Group work in kindergarten. Collective creative activity Types of collective work with preschoolers
How exactly should you organize group activities(lessons)? This question is often asked by teachers.
First of all, about the time of their holding. Work can be carried out both in class (in kindergarten), and in the classroom (at school), as well as in free time from classes and in an extended day 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 part in the overall composition and so that he can express himself, in the best possible way using your capabilities and achieving high results.
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 big job to accumulate and enrich accumulated experience, clarify children’s ideas. This will be facilitated by familiarization with fine arts, organization targeted walks and excursions, observations, 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 depicted will depend on age characteristics 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 the hall winter holiday, evening leisure. 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. Paper round shape 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. You can organize such an activity 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. The decorative composition can be prepared in the style of some type of folk art: gorodets, Pavlovsk scarves, and in 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 from white paper Dymkovo toys or from ocher (can be a different color, 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 held in senior group child care facility No. 371 Moscow. Subject 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 with a large drawing or paste on it. green circle- 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 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 work on visual arts 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 topic: 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 constrain 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 different groups: preschoolers, junior 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 is how panoramas can be created based on content 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 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 propose 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 blossomed on the tree (drawing, applique. In this case, the teacher creates an image of the tree in front of the children, and the children paste on the finished flowers and leaves).
- ? Bloomed beautiful flowers(applique or drawing).
- ? Chickens walk on the grass (modeling, appliqué, drawing).
- ? Let's decorate our group for the spring holiday (balloons, flowers, flags).
While creating last work You can combine both drawing and applique. A similar lesson can be carried out for New Year's holiday. Together with children, educators can create a New Year's panel. The teacher cuts and pastes big Christmas tree or Santa Claus, 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 lesson topics proposed for kids can be used in working with children 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).
- ? Fairyland (applique: children decorate the houses they have cut out, cut out the decoration details, glue them and from the decorated houses they make a picture on a large sheet of paper, toned in accordance with the color fairyland: sky, earth, grass, etc.).
- ? On the street fabulous city carts are driving and carrying various loads (application).
- ? 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 these 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(application).
- ? 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.
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Introduction
Conclusion
Introduction
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. It is in kindergarten that a child must learn to live among people. And collective work will unite children.
In joint and independent productive activities, most often children perform the image individually, each with their own drawing, modeling, appliqué. But children get particular satisfaction from creating common pictures, compositions that combine images of all the children in the group. Such paintings are called collective works. They have a more significant result for children, they cause admiration, truly, as in the poem by V. Mayakovsky: “What one cannot do, we will do together.”
The collective form of organization gives each child the opportunity to develop the skills and abilities to work together, build communication, and develop the habit of mutual assistance. Collective works with children are created (starting from 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).
If in younger groups the creation of collective work, first of all, gives the child the opportunity to see how his personal creativity complements the creativity of other children, turning into a solid, colorful image, then in older groups, when performing collective work, children learn to agree among themselves about joint work and its content. Do one thing together, give in and help each other, plan work, rejoice in the successes of your comrades.
Any collective work must have a purpose. The teacher leads the children to make a picture together that would be difficult to do alone. While doing group work, children learn to communicate with adults and with each other. If at the initial stage of such work, children communicate mainly with the teacher, then a little later they begin to communicate with each other. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, and empathize. The teacher’s task is to teach children how to negotiate, give in to each other, and appreciate the help of a friend.
When solving the problem of developing collective creativity, the teacher should be based on the following principles:
· creative realization of each student as a condition for the development of collective co-creation;
· accounting individual characteristics children when determining their role place in collective interaction;
· managerial direction in setting up the process collective activity;
· the child’s comfort in a group of peers.
Thus, collective activity is defined by teachers as equal personal interaction of children, aimed at coordinating and uniting common efforts in order to achieve a high level of activity, collective community and individual satisfaction, manifested in an adequate assessment of oneself and others, the realization of creative potential and comfort. But the age characteristics of preschool children should be taken into account. The teacher plays a special role in organizing the collective activities of preschoolers.
Collective activities in drawing classes are no longer a rarity in kindergarten practice; they are popular among teachers and arouse great interest in artistic creativity among the children themselves.
Collective compositions: drawings, applique, modeling - it is no coincidence that children delight. After all, the overall result is always richer in content, more vibrant than the individual work performed. However, in mass practice, this type of training is carried out sporadically. And questions are often asked: “What are collective activities? In what age groups can they be carried out? What forms of interaction are available to preschool children?”
Research problem: what is the role of collective activities in the process of organizing the visual activity of older preschoolers, the system of methods for its organization.
Object of study: collective activities of older preschoolers.
Subject of research: variability of forms of organization of collective activity of older preschool children in the process of visual activity.
Purpose of the study: to study different shapes organizing collective activities in productive classes with children of senior preschool age.
Research objectives:
1. Conduct an analysis of scientific and methodological literature on the problem of collective interaction;
2. Adapt the features of organizing collective activities to the age characteristics of children 5 - 6 years old;
3. Identify the level of fine art and drawing skills of children,
4. Analyze the relationships between children in collective activities.
Research methods:
Theoretical - analysis of scientific and methodological literature; study of regulatory documents.
Empirical - analysis of the developing subject-spatial environment; pedagogical observation, analysis of children's drawings, statistical processing of observation results.
Research base: MDOU "Kindergarten No. 40" of the city of Votkinsk, senior age group "Tsvetik - Semitsvetik".
1. Theoretical basis organizing collective visual activities for older preschoolers
1.1 Forms of organizing collective activity in visual arts classes
fine art preschool creativity collective
In the practice of organizing productive activities, there are several forms of collective interaction and a large number of methods for organizing it. This situation is explained by the fact that collective activities are popular among educators and teachers as the most effective method introducing children to drawing. Therefore, both theorists and practitioners need a clear, verified classification of types of collective activity, a system of methods and techniques for organizing it.
Forms of collective visual activity and their classification.
In teaching methods visual arts There are three classifications of collective forms of visual activity.
The author of the first classification is M.N. Turro, who explored back in the 70s. educational and educational opportunities for collective works in the fine arts. His classification of collective work was based on the peculiarities of organizing joint collective activities of children. He identified three forms of collective visual activity: frontal, complex, and collective production.
1. Frontal form, in which collective work is a combination of individual drawings of children, made taking into account the task set by the teacher or with knowledge of 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.
2. The complex form involves performing collective work on one 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.
3. Collective production form, in which children’s activities are built on the principle of a conveyor belt, when everyone performs only one specific operation in the process of manufacturing a product.
But in drawing classes in the 70-80s. Only the easiest form of joint activity was popular - frontal, which later received the name individual - collective. The method for organizing collective activity of this form is as follows: break a large image into identical or similar elements, performed by children individually, and then combine the fragments into a single one and refine it. Thus, only in conclusion did the children’s activities resemble collective ones. The difficulty in organizing a collective result was that the children’s skills were of different levels, and there was no consistency in the children’s aesthetic ideas.
B.M. Nemensky systematized collective activity based on the number of participants in the process joint work. According to this approach and classification of joint activities, all collective work of children in the process of performing a collective composition.
A more accurate and complete systematization of the types of collective visual activity is presented in the classification developed by T.S. Komarova and A.I. Savenkov. It is based on three main forms of organizing joint activity, identified by psychologists: jointly - individual, jointly - sequential and jointly - interacting.
A joint-individual form of organizing collective visual activity.
Joint-individual activity is one of the simplest forms of organizing work on a collective composition. This form of activity assumes that each child individually performs an image, which at the final stage becomes a part, an element of a collective composition. Coordination of the actions of each of the participants in joint work is carried out at the beginning of the lesson, at the last stage and when the collective composition is compiled and summarized.
Despite the apparent simplicity of organizing joint and individual activities, the teacher in a drawing class needs to think through a number of issues, the solution of which will determine the success of creative work over the preparation of a joint composition and its aesthetic quality.
Methods and techniques for organizing joint and individual activities of children are varied. They depend on the complexity of the topic and the technique of execution, but in the methodology of organizing work a number of general provisions:
· Think in advance about the composition of the collective work, choose the color, size and position of the common plane - the background;
· Select a single visual material and image technique, both for the background and for the details of the collective composition;
· Determine the proportionality of details in the overall composition and the means of achieving proportionality in individually executed elements;
· Determine the technique of “assembling” a collective composition, i.e. think through what and how individual parts will be connected to each other, or attached to the general background;
· Think over the process of performing a collective composition, appoint assistants from among the children to complete the work
The role of the organizer of collective activities in kindergarten is performed by the teacher.
In frontal work with a group, he poses an educational task or an entertaining problem, leads the search for ways to solve it, formulates and determines individual tasks (topic, volume, size, etc.). During children's individual work, the teacher adjusts their work depending on what others have done. On final stage When a collective composition is organized, the teacher is helped to collect elements, details, parts of the overall composition by assistants from among the successful children. At the end of the lesson, all children take part in analyzing the result of collective activity. The level of creative activity of children in the process of joint and individual work in the classroom largely depends on the result of collective activity, i.e. collective composition.
The advantages of a joint-individual form of organizing activities in a drawing class include the fact that it allows you to mobilize the creative personal capabilities of each child.
The advantage of children's joint and individual activities in drawing classes is not only the simplicity of its organization, but also the opportunity to trace the contribution of each child to the collective result.
Together - sequential activity and forms of its organization in drawing classes.
Joint - sequential activity as a form of collective creativity is quite rare. This can be explained, on the one hand, by the complexity of organizing joint work, the process of which resembles the work of a production line; on the other hand, the opinion that exists among teachers is that this type of joint activity excludes creativity altogether.
Indeed, jointly sequential activity suggests the sequential execution by children of a certain technological operation, when the result of the work of one child becomes the subject of the activity of another. It cannot be denied that monotonous work, which involves the mechanical execution of a separate technological operation, excludes a creative approach. But the lesson does not recreate an industrial conveyor belt, but rather offers a game, under the terms of which each child is likened to a master, playing the role of an artist - a craftsman working on the artistic production conveyor line.
Joint - sequential activity in the lesson consists of two main stages:
1. Individual work of the child on an element, part of the overall product
2. Sequential work on the conveyor associated with assembly, determined by the technological sequential installation of a collective product.
As a rule, the conveyor “turns on if” in the classroom the children are faced with a task short term execute a large number of identical products, for example, Christmas decorations, decorative decoration of the hall, etc. From the themes of the examples given, it is clear that the joint activities of children, organized according to the conveyor belt principle, always have a practical, socially significant result. A jointly sequential form can include children’s visual activities, organized on the principle of a relay race. During the “visual relay race,” children take turns coming to a common sheet and performing elements of a joint composition, complementing the image that has already been made by previous children. A palette with paints and a brush can be used as a baton in a drawing class, and if the work is done using the appliqué technique, then a tube of glue can play the role of a baton.
Organize joint activities the relay race principle is easier than conveyor work.
Organization of collective creativity based on jointly interacting forms of children’s activities in drawing classes.
The jointly interacting form is the most difficult in organizing the collective activity of children in a drawing lesson. The difficulty lies in the fact that this form of organization involves either simultaneous joint work of all participants in collective creativity (work on one sheet, plane), or constant coordination of the actions of all participants in collective activity. This form is called a form of cooperation or co-creation. Cooperation as a form of organizing collective activity in the classroom requires certain organizational abilities from teachers, and from children the ability to communicate in the process of perception and in practical activities. This form of collective activity requires each child to have a certain amount of communication experience: the ability to cooperate, respect someone else’s initiative, defend one’s own ideas in the process of agreeing on issues of content and form, the use of materials and techniques for performing a composition, and objectively evaluate the results of joint creativity.
It is very difficult to organize the process of extensive cooperation between children in a drawing class, so this form is most acceptable in drawing classes, where collective work in small groups is possible.
The very methodology of organizing the process of collective activity in a jointly interacting form differs from joint individual work. Firstly, the fact that 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 of children, co-creation, takes place. Secondly, when performing a fragment of a collective composition, children are united in small groups in which direct interaction occurs during the work.
In practice, there is often a combination of various forms and methods of organizing children’s joint work in the field of fine arts, which indicates the relative independence of each form of organizing collective fine art. In drawing classes, the teacher, when organizing collective activities of children in large and small groups, allows individual work for individual children, the result of their work finds a place in the collective composition.
1.2 Conditions for organizing collective activities
The success of any activity depends on its organization, and collective work is generally impossible without a carefully thought-out introduction method, without a clear idea of the composition of the future collective work.
Organizing collective activities in drawing classes requires more effort from the teacher than individual activities. It is especially difficult to organize collective work in a collaborative - interactive form, in which interactions both within groups and between groups must be taken into account. But sometimes the teacher’s work is complicated not by the form of collective activity, but by other reasons. To save young teacher from unjustified expenditure of effort, and children from disappointment in joint activity and its result, we will outline the basic conditions that should guide the teacher when choosing the form and methods of collective work.
When choosing a topic and methodology for collective visual activity, a teacher in drawing classes must take into account the following:
· Place of collective activity in thematically and in the structure of a drawing lesson;
· Age characteristics of children participating in collective visual activities;
· The feasibility of the task and the availability of visual technology for its implementation.
Let us consider in more detail these basic conditions, the consideration of which is necessary when organizing the process of collective activity of children.
The place of collective activity in the educational process.
Collective visual activity presupposes a single information level of preparedness of its participants and a relatively identical level of their visual skills and abilities, as soon as this guarantees equal responsibility of children for the quality of the result of joint activity. Therefore, it is necessary that each collective work be as limited as possible connected with the system of tasks previously performed by children, being, as it were, their result.
Collective activity is defined as a method of generalizing children’s knowledge acquired during a cycle of classes united by a common theme.
Collective compositions look very impressive at an exhibition of children’s fine arts, so the teacher thinks in advance about the process of children working on a collective thematic or decorative composition. Preparing and performing work can take several sessions, united in a cycle with a single theme and goal.
Joint activity can be used in a drawing lesson as a gaming technique aimed at activating the processes of perception and visual creativity of children. In this case, carefully consider:
· The place of the organizational moment in the lesson scenario - goal setting, group formation, analysis of the stages of teamwork, so as not to destroy the emotional background of the game;
· The relationship between individual and collective action, children’s creativity in the process of practical work and in the structure of the lesson as a whole.
In a drawing lesson, a playful moment can, on the one hand, contribute to the development of children’s interest in a joint result, activating the organizational aspect of children’s collective activity. On the other hand, joint visual activity is in many ways similar to role-playing game when children or a group of them, like wizards, frost, craftsmen, artists or teams, artels, workshops, perform creative work, easily solving complex educational and technological problems.
Thus, the choice of form or methodology for organizing joint activities largely depends on the type of drawing lesson and its main goal: to communicate new material, consolidate what has been learned or generalize the knowledge of children acquired over several lessons. Collective activities can be used as a means of activating the educational process aimed at achieving the assigned tasks in the classroom.
Age characteristics of children and collective visual activity.
When choosing the form and methodology for organizing children’s joint work, it is equally important to take into account their readiness for collective activity. Readiness is determined by age characteristics and the level of acquired communication experience of children, which largely depends on their age-related predisposition to communication. The age characteristics of preschoolers impose specific features on the methodology for conducting joint artistic activities in drawing classes. Let us consider, on the one hand, what age-related characteristics of preschoolers should be taken into account when organizing children’s collective activities, and on the other hand, we will determine what personality qualities develop in collective activities, contributing to its improvement and the activation of children’s collective creativity.
Let us list the main age-related characteristics of a preschooler that influence his artistic interest and activity in visual arts:
· High emotionality;
· Integrity of perception;
· Developed imagination;
· Specifically - imaginative thinking;
· High level manifestations of individuality and independence in work;
· Passion for the process of activity;
· Low focus on the quality of the result;
· Easy switching from one type of activity to another;
· Quick fatigue from monotonous work.
In connection with the consideration of the problem, everything is possible age characteristics divided into two main groups. The first group includes parameters that make joint actions difficult: a high level of independence, low focus on results, and rapid fatigue with monotonous activities. Secondly, a positive impact on collective activity: high emotionality, specifically imaginative thinking, easy switching from one type of activity to another, passion for the work process.
Considering the age characteristics of children 5-6 years old and the known forms of organizing collective activities, we can conclude that the joint - individual form of collective visual creativity is the most appropriate for working with older children. It is the easiest to organize. In the process of joint-individual activity through work in pairs, in a small group and further to jointly-interacting activity.
Thus, knowledge of the age characteristics of children 5-6 years old gives the teacher the opportunity to choose a form and methodology for organizing collective activities that would not interfere with the manifestation of children’s individual abilities - both visual and organizational, and would make visual activities feasible, promoting success in joint creativity.
The feasibility of activities and artistic techniques for the collective creativity of children in a drawing class.
Accessibility and feasibility are one of the main didactic principles of organizing collective creativity in a drawing lesson. Previously, forms of joint activities that are available to children of different age groups were considered. The method of organizing classes also depends on age characteristics. Collective visual activity for preschoolers should have an emotional coloring and features similar to play.
The feasibility of doing joint work is another requirement for collective activity, which must be observed when working with all age groups. Accessibility and feasibility, ease of completing a task and obtaining a high-quality result of teamwork at first is a good incentive for the development of children’s creative activity and their interest in collective activities. The availability of classes largely depends not only on the level of children’s readiness for visual arts, the scope of skills, but also on the ability to work together in a particular visual technique. If the result of collective creativity is lower in quality than the result of individual work, and does not meet aesthetic requirements, then it can cause children to have a negative attitude towards joint activity. Difficulties in implementing plans, underestimating the individual contribution to the result of joint work negatively affect interest in joint visual activity.
The main reasons for failure in joint visual activities, which primarily affect the quality of the result, can be:
· Labor-intensive knowledge that requires more than one lesson to complete;
· The complexity and inaccessibility of visual techniques for joint activities;
· Lack of dimension and color unity in the collective composition;
· Eclecticism of visual materials and means in the execution of details, part of the overall composition.
Thus, in order for the content and process of collective activity to be accessible to each of its participants, it is necessary to know the level of readiness of each child for this work, his interests.
Collective visual creativity, like individual creativity, is impossible not only without a certain amount of knowledge and skills, but also without preparing children for active artistic and imaginative thinking and creative creation. Therefore, in drawing classes, collective creativity is inextricably linked with the aesthetic perception of reality, the artistic perception of works of fine and decorative arts in combination with music and the artistic word. To activate the creative potential of children, it is recommended to use the techniques of play and pedagogical dramatization. Exercises aimed at developing visual skills should not be neglected; the inability to draw can hinder a child’s creative activity, just like a lack of knowledge of the phenomenon or subject of the image.
· Introductory conversation or introduction to new material;
· Game motivation;
· Analysis of the task, through examination of the subject, discussion of the concept;
· Organization of joint activities and management of its process;
· Drawing up a collective composition and its analysis;
· Evaluation of the result of joint creativity.
For organizing collective activities in the senior group of a kindergarten, as mentioned above, joint - individual activity is more suitable, since it is simpler to organize, and with its help, it is possible to trace the contribution of each child to the collective result and adequately evaluate his work . Many authors agree with this: Dronova T.Ya., Komarova T.S., Kazakova T.G. Etc. Children aged 5-6 years begin to show an active interest in their peers and their visual arts. Children have an active desire to communicate and interact with each other. It is important that these relationships are friendly and respectful of each other. But such interaction does not arise on its own and is not formed in traditional drawing and modeling classes. Special work is needed that can be carried out simultaneously with teaching children to draw, but include, in addition to visual tasks, also tasks aimed at teaching children to interact with each other. This work begins with the formation in children of an interested attitude towards the common product.
To solve this problem, it is important to show children that together they can do something that no one of them can do. Therefore, in the first lessons, a common product should be created by the whole group. So that children feel that the common product is a qualitatively common whole; it is precisely as a whole that someone needs it. The easiest way is to show this in some kind of play or fairy-tale situation, especially since such situations are always close and understandable to preschoolers. The collective composition itself can be solved in different ways.
There are basic principles for organizing joint and individual activities.
The first of the principles, the simplest, is the principle of free placement, when elements of future collective work are placed freely against a common background. For example, when working on the collective composition “Flower Meadow,” individually drawn flowers are glued onto a sheet of colored paper; the size and color of the image may be different. Their placement on a common plane is not determined by anything. Children, completing a task individually, may not realize until the end of the lesson that they are participating in group work. The collective composition that appears at the end of the lesson becomes a pleasant surprise for them. Large and beautiful, it brings children a feeling of joy and pride, as children realize their involvement in a real “work of art” that can be used to decorate the interior of the group.
The main condition for the success of joint and individual work on such collective compositions is children’s ideas about the subject of the image, their skills and abilities to work in a given technique. Here you don’t even need to agree on the size of the images and their position in the space of the individual sheet. Templates can also be used to depict the shape of a product or blank, which children paint or decorate on their own (butterflies, silhouettes of dishes, toys, mittens, etc.).
The two subsequent principles of organizing a collective composition - the frieze principle and the mosaic principle - require children to become familiar with the future composition before their practical activities, since a number of conditions must be observed that would contribute to obtaining compositional integrity.
The main problem in organizing a decorative - ornamental frieze is the observance of a single language of decorative stylization of elements - patterns in the ornamental composition of the frieze. This problem is partly solved by the fact that the teacher gives the children paper and pattern templates of a certain color. It is easier to organize children’s work on a collective frieze composition, with a realistic drawing of children. But, despite the apparent lightness of the frieze composition, even here, when performing an individual fragment of collective work, the following conditions must be observed:
· Unity of visual material and technique;
· A certain color palette, if the work is done with paints or crayons;
· Specific image size;
· The exact location of the element on the sheet.
The teacher faces the same problems when organizing children’s joint work on a composition, which is compiled according to the principle of a mosaic. The conditions for joint and individual work on such compositions may be different.
Thus, the conditions for individual work, which is a constituent element of a collective composition created according to the mosaic principle, are the same as when performing a fragment of a frieze collective composition:
· Unity of material and image technique;
· Unity of language and stylization techniques in decorative composition;
Unity color scheme;
· Compliance with the rules for placing images on a sheet of individual work.
The fourth principle of organizing joint work on a collective composition also presupposes that children are aware of their participation in joint activities, since at the beginning of the lesson the overall collective composition is analyzed.
Thus, collective visual activity plays an important role in the development of the personality of a preschool child, his interaction with peers and the teacher, and the development of his own visual activity. There are different forms of organizing collective activity, and the choice of one form or another in the classroom is not accidental - it is always due to a number of reasons:
the main goals and objectives of the lesson;
formed visual skills of children;
age characteristics;
integrative processes and relationships with other activities;
artistic and organizational skills of the teacher himself.
2. Experimental study of the problem of organizing collective classes in visual arts with children of senior preschool age
2.1 Analysis of the state of the problem of collective creativity in visual activities in the practice of preschool educational institutions
Experienced - experimental work was held on the basis of MBDOU No. 40 of the city of Votkinsk in the senior group “Tsvetik - Semitsvetik”, which works under the “Childhood” program. The content of the “Childhood” program is person-oriented and aimed at fostering a humane attitude towards the world (V.I. Loginova). The goal of the program is to create for each child in kindergarten the opportunity to develop abilities, broad interaction with the world, active practice in various types of activities, and creative self-realization. The program is aimed at developing independence, cognitive and communicative activity, social confidence and value orientations that determine the child’s behavior, activities and attitude to the world.
Teacher - Vdovina Olga Veniaminovna.
There are 19 people in the group “Tsvetik - Semitsvetik”. Most children are very active, mobile, sociable, and often noisy. Children love to draw, engage in visual arts and enjoy preparing for this type of activity. Visual arts classes are conducted in accordance with the requirements work program, long-term and calendar planning. An individual form of organizing classes is predominantly used. Collective interaction is rarely used; it is mainly a joint-individual form of organization. The teacher (director of visual arts) collects the children’s work into a general composition; children do not participate in this process. They can only observe the final result of their activities in the overall composition. Children's works are used to decorate the interior of the group, art studio, corridors and staircases.
The developing subject-spatial environment in the group allows children to engage in visual activities: perform various applications, drawings, compositions. A corner for visual activities in a group is specially equipped for children so that they can engage in creativity; a lot of materials are available to them: pencils of various colors, felt-tip pens, watercolors, gouache, cardboard, Whatman paper, colored paper, scissors and a lot more. From time to time, aesthetically attractive items for children appear on the shelves of the artistic and developmental area: folk toys, reproductions of paintings, objects of decorative and applied art, small sculptures, illustrations, children's works or examples of joint creativity between parents and children. The visual arts corner is age-appropriate and aesthetically pleasing. Children often turn to visual materials in their free time.
Thus, according to the requirements of the Federal State Standard preschool education(Federal State Educational Standard of Education), spatial subject-developmental environment in the artistic and aesthetic direction in kindergarten No. 40 in the group “Tsvetik - Semitsvetik”: content-rich; transformable; multifunctional; variable; accessible; safe; health-saving and aesthetically attractive.
Plan analysis educational activities.
An analysis of the teacher's plans was carried out. As a result, it was found that the teacher has a promising and scheduling work on organizing children's visual activities.
The teacher uses various non-traditional forms of work in productive activities, organizes exhibitions of art objects (mini-vernissages), introduces children to culture native land, organizes games, introduces colors and shades of color.
The teacher has planned and carried out individual work with children, gender role differences, individual inclinations and interests are taken into account.
The children's work in the group is stored for a long time; they are put away in the lower cabinet. Sometimes children take “their work of art” home with them.
Individual lessons are held frequently. According to the teacher’s planning, collective classes for children are held once every six months. The work is carried out against a good emotional background, and according to the teacher, it brings pleasure and joy to the children. Children enjoy working together. The themes of collective works are varied - seasons, traditional holidays, folk crafts, fairy tales and others.
2.2 Comparative analysis of collective and visual creativity in children of senior preschool age
The pedagogical experiment was carried out during industrial practice.
Purpose of the experiment:
· identify the level of fine arts and drawing skills of children;
· children's attitude to individual and collective form organization of classes,
· attitude towards the work of comrades, the ability to engage in joint activities.
The pedagogical experiment was carried out with a subgroup of children - 10 people:
Polina is a reasonable, friendly girl, emotional, loves to draw people.
Nastya is a girl with character, developed in intellectual activity, loves to draw fairy-tale characters.
Vasilisa is a sociable, active girl, she easily finds mutual language with peers and adults, loves to draw.
Sophia is an active girl, independent, loves to draw.
Dasha is a positive, active girl who loves to draw trees.
Masha is a passive girl, she does any work slowly, she loves to draw.
Danil is a friendly boy, finds a common language with everyone, enjoys reading literature, and loves to draw.
Denis - happy boy, sociable, active, loves to draw.
Alyosha is a passive boy, kind, loves to draw plants.
Ksyusha is an active girl, sociable, likes to work with her peers, loves to draw at home.
Diagnostics was carried out in two stages.
At the initial stage, a drawing lesson was held on the topic “Figure skating”.
The form of organization is individual.
Goal: to identify the level of visual skills in drawing, children’s attitude to the process of drawing and to the final result.
In this lesson, children were asked to draw a figure skater on ice.
At the beginning of the lesson, the children were told about winter sports, then the plot of the drawing was discussed in detail.
The children were asked questions:
Guys, what do you know about figure skating? What kind of sport is this?
What do the skaters look like?
What are the figure skaters (girls) wearing?
What do the skates and the ice on which the skaters skate look like?
Then the children were given a task - to draw a figure skater on the ice in a jump.
Before drawing, the children were asked about the content of the idea (what clothes and pose the figure skater would be drawn in), and the artistic actions and sequence of work were clarified.
During the drawing process, the children practically did not interact with each other; everyone was busy with their own business. Masha and Alyosha often asked the teacher for help because they could not portray a person in a certain pose. Polina, Nastya, Vasilisa, Ksyusha, Dasha, Danil, Denis and Sophia completed the proposed task. They were satisfied with their drawing; they could not objectively determine their shortcomings or the incompleteness of the drawing. They showed no interest in the work of their peers. Everyone stated only their own result.
The following criteria were assessed: visual skills, attitude towards the drawing process, attitude towards the finished drawing.
Polina, Nastya, Vasilisa, Sofia, Dasha, Ksyusha, Denis and Danil have an average level of visual skills. In general, based on the results of the table, it was found that Masha and Alyosha had a low level of attitude towards the process, while the other children experimental group(Polina, Nastya, Vasilisa, Sofia, Dasha, Ksyusha, Denis, Danila) - average.
Thus, despite the fact that visual material was used at the beginning of the lesson, the conversation turned to personal experience children, the attitude towards the final result in the children of the experimental group was not high enough. In diagram 1 there is no high level, the average level was 75% and the low level was 25%.
At the next stage, we held a drawing lesson “Near the Lukomorye there is a green oak tree...”
Form of work - jointly interacting
At the beginning of the lesson, we drew the children’s attention to A.S.’s poem. Pushkin “Near the Lukomorye there is a green oak.”
As preliminary work, the children were shown pictures on the theme of this poem: a large oak tree, wrapped in a chain; scientist cat; a mermaid sits on the branches; stupa with Baba Yaga; thirty knights; Koschey, the Sorcerer and many other characters.
The children were given the task of drawing several heroes of the poem and an oak tree wrapped in a chain on a sheet of Whatman paper using various visual materials.
During the lesson, the children actively communicated with each other. We discussed the composition of the drawing. Together with the teacher, we drew up a sketch of the future drawing, which should be depicted in the children’s overall work; discussed the sequence of work.
Polina and Nastya were drawing an oak tree, once they asked the teacher for help; Sofia, Danil, Denis, Dasha and Vasilisa drew a chain on an oak tree and fairy-tale heroes; Ksyusha drew a hut; Masha and Alyosha drew nature, painted it, and completed the background. Almost all children asked for help from the teacher and found it difficult in some situations because the experience of working together was insufficient.
In this lesson, we used a collaborative form - interacting. The work was carried out on a common sheet format. The children worked together. The children saw the results of all the children at the end of this work and felt the significance of their contribution to the overall work.
All the children showed increased interest in the activity, enthusiasm for the work, and communication between the children about the idea of the work began.
Assessing the attitude to the drawing process and to the final result, the children (Masha and Alyosha) remained at a low level, which is 20%, the children (Sophia, Denis, Dasha and Vasilisa, Danil and Ksyusha) had an average level of 60%, and the remaining children ( Polina and Nastya) - high level 20%.
Thus, the ascertaining experiment confirmed the theoretical conclusions that collective activity is an important means in developing children’s sustainable interest in the visual activity itself and in the final result; children experience brighter and deeper emotions, begin to interact with each other, and a friendly type of communication develops .
Conclusion
The study of scientific and methodological literature on the problem allowed us to conclude that the collective visual activity of children of senior preschool age can be organized in different forms: jointly - individual, jointly - sequential and jointly - interacting.
Collective types of work help to develop interest and a sense of responsibility for the results of practical activities, when two, three or an entire group of children work on one idea. Children are happy to participate in collective work, because they know that the result will be an extraordinary picture, a magnificent panel or an amazing model, and everyone will be able to find a piece of their work in the common work. Despite the apparent complexity of the work, the guys do an excellent job with their tasks, because the implementation of all elements in stages is explained to them.
The methodology for organizing collective activities at the initial stage assumes the leading role of the teacher: the educator, like a director, distributes responsibilities among all participants in the project. Over time, preschoolers gain experience in joint actions, and among them “main artists” are identified: children who are able to distribute roles between performers. It should be remembered here that the roles of “leader” and “follower” are interesting and important in their own way, each role requires the performance of certain responsibilities and coordination of actions
Collective works created by the whole group, as a rule, large sizes, colorful, decorative and expressive. The analysis of such works is carried out with great interest, children actively express their attitude to the results of joint work, rejoice at the result of collective efforts and the consistency of their actions.
Approbation of a form of collective interaction in pedagogical process preschool educational institution showed the effective influence of collective work on the formation of interest in visual activities, a high-quality final result, on the development of creative activity, and the formation of friendly relationships in a group of children. Thanks to the collective form of organization of the lesson, children successfully solved visual problems.
Thus, the purpose of the study was achieved. In the theoretical part of the work, various forms of organizing the collective activity of children in the process of productive activities were studied. In a practical experiment, the conditions for organizing collective activity on the basis of practice were analyzed. A jointly interacting form of organizing drawing has been tested.
Collective action is of great importance in artistic education preschoolers as a means of activating the development of their creative potential, forming and improving teamwork skills, developing the need for aesthetic communication and interest in visual activities. Collective activity as a play technique promotes the active involvement of children in educational process their systematization and consolidation. The result of collective activity is of great importance in nurturing a socially active position in preschool children.
Bibliography
1. Babushkin M.A., Belyaev V.V., Pozdeev G.A.: Scientific and methodological journal “Bulletin of Pedagogical Experience” - issue 12, 2000. - 44 p.
2. Vygodsky L.S. Imagination and creativity in childhood: Psychol. essay: Book. for the teacher. - 3rd ed. - M.: Education, 1991. - 93 p.: ill.
3. Grigorieva G.G. “Fine art activities of preschool children”: Textbook. A manual for students. Ped. Textbook Institutions: - 2nd ed., rev. M.: Publishing center "Academy", 1998. - 272 p.
4. Grigorieva G.G. Game techniques in teaching visual arts to preschoolers. - M.: Education, 1995. - 64 p.
5. Childhood: a program for the development and education of children in kindergarten / V.I. Loginova, T.I. Babaeva, N.A. Notkina and others; Edited by Z.A. Mikhailova, Gurovich: Publishing house. 3 - reworked. 244 p. - St. Petersburg: Childhood - press, 2008.
6. Doronova T.N. “Children’s development in visual arts”: Journal for educators preschool institutions. - Publishing house "Education of a preschooler", 2 "2005. - 96 p.
7. Kozlova S.A., Kulikova T.A. Preschool pedagogy. - 2nd ed., revised. and additional - M.: Publishing center "Academy", 2000. - 416 p.
8. Komarova T.S., Zyryanova O.Yu. Continuity in formation artistic creativity children in kindergarten and primary school. - M.: Pedagogical Society of Russia, 2006-160 p.
9. Leontiev A.A. Speech activity // Fundamentals of the theory of speech activity. -- M., 1974.
10. Lykova I.A. Visual activities in kindergarten: planning, lesson notes, guidelines. Senior group. - M.: “KARAPUZ - DIDACTICS”, 2006. - 208 pp., 8 incl.
11. Mukhina V.S. A child’s visual activity as a form of assimilation of social experience. - M.: Pedagogy, 1981. - 240 pp., 16 sheets. ill.
12. Artistic creativity and the child. Monograph. Ed. ON THE. Vetlugina. M., “Pedagogy” 1972
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One of the forms of conducting classes in kindergarten is collective work, the result of which are general paintings, panels, compositions.
In progress collective work is being carried out
moral and aesthetic education of children, the following are developed skills:
Agree on joint work and its content;
Discuss interesting options plans and accept
the best solutions,
Work together, give in to each other, help, advise, learn to criticize and develop skills
business cooperation;
Plan your work, determine its sequence,
Evaluate, be attentive, rejoice in your own and your comrades’ successes when creating collective works.
All collective work must have a purpose.
The teacher leads the children to create together
a picture, make a decoration for a holiday, decorate a group,
corridor, hall, make a panel for leisure, for a birthday
child, decorations for games, performances, a book as a gift,
illustrate fairy tales, poems, scenes from cartoons
films. In this case, not only the overall result is assessed,
but also the contribution of each child to teamwork.
IN organizations of collective activities are highlighted
three main forms.
1. Joint-individual.
Children work individually according to a single plan and only at the final stage activity becomes
part of the overall composition. Job organized like this, What
composition collective the work is thought out in advance, color, size, location are chosen; the material and technique for the background and details are selected;
the implementation process is being thought through collective
compositions, editing.
The arrangement of elements on the background can be free, on one line, organized location and mosaic.
2. Jointly-sequential.
The work of one child is interconnected with the previous one and
subsequent child. Children work individually
on the element, and then sequential work follows
assembly related.
3. Jointly - interacting.
Collective activity carried out simultaneously
by all children, coordinating all actions at each
stage. Children are divided into groups that will have different
tasks to complete teamwork(background, characters
trees, houses, flowers, animals).
In classes on collective activities are used 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, and to understand creative tasks; learn to look for ways in creativity, creating your own image.
Regularly used in classes collective form of work, you can get a beautiful artistic
work, positive, emotional attitude of children, teachers and desire to work in team.
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 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 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.
During classes in II younger group I use all three forms of children’s joint activities. 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 long-term plan, selected topics, materials, 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 to 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.
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. For such work, children are teamed up in twos and the children themselves decide 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, but this is not so easy. For children to work in pairs, I practice using chart cards. I'll bring you example: “Now I will give you cards that will help you take turns being wizards and their assistants. You will work in twos."
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, behavior rules.
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 world around them 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 to 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.
Usually, in kindergarten classes, each child individually performs his own drawing, modeling, and appliqué. But children especially enjoy creating common pictures, compositions that combine images of all the children in the group. Such work is called collective work.
In collective fine art, not only panels can be created, but also posters, wall newspapers, and decorations for performances, holidays, and leisure activities. Together, children can prepare decorations and masks for dramatization games, and then all together act out the plot of a fairy tale or story.
Usually this kind of activity is carried out sporadically and only in light forms, when each child performs separately his part of the image, which will then become a fragment general work. Children's interest in collective visual activity increases significantly if its result has social value.
Each team work is based on a specially developed game plot. The child does his part of the work individually, and at the final stage it becomes part of the overall composition. The planning here is very simple: everyone is given a task at the beginning of the work and then adjusted depending on what others have done. At first, this is done by the teacher, later this happens during a collective discussion by all participants, when it is necessary to summarize the results.
Classes built on the basis of a joint-individual form of organizing activities allow children to develop the simplest skills and abilities of cooperation. But when performing these works, the unity of the group is formal, since interaction is carried out only at the stages of planning and evaluation, which complicates the formation of skills to coordinate joint activities, but it allows children to demonstrate the simplest options for joint planning.
Collaborative and consistent work
The joint-sequential form of organizing collective activity involves the gradual implementation of actions by participants, when the result of the action of one participant becomes the subject of the activity of another. The production conveyor operates on this principle, and the same principle underlies sports relay races. In the artistic activities of adults, this form also finds application, for example, in the art industry: one develops the shape of ceramic cups, another molds them, a third makes paintings, etc. This form is used in labor training, as it allows you to reproduce a conveyor line in a playful way.As an example, consider the execution voluminous work on the theme “Winter’s Tale” (snowman factory) in the senior group. The lesson is a game that synthesizes collective literary and constructive creativity. Children are distributed in groups of four per line. The tasks facing everyone are simple: roll three lumps different sizes from napkins; glue the parts together in accordance with the gender of the snow man, complete the image of the snowman from the proposed parts. Three snowmen come from the assembly line into The Winter's Tale.
Joint activities contribute to the development of skills to coordinate joint actions. Under these conditions, the failure of one child inevitably leads to a disruption in the rhythm of the entire work, to a general failure.
With this organization of activity, children work together from the first to the last stage, constantly adding something to the overall composition, improving its expressive and meaningful characteristics. A composition made in this way is not just made up of work details distributed in advance and completed individually, it is, in the full sense of the word, the fruit of collective creative thinking, joint planning, and active interaction at all stages of work. Everyone is required to have initiative and at the same time the willingness and ability to coordinate their ideas with the tasks 
general work.
This work presupposes that children have the ability to work in a team and acts as a means of developing the skills to plan, coordinate their activities and evaluate the results of collective creativity.
We developed tasks where the group created one, common composition, but game plots made it possible to give the process of creative interaction a stepwise character. At the first stage, children worked in pairs or small groups; at subsequent stages, interaction was carried out between these pairs and groups.
If the first problem has been successfully resolved and no insurmountable disagreements have arisen between the participants in the work at the planning stage, then the next stage of coordinating joint actions is relatively painless. Not without disputes, but without quarrels and insults. It is necessary to adjust the children's relationships. Usually one or two pairs fail to complete the tasks. A more complex approach to the distribution of responsibilities requires interaction in large associations. This is especially important when performing the first compositions. Attention should be paid to the formation of groups: based on observation, personal sympathies, desire to work together. This simplifies the process of children acquiring their first skills and abilities to work in small groups. A more complex option is interaction between groups. A properly structured discussion of completed compositions contributes to the development of children's creative imagination. This will help develop children's originality and flexibility of thinking.
None of the children individually could have made such a large, interesting composition. This will help children experience the benefits of working together. It will create a good emotional background for performing similar work in the future.
Lidiya Pashintseva, kindergarten teacher
compensating garden No. 94
Independent creative activity, its characteristics
Consolidation of children's knowledge, skills and abilities in visual arts can take place at the request of children in their free time from classes. This time is mainly reserved for games. But if any of the children wants to draw or sculpt, this should not be prevented. Such a desire sometimes indicates that the child has abilities, and it is necessary to help identify and develop them. In progress independent activity children's various skills are consolidated.
The visual activity that arises during the game is of a subordinate nature. Its goals and content are determined by the needs of the game. For example, playing “school” necessitates making notebooks, books, and bags for the participants in the game. Some children are engaged in constructing these objects from paper. Such activities develop initiative, creativity and enrich the content of the game.
Children must be provided for necessary material for work outside of class. In group rooms, drawing and modeling supplies should be stored in corners or on shelves in the closet, which children can freely use. In younger groups, such a corner is created when children acquire basic skills in using the material. True, we have to limit ourselves to pencils, since working with paint and clay is complex and requires constant supervision from the teacher. In the middle group, plasticine is added to the pencils. Children in older groups can be provided with all the materials they use in class, with only minor restrictions. So, instead of clay, plasticine is given, and instead of starch glue, casein or stationery is given. Natural and other additional material stored in drawers with compartments that are easily accessible to children. Children use all these materials in their free time from classes and take them with the permission of the teacher. During the work, the teacher observes the children, gives them advice, and makes sure that the work begun is completed.
Ways to organize collective activities in the classroom.
Collective visual activity – effective remedy solving many educational and didactic problems. The collective form of organization 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.
The collective visual activity of children, like other types of children's artistic creativity, should be closely connected with play. The use of gaming methods and techniques in such classes increases the effectiveness of artistic activity.
Specific techniques for connecting collective and individual forms The work of preschoolers in the process of visual, decorative or design activities can be numerous. They are born as a result of the joint creativity of the teacher and children. In collective visual activities, children independently distribute responsibilities, exercise collective control and self-control, strive for coordinated actions, they have additional energy, they more easily overcome difficulties and solve complex creative problems, collective initiative and competition are born.
Classification of forms of organizing collective work of children. A.I. Savenkov, having conducted a study with children of senior preschool age, proposed a classification that allows us to systematize and then constantly complicate the process of joint activity of children from joint-individual to more complex joint-sequential and, finally, joint-interacting. The interaction of children can be carried out in pairs, in a small group (3-5 people) and a large one, actually including all the children in the group. Students can create images simultaneously or by working on the image using the conveyor principle.
Depending on the levels of development of collective activity skills in children of different ages, the teacher chooses the form of organizing collective work:
1. Joint-individual.
2. Joint-sequential.
3. Collaborative-interacting.
Teamwork can be different not only according to form organization of work, but also by type, which can be determined by thematic criterion:
· Production of artistic panels and models;
· Making gift posters;
· Making attributes for joint games;
· Illustration of fairy tales and stories;
· Decoration of exhibitions;
· Manufacturing of costumes and theatrical scenery.
How exactly should you organize collective activities with children? First of all, it should be emphasized that the choice of one or another form of organizing collective activity depends on the age of the children, the theme of the picture being depicted, the number of children in the group, and whether the creation of the image is carried out during group educational activities or in their free time, in the process of independent artistic activity. The complexity of the content and individual images will increase as children age. Collective work can be carried out both in direct organized educational activities with a teacher, and in the morning and evening hours.
There are 3 stages in organizing work:
· Preparatory. Objectives: deepening knowledge on the topic of future work, creating vivid artistic images.
· The main one is getting the job done. Objectives: to provide children with the opportunity to embody images of the surrounding reality in a composition, to create conditions for the creative interaction of children.
· Final. This is the period of interaction between children and completed work.
Any collective work must have a purpose. The teacher leads the children to make a picture or craft together that would be difficult to do alone. While doing group work, children learn to communicate with adults and with each other. If at the initial stage of such work, children communicate mainly with the teacher, then a little later they begin to communicate with each other. Gradually, under the guidance of an adult, children plan, negotiate, ask, suggest, and empathize. The teacher’s task is to teach children how to negotiate, give in to each other, and appreciate the help of a friend.
Collective work can be carried out in any age group, in any type of visual arts classes.
The easiest way to organize group work is in sculpting or appliqué; it is more difficult in drawing. The forms of organization depend on the age and communication skills of the children.
In younger groups, children each complete the task on their own sheet, and at the end of the lesson, all the work is combined into one or two common compositions. From the very beginning, children should know that they will get the overall composition.
From the middle group it is possible to complete the task on one sheet of paper. Children stand in front of tables with long sheets of paper on them. Everyone determines their place - puts their palms on the paper so that their neighbor’s elbows do not interfere. Then all children complete the same task, and then complete the drawing with details as desired. There may be this option: each child completes an image on a sheet of the same color as the general background of the composition; after completing the task, small pieces of paper are pasted onto a common sheet that unites all the work. This option can also be used in younger groups.
In older groups, after preparing the general background, you can divide the sheet into parts and, after completing the task, connect all the parts in the same order.
Already in the younger group, children can complete the task on one sheet, creating two images of equal complexity; then the group can be increased to three - four or more children.
It is easier to perform collective work in the application. Each child, in his place, cuts out and glues an object, and then sticks it on a common sheet.
With children of senior preschool age, collective works based on folk art are created in drawings or applications.
Oksana Dobrodon
Analyzing the actions of the guys in kindergarten and on the city streets, 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!
Exactly at kindergarten the child must learn to live among people. And it will unite children teamwork.
Goals group activities:
Build skills and abilities to work together, build communication, develop the habit of mutual assistance, create the ground 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 work with a variety of materials;
Learn to create collective work.
Collective I propose to conduct classes in the preparatory group 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 progress collective works moral and aesthetic education of children is carried out, the following are developed skills:
- to work together, give in to each other, help, suggest;
Agree on joint work, its contents;
Plan your work, determine its sequence, content, composition, additions;
Rejoice at your own and your comrades’ successes in creating work.
To summarize the completed work, we are discussing creative working 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- this is the result of joint work of children and adults. Each work serves as visual information for parents and interior decoration. Our work They constantly delight both children and parents at the exhibition near the group and in the locker room. Each of the children proudly shows how they belong work With detailed description the process of creating a particular part or part work, which were performed by friends from the group. I think this kind work is motivation children's creativity, because after completion work the guys continue to stay at the tables, unite in groups and perform work on your topic.
Usually, in kindergarten classes, each child individually performs his own drawing, modeling, and appliqué. But children especially enjoy creating common pictures, compositions that combine images of all the children in the group. Such work is called collective work.In collective fine art, not only panels can be created, but also posters, wall newspapers, and decorations for performances, holidays, and leisure activities. Together, children can prepare decorations and masks for dramatization games, and then all together act out the plot of a fairy tale or story.
Usually this kind of classes are carried out sporadically and only in light forms, when each child performs separately his part of the image, which will then become a fragment of the overall work. Children's interest in collective visual activity increases significantly if its result has social value.
Each team work is based on a specially developed game plot. The child does his part of the work individually, and at the final stage it becomes part of the overall composition. The planning here is very simple: everyone is given a task at the beginning of the work and then adjusted depending on what others have done. At first, this is done by the teacher, later this happens during a collective discussion by all participants, when it is necessary to summarize the results.
Classes built on the basis of a joint-individual form of organizing activities allow children to develop the simplest skills and abilities of cooperation. But when performing these works, the unity of the group is formal, since interaction is carried out only at the stages of planning and evaluation, which complicates the formation of skills to coordinate joint activities, but it allows children to demonstrate the simplest options for joint planning.
Collaborative and consistent work
The joint-sequential form of organizing collective activity involves the gradual implementation of actions by participants, when the result of the action of one participant becomes the subject of the activity of another. The production conveyor operates on this principle, and the same principle underlies sports relay races. In the artistic activities of adults, this form also finds application, for example, in the art industry: one develops the shape of ceramic cups, another molds them, a third makes paintings, etc. This form is used in labor training, as it allows you to reproduce a conveyor line in a playful way.As an example, let’s consider completing a voluminous work on the topic “Winter’s Tale” (snowman factory) in the senior group. The lesson is a game that synthesizes collective literary and constructive creativity. Children are distributed in groups of four per line. The tasks facing everyone are simple: roll up three lumps of different sizes from napkins; glue the parts together in accordance with the gender of the snow man, complete the image of the snowman from the proposed parts. Three snowmen come from the assembly line into The Winter's Tale.
Joint activities contribute to the development of skills to coordinate joint actions. Under these conditions, the failure of one child inevitably leads to a disruption in the rhythm of the entire work, to a general failure.
With this organization of activity, children work together from the first to the last stage, constantly adding something to the overall composition, improving its expressive and meaningful characteristics. A composition made in this way is not just made up of work details distributed in advance and completed individually, it is, in the full sense of the word, the fruit of collective creative thinking, joint planning, and active interaction at all stages of work. Everyone is required to have initiative and at the same time the willingness and ability to coordinate their ideas with the tasks 
general work.
This work presupposes that children have the ability to work in a team and acts as a means of developing the skills to plan, coordinate their activities and evaluate the results of collective creativity.
We developed tasks where the group created one, common composition, but game plots made it possible to give the process of creative interaction a stepwise character. At the first stage, children worked in pairs or small groups; at subsequent stages, interaction was carried out between these pairs and groups.
If the first problem has been successfully resolved and no insurmountable disagreements have arisen between the participants in the work at the planning stage, then the next stage of coordinating joint actions is relatively painless. Not without disputes, but without quarrels and insults. It is necessary to adjust the children's relationships. Usually one or two pairs fail to complete the tasks. A more complex approach to the distribution of responsibilities requires interaction in large associations. This is especially important when performing the first compositions. Attention should be paid to the formation of groups: based on observation, personal sympathies, desire to work together. This simplifies the process of children acquiring their first skills and abilities to work in small groups. A more complex option is interaction between groups. A properly structured discussion of completed compositions contributes to the development of children's creative imagination. This will help develop children's originality and flexibility of thinking.
None of the children individually could have made such a large, interesting composition. This will help children experience the benefits of working together. It will create a good emotional background for performing similar work in the future.
Lidiya Pashintseva, kindergarten teacher
compensating garden No. 94
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