed at her, she was so ugly. One day the caterpillar decided to hide in a cocoon so that no one would see it. She made herself comfortable on a branch and entangled herself with sticky threads.

She sat in it, sat, and fell asleep. While she was sleeping, winter passed and the long-awaited spring came.
The sun now rose very early, went to bed late and shone so diligently for everyone on earth and warmed so much that life became fun. A light green fog enveloped all the birches and aspen trees in the forest.
What do you think it was?

Right. The leaves began to bloom. This is where the forest festival began.
The Nightingale whistled and clicked in the bushes, frogs croaked loudly near the river, and May beetles buzzed among the branches.
The caterpillar also woke up, stuck out its antennae, and just as it wanted to crawl out entirely from its cocoon, it felt that something was bothering it on its back...
Educator: Children, what was stopping her from the caterpillar on her back?
Children: Wings!
Educator: Now let's see if this is true?
Educator: What has our caterpillar become?
Children: To the butterfly!
This is what a beautiful butterfly our caterpillar has turned into

Listen to the tale further... She shook herself and suddenly... flew. Flying over the pond, she looked into it as if into a mirror and saw a beautiful... (butterfly). Yes, a butterfly with huge bright wings. "Who is this beauty?" – she thought, “Oh, it’s me! I am a butterfly! She flew over the meadow and everyone who saw her admired: “What a beautiful butterfly!” The butterfly felt hungry and decided to find a meadow full of bright, fragrant flowers. A butterfly flew into the meadow... and there was only green grass.
(show meadow-green Whatman paper)
Educator: Guys, how can we help the butterfly?
Children: You can make flowers.
Educator: What else can you do?
Children: Make butterflies.
What spring flowers do you know?
I suggest you make a tulip flower for the butterfly. These flowers grow in spring not only in our flower beds, but are also found in wildlife in the south of our country.
Educator: Children, but first let's rest.

Physical exercise “Butterfly”
In the morning the butterfly woke up.
She stretched and smiled.
Once - she washed herself with dew.
Two - she spun gracefully.
Three - she bent down and sat down.
At four, it flew away.
And at five she sat down.
(Children perform movements in accordance with the text)

Educator: Take your seats.
Let's make a flower meadow for her.

We will work in subgroups: “butterflies” and “tulips”.

We recall the methods of making a butterfly and a tulip, and consider the operation cards.

I remind you of the symmetrical arrangement of the pattern on the wings of a butterfly.
Let's get our fingers ready for work.

Finger gymnastics.
Caterpillar, caterpillar,
(the palm of one hand “crawls” like a caterpillar along inside another)
Butterfly's daughter
(the palm “crawls” back to the shoulder along the outside of the arm)
Crawling along the blades of grass
(same thing on the other hand vertically)
Eats leaves:
Am!
Am!
Am!
Am!
(one palm slides upward over the other palm and “bites” the fingers of the other palm for every am
I ate and wanted to sleep
(one hand clenches into a fist, the other covers it)
Woke up (spread your palms)
Turned into a butterfly
(cross your arms at the wrists)
It flew, it flew, it flew!
(wave crossed palms like wings)

Educator: Let's get to work. Remember that you need to smooth each line of the workpiece with your finger so that all the crafts turn out neat.

Children's creativity. (Calm music sounds. “Waltz of the Flowers” by P.I. Tchaikovsky).

Educator: So beautiful flowers bloomed in the meadow. And now, together with her friends, the butterfly flutters from flower to flower all day long. Sometimes she, sitting on a flower, carefully spreads her velvet bright wings
looks around and says: “It’s so good here! How happy I am to live here!”
Educator: Children, did you enjoy the activity? What did you like?
Children: children's answers.
Educator: What new did you learn today?
Are you glad you helped the butterfly?
Well done! Take care, have pity on all living things, children! Take a closer look. listen, delve into the beauty of nature, protect and increase it!
Analysis of children's work.
And as a gift to you as a souvenir of our lesson, photographs of butterflies!