Drawing with sponges is an unconventional method, middle group. Non-traditional drawing techniques in the middle group

Drawing is one of the leading activities of children attending preschool educational institutions. It promotes knowledge of the world around us and is the most effective means formation of a creative personality. To stimulate interest in visual arts, it is advisable for the teacher to use non-traditional drawing methods in his work. Working with unusual materials and new techniques will give middle group preschoolers exceptionally positive emotions and reveal new possibilities for using familiar objects.

The importance of non-traditional drawing techniques for children's development in the garden

Unconventional drawing is interesting because children’s images always turn out different. As a rule, these are simple and accessible techniques, however, they play a very important role in mental development preschooler. Their use presupposes an atmosphere of ease, allowing the child to take the initiative and express feelings and emotions in the drawing. The main thing in such activities is not the final product, but the formation of a self-confident personality.

The use of non-traditional techniques develops the research abilities of 4-5 year old children. After all, they provide the opportunity to experiment (for example, mix gouache with soap foam, apply paint to natural materials).

Non-traditional drawing improves the fine motor skills of middle group preschoolers, which in turn contributes to the development of correct speech.

Mental processes such as thinking, attention, visual memory, and imagination develop. Tactile sensitivity increases - the fingertips are in direct contact with the paint, feeling its thickness and viscosity.

Working with unusual materials makes children wonder, improves their social and communication skills: children ask more questions to the teacher, to each other, their vocabulary is enriched and activated.

A variety of methods and techniques (palms, poking, printing, thread printing, etc.). Materials used

IN middle group It is already possible to successfully use a wide variety of non-traditional drawing techniques. Let's consider the main directions.

Children really enjoy printing with different objects. These can be foam forms: the teacher applies an in-depth drawing to them with a sharp object. The child dips such a “signet” in paint and then applies it to a sheet of paper - a beautiful image is obtained. Similarly, you can print with vegetables and fruits: potatoes, apples, and carrots are especially suitable for this purpose. For this they are given required form and select a paint that matches the color.

You can also print using foam rubber, a crumpled piece of paper, or a cotton pad. An interesting image is obtained from leaf prints (this way you can draw trees or a butterfly). The side with veins is covered with paint and applied to the base with the painted side. The leaf petioles can be carefully painted on with a brush. An interesting gradient effect is obtained if several colors are mixed on the surface of a sheet.

You can draw a variety of objects using half a potato

A more difficult activity for middle group preschoolers is poking with a hard brush. The child hits the previously drawn outline with a brush with gouache paint. Moreover, the brush is not wetted with water. The result is an imitation of a fluffy or prickly surface, which is ideal for depicting animals, for example, a hedgehog, bear or hare. While working, the brush must be held vertically - then the pokes will be even.

The poking method is good for depicting various animals

Poking drawing

Kids love to paint with their hands. The child's entire brush is dipped into gouache or painted with a brush, and then he leaves an imprint on the base. You can draw at the same time with two pens painted in different colors. The sun, grass, trees, and birds are often drawn this way. After work, wipe your palms with a napkin, then the gouache is easily washed off with water.

Drawing with palms

Poster as a gift for mom made using palm painting

When painting with fingers, the child does not dip the entire palm into the gouache, but only the tip of the finger. Dots or specks are applied to the paper. You can paint a different color on each finger. A similar image is obtained when using cotton swabs.

Drawing cotton swabs

Finger painting

Fancy patterns on a sheet of paper can be created using semolina (salt and sand can also be used for this purpose). This technique is good for creating landscapes - semolina gives the composition a beautiful texture. The background is sprinkled with grain while the paint is still wet. After a short period of time, the semolina is simply shaken off, and light spots remain in its place. Another option is to draw the object and paint it with a glue stick (necessarily on a colored background), and then sprinkle it with semolina.

Drawing with semolina

Thread printing is a technique of drawing with ordinary thread. The kid folds a sheet of paper in half and dips the thread into the paint. An image of thread is laid out on one side of the base, while one end remains free. The drawing is covered on top with the second half of the paper and pressed. After this, the thread is pulled out by the tip. The result is an image that is completed with a brush to the desired image.

Nitcography

Children in the middle group love to draw with foam rubber. This is a convenient means for creating a background for a picture; in addition, foam rubber has great potential to embody a child’s fantasies. For example this perfect way depict snowdrifts in a winter landscape.

Drawing with foam rubber using a stencil

An unusual image is obtained using the blotography technique. The child scoops up gouache paint with a spoon and then pours it onto the base. The result is spots of various shapes. The base is covered with another sheet - an image appears on it, which is completed to the desired image. You can also blow on the stain with a straw to make it appear larger.

Drawing using the blotography technique

An unusual drawing tool is a toothbrush. Thick, harsh bristles allow you to apply design details with varying densities. Due to this, a volume effect is created and different shades can be combined. For example, in this way you can depict a Christmas tree very realistically.

Drawing a toothbrush gives the branches volume

Drawing with a toothbrush

You can draw in a similar way with a plastic fork., dipping its tip into the paint. This way you can depict a prickly hedgehog or the sun.

Drawing with a fork

The drawing perfectly conveys the spines of the animal

For drawing in the middle group, the teacher can offer the children candles or wax crayons. Using these materials, the child creates an image on paper and then paints it over with watercolors. The drawing with a candle or crayons remains white, since the oily base does not interact with the watercolor.

Drawing with a candle, soap bubbles, cotton swabs, wax crayons

Unconventional drawing of individual objects and objects (examples of work with comments)

Some topics are especially conducive to unconventional drawing methods. For example, a tree can be depicted in an original way using a print of leaves, completing the missing parts (composition “Autumn Trees”). Another interesting way- cabbage leaf print (“Winter Tree”). Using your palm you can depict a snow-covered crown (“ Snowy tree"). The leaves and fruits of the tree are often depicted with fingers or cotton swabs (“Apple Tree”).

Leaf imprints and drawing Drawing with palms and fingers Imprinting with cabbage leaves Drawing with cotton swabs

Such a favorite item for kids as Balloons, can be depicted with foam rubber or using the rubber balls themselves (they are inflated and the tip is immersed in paint - a very realistic image is obtained).

Drawing with a balloon

Falling autumn leaves similarly can be depicted using real leaves. To do this, it is better to select small-sized specimens (“Multi-colored leaves”). Another way is to draw with cotton swabs, fingers, or poking. Leaves can also be printed with potatoes, after first drawing the corresponding silhouette on the vegetable.

Printing with leaves

Poking drawing

The structure of the rowan branch is conducive to drawing it with cotton swabs, fingers or a poke (photo).

Poking drawing

Birds in the middle group are also often depicted in unconventional ways. For example, using your palms you can draw a graceful flying or swimming swan.

Drawing with palms

Using unconventional drawing methods, it is good to depict vegetables and fruits.

Drawing with a pipette

Printing with half an apple and drawing with cotton swabs

Class notes

Author's full name	Title of the abstract
Druzhina E.	"Winter" (drawing in non-traditional ways - imprint with a cabbage leaf, image with cotton swabs) Educational objectives: learn to draw a landscape using unconventional techniques (printing with a cabbage leaf, painting with cotton swabs). Developmental tasks: expand your understanding of the winter season. Educational tasks: to cultivate interest in nature, a sense of beauty. Integration educational areas : « Artistic creativity", "Cognition", "Communication", "Socialization", "Health". Demo material: reproductions of winter landscapes. Handout: tinted sheets of white paper according to the number of children, brushes, white gouache, sheets of Chinese cabbage, sippy cups, stands for brushes. Progress of the lesson: Riddle about winter. The teacher asks the children what words can be used to talk about winter (snowy, frosty, shiny, fluffy, etc.), what they can play in winter. To the music of P.I. Tchaikovsky guys look at reproductions of paintings by Russian artists in winter. At the same time, the teacher consolidates knowledge of what a landscape is. A surprise moment - a package arrives at the group, but it does not open. To open it, one of the guys must read a poem about winter. There is a knock on the door - a toy hare appears, who says that he delivered the package and complains to the children that he cannot find his way home. The guys promise to help him. The hare opens his package - it turns out to be a cabbage leaf. The teacher invites preschoolers to turn into landscape artists and paint a winter picture in a special way - with cabbage leaves. Demonstration of image techniques. Apply a thick layer of paint to the sheet with a brush, then apply it to the base and carefully remove it with both hands. The resulting print looks very much like a snow-covered tree. Independent work of preschoolers to the composition “White Snow” by O. Gazmanov. The teacher guides the children as necessary. At the end of the first stage of work, a physical education session “Snowman” is held. The teacher notices that there is something missing in the drawings. The children realize that there is not enough snow. The teacher suggests depicting it using cotton swabs - you need to dip them in a jar of white gouache and apply dots (poking method). In the traditional way, using a brush, snowdrifts are drawn under the trees. Summing up the lesson - returning from the fairy forest.
Kolesnikova I.	(in the middle group using the non-traditional poking method) Progress of the lesson: The lesson begins with a riddle about a bear. Then the teacher reads the fairy tale “Masha and the Bear”. Conversation on content: what Mishka did with Masha. Consider the structure of the bear, determine the shape of its head and body. The teacher demonstrates how to paint a bear figure using the poking method (the eyes and nose are glued on). Independent activity of children. Analysis of finished works.
Karpova I.N.	"Fish" (painting with palm and fingers) At the beginning of the lesson, the teacher organizes the game “Aquarium” (children perform actions according to the text): The snails crawl, / They carry their houses, / They move their horns, / They look at the fish. The fish are swimming, / rowing with their fins./ Turn right, turn left, / And now it’s the other way around. Riddle about fish. Pictures of fish are considered. Conversation about where they live, what they eat, what helps them swim. Reading the poem “Fish” by I. Tokmakova. The teacher invites preschoolers to pretend to be a fish in an unconventional way- using your palm. To do this, you need to lower your palm into a plate with gouache, and then make an imprint on a sheet of paper (with your thumb bent and the rest spread out). Actions must be performed quickly, otherwise the paint may have time to dry. Near the fish, it is advisable to depict a background - pebbles (painting with fingers) and algae (painting with a brush). After the children’s independent activities, a physical education session called “Fish” is held. An exhibition of works is held: the guys explain where each fish swims and choose the most beautiful of them.
Zotkina O.K.	"Scarlet Sails" (drawing with sand and paints) The kindergarten is located in the resort town of Evpatoria, so sand painting is very relevant in this case. At the beginning of the lesson, the teacher reads V. Orlov’s poem “I draw the sea” to the children. There is a conversation about hometown, which tourists also call the city of the Sun, the city of Childhood. This is due to the fact that Evpatoria has a lot of sunny days a year, an unusually gentle sea, and there is also a huge number of children's health centers and camps. The teacher reminds the children that they were at sea today and asks what they remember most (warm sand and pleasant water, bright sun, beautiful shells, ships, boats). The teacher invites preschoolers to draw a ship with scarlet sails, a bright sun and their favorite sea. And sand brought from the beach will help to do this. Physical education is held at marine theme"Sea". The sea is very wide (Children spread their arms wide to the side.) The sea is very deep. (They squat, touching their hands to the floor.) Fish live there, friends, (Perform the “Fish” movement.) But you can’t drink water. (They spread their arms to the side, raising their shoulders.) Seagulls circle above the waves, (waves hands) Let's fly after them together. (spinning around in place) Splashes of foam, sound of the surf, And above the sea - you and I! (Children wave their arms like wings.) Examination of a sample and explanation of image techniques. The sand needs to be sifted to remove shells and other impurities. Using a simple pencil, the contours of the ship, the sun and the sea are drawn, onto which glue is then generously applied. Sand is scooped up into a pinch and sprinkled onto the contours of the image. The excess is poured into a plate. Next, the sails are covered with scarlet paint so as not to touch the sand. The sun, sky and sea are also painted. The guys begin to work to relaxing music (sounds of the sea and the sound of the surf).

Long-term planning for non-traditional drawing (middle group)

In the middle group, non-traditional drawing can occasionally be included in visual arts classes and can be carried out as part of a project. Most often, such techniques are studied with children as part of group work.

As an example, here is a fragment forward planning classes for the middle group “Rainbow” (teacher O.V. Chernysheva, MBDOU d/s “Yolochka, Abakan”).

Month	Subject	Tasks
September	Autumn leaves Watercolors + wax crayons	Promote the most expressive reflection of impressions of autumn. Improve skills in drawing with wax crayons and watercolors
	Teddy bear Poking with a hard semi-dry brush	Strengthen the ability to use the “poking with a hard semi-dry brush” technique
	Bullseye Monotype	Introduce children to the monotype technique. Introduce children to symmetry (using the example of an apple). Develop spatial thinking.
	By design
October	Borovichok Finger painting	Strengthen the ability to draw with fingers, the technique of dipping. Develop a sense of composition and color perception.
	Jam Blotography	Introduce the technique of blotography. Develop a sense of composition.
	saucer Plasticineography	Improve skills in drawing with plasticine.
	Armchair Spray	Introduce the spraying technique. Develop a sense of composition.
November	Vacuum cleaner Scratch	Introduce the grattage technique. Learn to trace simple shape templates.
	Scooter Drawing with cotton swabs	Strengthen the ability to draw with cotton swabs. Develop a sense of composition
	By design Various	Strengthen the ability to choose your own technique and topic
	Steamboat Plasticinoplasty	Strengthen the ability to draw with plasticine. Develop a sense of composition.

Let us note that regularly (about once a month) drawing in the circle is carried out according to the plan, during which children independently choose the technique and theme. This develops the creative imagination and independence of preschoolers.

All classes are built on a similar principle: they start with game moment, include finger gymnastics, massage, independent activity Children, as a rule, are accompanied by musical accompaniment. At the end of the lesson, there is always a mini-exhibition of children's works.

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Non-traditional drawing techniques with middle-age children before school age

Content

Introduction
Conclusion
Applications

Introduction

Life in the era of scientific and technological progress is becoming more diverse and complex. It requires from a person not stereotyped, habitual actions, but mobility, flexibility of thinking, speed of orientation and adaptation to new conditions, a creative approach to solving large and small problems. The transformation of a child into a creative personality depends on the technology of the pedagogical process.

The information-reproductive process of learning is objectively replaced by a creative one. Only in creative activity does the development of creative abilities occur - mastery of methods of cognition of transforming the characteristics of objects. Hence the need arises to intensify the creative, cognitive and practical activities of children. We want to see our students as inquisitive, sociable, independent creative individuals who know how to navigate environment, solve emerging problems. And this largely depends on us. The child is an explorer, showing a keen interest in various types of research activities, in particular to experimentation.

Modern pedagogical and psychological research proves the need for visual arts classes for the mental and aesthetic development of preschool children. In the works of A.V. Zaporozhets, V.V. Davydova, N.N. Poddyakov established that preschoolers are able, in the process of objective sensitive activities, including drawing, to highlight the essential properties of objects and phenomena, to establish connections between individual phenomena and to reflect them in figurative form. This process is especially noticeable in various types of practical activities: generalized methods of analysis, synthesis, comparison and comparison are formed, the ability to independently find ways to solve creative problems, the ability to plan one’s activities are developed, and creative potential is revealed. This implies the need to study not only fine arts, but also special types of fine arts, including drawing using non-traditional methods.

The relevance of the study is that it is visual productive activity using non-traditional visual technologies in accordance with the Federal State Educational Standard for Education that is most favorable for the creative development of children’s abilities, since it especially reveals different aspects of the child’s development.

The practical aspect of developing creative abilities with the help of non-traditional drawing techniques in preschool children remains insufficiently disclosed, since points of view regarding the psychological and artistic conditions for the formation of abilities change, children's generations change and, accordingly, the technology of teachers' work must change.

The object of the study is unconventional drawing techniques in children in the middle group.

The subject of the study is the use of non-traditional drawing techniques in the middle group of kindergarten, taking into account the requirements of the Federal State Educational Standard for Educational Education.

The purpose of the study is to study the system of work on teaching preschoolers to draw using non-traditional methods.

To achieve the research goal, the following tasks were expected to be solved:

studying scientific literature on the problem of children's visual creativity;

studying the role of visual creativity in the development of a child as a person;

disclosure of the concept of special creative abilities, the specifics of their manifestation in fine art;

unconventional technique drawing preschooler

the use of non-traditional drawing techniques in preschool educational institutions to develop the creative abilities of preschoolers.

Research hypothesis - development visual abilities for younger preschoolers will be carried out most effectively if: an aesthetic developmental environment is created in the group; the application technology has been thought out various types children's activities using non-traditional techniques.

The theoretical and methodological basis of the study is the research of T.S. Komarova" Visual activities V kindergarten"; A.V. Nikitina "Non-traditional drawing techniques." When performing the work, the following research methods were used: theoretical analysis of pedagogical literature, study and analysis pedagogical documentation and work experience at MBDOU d/s No. ___________, in the middle group.

1. Theoretical basis application of non-traditional drawing techniques in the development of preschool children

1.1 Possibilities of using non-traditional drawing techniques in working with preschoolers

In children of the fourth year of life, perception, thinking, and memory improve and develop; ideas about the shape of objects, size, and primary colors are gradually formed. This allows us to put forward new tasks for teaching children artistic and creative activities.

However, the teacher must keep in mind that not all children attend the junior group, so even basic skills in visual arts may not be developed in most children. At the same time, by the age of three, children acquire some experience in understanding objects and phenomena; they are more developed physically and mentally. This makes it possible not to completely repeat the path taken by children of the third year of life. Therefore, it is necessary to develop in children mental processes that are important for mastering drawing, modeling, appliqué, to form figurative ideas, imagination, an emotionally positive attitude towards reality, towards works of art, both classical and folk.

It is necessary to teach children the actions of perceiving objects - examining (circling with one hand or the other) objects along the contour when examining them. Children of this age learn to represent round, rectangular, triangular shape; objects consisting of straight lines and their intersections; master the image of objects consisting of one or several parts of different sizes. In this group the application is introduced. Children learn to create images by gluing ready-made figures cut out by the teacher. In order to develop freedom of creative decision in children, it is necessary to teach them formative movements - first simple, and then more complex. This will allow them to depict a variety of objects and phenomena of the surrounding world.

How better baby masters the form-building movements in the middle group, the easier and freer it will be to create images of any objects. It is known that any purposeful movement can be made on the basis of existing ideas about it. The idea of the movement produced by the hand is formed in the process of visual as well as kinesthetic (motor-tactile) perception.

The formative movements of the hand in drawing and sculpting are different: the spatial properties of the depicted objects in drawing and sculpting are different: the spatial properties of the depicted objects in the drawing are represented by the contour line, and in sculpting - by mass and volume.

Hand movements when drawing differ in nature (pressure force, scope, duration).

Children's drawing is a well-known phenomenon, but it raises a lot of questions among parents and teachers. Why do children prefer drawing to many other activities? What significance does it have in the development of children? How to organize children's drawing and how to guide it? How to develop children's artistic abilities? How to understand and evaluate children's drawings? The answers to these questions are difficult for many. Not trusting themselves, some mothers, grandmothers, teachers collect children's drawings and turn to people who are authoritative, knowledgeable and understanding - psychologists, teachers, artists.

However, they are often discouraged by their absolutely contradictory assessments: Normal drawings of a normal child, but there are problems... - the psychologist will say. “It’s nothing special, the usual stereotypical children’s drawing, but the ability is there, and if you have the desire, then you need to learn...” the teachers at the children’s art school will advise. - Brilliant! How much imagination, what boldness of image, what vividness of color! Don't touch him, give him complete freedom creativity and under no circumstances teach anything! - the enthusiastic artist will exclaim. What is attractive about drawing for children? What makes it so desirable to them?

firstly, drawing is accessible: you move a stick along the sand - you already have a drawing; take paper, a pencil or a felt-tip pen and draw anywhere - at home, at a party, at your mother’s place of work, with your grandmother, for example, in a savings bank;

secondly, it is sensual: the images and plots excite, the movements of lines and the variability of color excite, everything that happens in the drawing excites and is experienced, the drawings themselves excite;

thirdly, it is educational: it helps to discern, learn, clarify, master, understand a lot, and even test and show your knowledge;

fourthly, it is expressive: by drawing, you can express a lot, sometimes more and with less difficulty than in words, especially to young children; you can depict and express your delights, desires, dreams, fantasies, premonitions, fears, knowledge, judgments, discoveries and much more;

fifthly, drawing is productive: you draw, and something will definitely come out.

A drawing is a thing made. You can draw a lot of drawings, you can either hang them on the wall, or give them as a gift, or put them aside, and then take them out again and look at them. Drawing is fun, enjoyable and interesting. The true value of children's drawing lies not in the quality of the drawings (exhibition, competition, for evaluation) children create, but in how through creativity they overcome their personal problems, realize their life experience, free themselves from the unpleasant and affirm the positive in their own life.

The process (drawing as an active life) is no less important for the child than the result (drawing). And the drawing, separated from the author, takes on a new meaning - not only as a product of children's creativity, but also as an object of a different, new activity (an object of display, study, collecting).

So, children's drawing is a phenomenon of creative activity of children aged 1-2 to 10-11 years, which has a motor-visual basis and implements many mental functions that are important for the holistic personal development of the child. It is therefore necessary when examining and evaluating children's drawings:

discuss with the child the drawing, and not him, his personality (for example: capable, incapable, slob, neat, stupid, weak, average, brilliant child, etc.);

it is necessary to evaluate the child’s achievements in relation to his personal capabilities and in comparison with his own drawings, taking into account individual characteristics and the dynamics of his development (whether the child is moving in his creativity or has stopped, repeating what he has mastered, reproducing himself), and not in comparison with other children; it is necessary to accurately determine the goal, the essence of the task, the conditions for creating the drawing and, in accordance with these circumstances, evaluate the work (the theme for the exhibition was set, prompted from the outside or caused by one’s own motives, it found an echo in the child’s soul or was performed under duress; did the child use auxiliary visual material or work from memory, from imagination; was there enough choice visual arts etc.);

highlight and evaluate: its general mood, plot, semantic and emotional interpretation, compositional solution (choice of the size of the picture, arrangement of the image in the format, expression of the degree of subordination of individual figures - direction, scale relationships, configuration of forms, rhythmic and coloristic solution), freedom of use of the visual arts tongue;

support and legitimately encourage the independence of drawing, the activity of the author’s position in relation to what is depicted, the sincerity of emotional experiences in creativity, sensitivity to the nature of visual materials and the capabilities of tools, ingenuity in searching for depiction techniques and ways of expressing images and moods, work to improve one’s visual language;

it is important to determine and take into account the extent of someone else’s influence on the drawing, which reduces the level of creative search; it must be remembered that such types of drawing as copying from a sample, tracing from the original, painting over ready-made contour pictures do not contribute to the creativity and artistic development of the child, but lead to a mechanical reproduction of other people’s decisions, serve to spread faceless patterns and stereotypes in children’s drawing; in the assessment itself, kind attention should be revealed, a desire to see deeply and fully the entire content of the drawing; it must be thoroughly reasoned and have a positive character, so that even when identifying shortcomings, it opens the child up to the opportunity to overcome them, while excluding direct prompting in doing so; the assessment can also express parting words for further creativity and the formulation of new tasks - then it will be interesting, useful, desirable and accepted with confidence.

In pedagogical practice, we must not forget that children create according to their own needs, and not “for show,” and it is incorrect to focus them only on the result, replacing search with a model, creativity with fulfillment, desire with coercion. In assessing work, the child’s sincere, original creativity should be encouraged, rather than obedient reproduction. Loving drawing and trusting adults, a child who draws may find himself a victim of someone else's will. This way the child’s creative rights are violated, his artistic activity is misdirected and damage is caused to his integrity. personal development. This must be understood and remembered by all adults who come into contact with children's creativity.

1.2 Characteristics of non-traditional drawing techniques with children of primary preschool age

In preschool educational institutions teachers actively use non-traditional drawing techniques (NTT).

The term “non-traditional” implies the use of materials, tools, and drawing methods that are not generally accepted, traditional, or widely known. The use of non-traditional drawing techniques helps to enrich children's knowledge and ideas about objects and their use, materials, their properties, and methods of application. Children are taught to draw not only with paints, pencils, felt-tip pens, but also with tinted soap foam, a candle, and are shown how to use glue for drawing, etc.

Children get acquainted with different methods of coloring paper, including colored paste, the method of spraying paint, and learn that they can draw not only on paper, but also on special glass. They try to draw with their palm, fingers, fist, edge of the palm, obtain images using improvised means (threads, ropes, hollow tubes) and natural material(tree leaves).

In classes using non-traditional image techniques, preschoolers are given the opportunity to experiment - mix paint with soap foam, paste, apply gouache or watercolor to an image made with colored chalk. By direct contact of fingers with paint, children learn its properties (thickness, hardness, viscosity), and by adding different amounts of water to watercolors, they get different shades of color.

Thus, tactile sensitivity and color discrimination develop. As you know, children often copy the model offered to them.

Non-traditional imaging techniques allow you to avoid this, since the teacher, instead of a ready-made sample, only demonstrates a method of operating with non-traditional materials and tools. This gives impetus to the development of imagination, creativity, the manifestation of independence, initiative, and the expression of individuality.

Applying and combining different ways images in one drawing, preschoolers learn to think, to independently decide which technique to use so that this or that image turns out to be the most expressive. Then they analyze the result, compare their work, learn to express their own opinion, they develop a desire to next time make your drawing more interesting and different from others. Non-traditional image techniques require compliance with the sequence of actions. This is how children learn to plan the drawing process.

Working with non-traditional drawing techniques stimulates positive motivation in the child, evokes a joyful mood, and removes fear of the drawing process.

Many types of non-traditional drawing help to increase the level of development of hand-eye coordination (for example, drawing on glass, painting fabric, drawing with chalk on velvet paper, etc.) Drawing using non-traditional image techniques does not tire preschoolers, they remain highly active and efficient throughout the entire time allotted for completing the task. Non-traditional drawing techniques allow the teacher to carry out individual approach towards children, taking into account their wishes and interests.

Drawing with several hands, as a collective form of creativity, brings children together. Researchers indicate that the use of non-traditional drawing techniques helps reduce arousal in children who are overly emotionally disinhibited.

So, M.I. Chistyakova notes that non-traditional drawing (for example, playing with blots) captivates children, but why stronger child passionate, the more he concentrates. If an overly active child needs a wide field of activity, and his attention is scattered and extremely unstable, then in the process of playing with blots, his zone of activity narrows and the amplitude of movements decreases. Sweeping and imprecise hand movements gradually become more restrained and precise. In children with behavioral and character difficulties, the plots of drawings made using blots become less aggressive in content and more juicy, bright and pure in color.

Thus, the use of non-traditional imaging techniques contributes to intellectual development child, correction mental processes and personal sphere of preschool children.

Types of non-traditional drawing techniques:

1) "Finger painting". Age: from two years. Means of expression: spot, dot, short line, color. Materials: bowls with gouache, thick paper of any color, small sheets, napkins. Method of obtaining an image: the child dips his finger in the gouache and puts dots and specks on the paper. Each finger is painted with a different color. After work, wipe your fingers with a napkin, then the gouache is easily washed off.

2) "Drawing with your palm." Age: from two years. Means of expression: spot, color, fantastic silhouette. Materials: wide saucers with gouache, brush, thick paper of any color, large format sheets, napkins. Method of obtaining an image: a child dips his palm (the entire brush) into gouache or paints it with a brush (from the age of five) and makes an imprint on paper. They draw with both the right and left hands, painted in different colors. After work, wipe your hands with a napkin, then the gouache is easily washed off.

3) "Impression with cork". Age: from three years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, cork stamps. Method of obtaining an image: the child presses the cork to a stamp pad with paint and makes an impression on the paper. To obtain a different color, both the bowl and the stopper are changed.

4) "Foam rubber imprint". Age: from four years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, pieces of foam rubber. Method of obtaining an image: the child presses the foam rubber onto a stamp pad with paint and makes an impression on the paper. To change the color, use another bowl and foam rubber.

5) "Imprint with crumpled paper." Age: from four years. Means of expression: stain, texture, color. Materials: saucer or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color and size, crumpled paper. Method of obtaining an image: a child presses crumpled paper onto a stamp pad with paint and makes an impression on the paper. To get a different color, change both the saucer and the crumpled paper.

6) "Wax crayons + watercolors." Age: from four years. Means of expression: color, line, spot, texture. Materials: wax crayons, thick white paper, watercolor, brushes. Method of obtaining an image: the child draws with wax crayons on white paper. Then he paints the sheet with watercolors in one or more colors. The chalk drawing remains unpainted.

7) "Stencil printing". Age: from five years. Means of expression: stain, texture, color. Materials: a bowl or plastic box containing a stamp pad made of thin foam rubber impregnated with gouache, thick paper of any color, a foam swab (a ball of fabric or foam rubber is placed in the middle of the square and the corners of the square are tied with thread), stencils made of oiled semi-cardboard or transparent films. Method of obtaining an image: the child presses a signet or foam rubber swab onto a stamp pad with paint and makes an impression on the paper using a stencil. To change the color, take another swab and stencil.

9) "Usual blotography." Age: from five years. Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon. Method of obtaining an image: the child scoops up gouache with a plastic spoon and pours it onto paper. The result is spots in a random order. Then the sheet is covered with another sheet and pressed (you can bend the original sheet in half, drip ink onto one half, and cover it with the other). Next, the top sheet is removed, the image is examined: it is determined what it looks like. The missing details are completed.

10) "Blotography with a tube." Age: from five years. Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, straw (drink straw). Method of obtaining an image: a child scoops up paint with a plastic spoon, pours it onto a sheet, making a small spot (droplet). Then blow on this stain from a tube so that its end does not touch either the stain or the paper. If necessary, the procedure is repeated. The missing details are completed. “Blotography with a string” Age: from five years, Means of expression: stain. Materials: paper, ink or thinly diluted gouache in a bowl, plastic spoon, medium-thick thread. Method for obtaining an image: the child dips a thread into the paint and squeezes it out. Then he lays out an image from a thread on a sheet of paper, leaving one end free. After this, another sheet is placed on top, pressed, holding it with your hand, and pulls the thread by the tip. The missing details are completed.

11) "Spray". Age: from five years. Means of expression: point, texture. Materials: paper, gouache, hard brush, piece of thick cardboard or plastic (5 x 5 cm). Method of obtaining an image: the child picks up paint on a brush and hits the brush on the cardboard, which he holds above the paper. Paint splashes onto the paper.

12) "Leaf prints." Age: from five years. Means of expression: texture, color. Materials: paper, leaves different trees(preferably fallen ones), gouache, brushes. Method of obtaining an image: the child covers a piece of wood with paints of different colors, then applies it to the paper with the painted side to obtain a print. Each time a new leaf is taken. The petioles of the leaves can be painted on with a brush.

13) "Watercolor crayons." Age: from five years. Means of expression: spot, color, line. Materials: thick paper, watercolor crayons, sponge, water in a saucer. Method of obtaining an image: the child wets the paper with water using a sponge, then draws on it with crayons. You can use the techniques of drawing with the end of a chalk and flat. When the paper dries, it becomes wet again.

14) "Poking". Age: from five years. Means of expression: texture, volume. Materials: squares of colored double-sided paper (2 x 2 cm), magazine and newspaper paper (for example, for hedgehog needles), pencil, PVA glue in a bowl, thick paper or colored cardboard for the base. Method of obtaining an image: the child places the blunt end of a pencil in the middle of a square of paper and turns the edges of the square onto the pencil with a rotational movement. Holding the edge of the square with a finger so that it does not slip off the pencil, the child dips it into the glue. Then he glues the square onto the base, pressing it with a pencil. Only after this does he pull out the pencil, and the folded square remains on the paper. The procedure is repeated many times until the desired amount of paper space is filled with folded squares.

15) "Black and white grattage." Age: from five years. Means of expression: line, stroke, contrast. Materials: half a sheet of cardboard, or thick white paper, a candle, a wide brush, black mascara, liquid soap (about one drop per tablespoon of mascara) or tooth powder, bowls for mascara, a stick with sharpened ends. Method of obtaining an image: the child rubs a sheet with a candle so that it is completely covered with a layer of wax. Then mascara is applied to it liquid soap, or tooth powder, in which case it is filled with mascara without additives. After drying, the design is scratched with a stick.

16) "Landscape monotype". Age: from six years. Means of expression: spot, tone, vertical symmetry, image of space in a composition. Materials: paper, brushes, gouache or watercolor, damp sponge, tiles. Method of obtaining an image: the child folds the sheet in half. On one half of the sheet a landscape is drawn, on the other half it is reflected in a lake or river (imprint). The landscape is done quickly so that the paints do not have time to dry. The half of the sheet intended for the print is wiped with a damp sponge. The original drawing, after a print is made from it, is enlivened with paints so that it differs more from the print. For monotype you can also use a sheet of paper and tiles. A drawing is applied to the latter with paint, then it is covered with a damp sheet of paper. The landscape turns out blurry.

2. Experimental work on the development of preschool children using non-traditional drawing techniques

2.1 Identification of the level of development of technical skills in children 4-5 years of age

Today there is a choice of artistic options preschool education, and it is determined by the presence of variable, additional, alternative, original program and methodological materials, which are not sufficiently scientifically substantiated and require theoretical and experimental testing in the specific conditions of preschool educational institutions.

In order to test the research hypothesis, the following tasks have been put forward that need to be solved in the experimental part:

1. Conduct diagnostic work to identify the artistic abilities of children of middle preschool age.

2. Test innovative drawing techniques to develop children's creative abilities.

3. Experimentally prove that systematic and purposeful drawing lessons using non-traditional methods influence the development of children’s creative abilities.

4. Carry out qualitative and quantitative analysis of experimental data.

To confirm this, a confirmatory experiment was conducted. The research work was carried out on the basis of MBDOU d/s _____________________ in the 2nd middle group.

Two groups of children (control and experimental) participate in the experiment. Each group has six children who will be tested.

With the experimental group, various types of children's activities will be carried out according to a certain methodology, to develop children's creative abilities. The control group will study according to the usual program.

The ascertaining stage of the experiment is carried out in order to record the initial estimated indicators of the control and experimental groups. It is assumed that after conducting various types of children's activities with the experimental group, the level of creative development of children will increase. All this will become clear after control testing of the groups and comparison of their results.

When conducting research work the following methods were used: theoretical analysis of pedagogical literature; study and analysis of pedagogical documentation and experience of preschool educational institutions.

To carry out research work, a special diagnostic was developed to identify the level of drawing skills and mastery of sensory standards in the middle group.

Stage 1. Ascertaining experiment. Pedagogical diagnostics in visual arts.

Purpose: to identify the level of development of the visual abilities of children 4-5 years old. To assess the child’s level of mastery of visual arts, we identified the following criteria: color rendering; transfer of form; arrangement of images on the sheet. Based on the identified criteria, the levels of development of visual activity are determined:

High level (from 2.4 to 3 points) - the child identifies color standards, carries out the actions of identifying objects and their images by color, and builds color combinations according to a pattern. Knows how to depict simple objects in drawing. Groups objects by color, shape and size. The child knows the names of colors (red, blue, green, yellow, white, black). Draws attention to the selection of a color that matches the depicted object. The child can draw lines rhythmically.

Average level (from 1.7 to 2.3 points) - the child can group objects by color, shape and size, but with a little help from the teacher. He is able to depict simple objects in drawing, and also conveys color in a drawing, but has difficulty identifying color standards. The child confuses the names of colors (red, blue, green, yellow, white, black). Draws attention to the selection of a color that matches the depicted object, but with a little help from the teacher. The child has difficulty drawing lines rhythmically.

Low level (from 1 to 1.6 points) - the child does not identify color standards. Does not know how to depict simple objects in drawing and correlate objects with shape and size. Cannot group objects by color, shape or size. The child has difficulty naming colors (red, blue, green, yellow, white, black). Does not pay attention to the selection of colors corresponding to the depicted object. The child does not know how to draw lines rhythmically.

Task 1: “Find a flower for the butterfly”:

Goal: To identify the child’s ability to distinguish colors according to the “same - not the same” principle, to name their colors (red, yellow, green, blue).

Benefits: Flowers and butterflies cut out of colored cardboard (red, yellow, green, blue)

How to play: Place flowers scattered on the table. Invite the child to help the butterfly find its flower: “Place the butterfly on a flower of the same color as it, so that it is not visible.” After completing the task, the child summarizes: “A yellow butterfly sat on a yellow flower... All the butterflies hid. Well done!”

Ratings:

3 points - the child correctly matched the butterfly and the flower by color.

2 points - The child completed the task correctly, but did not name the color, or the child confuses the colors, but corrects the error with the help of the teacher.

Task 2: “Mand the matryoshka’s sundress”:

Goal: To identify children’s ability to correlate large and small shapes (round, square, rectangular) with the corresponding holes and the ability to correlate shapes with colors.

Benefits: A cardboard image of a nesting doll with large and small holes of round, square and rectangular shape on a sundress and corresponding circles, squares and rectangles, the same color as the sundresses.

Progress of the game: The teacher shows the children the nesting dolls and draws their attention to the fact that the nesting dolls have holes in their sundresses. The nesting dolls have sundresses of different colors and with various large and small geometric shapes of corresponding colors. Then the teacher shows the children geometric shapes - patches and offers to help the nesting doll mend the sundress. The children complete the task, and the matryoshka thanks them.

Evaluation criteria:

3 points - the child correctly correlated the shapes and sizes (large, small) (round, square, rectangular).

2 points - The child completed the task correctly, but did not name the shape and size, or the child confuses the shape and size, but corrects the error with the help of the teacher.

1 point - The child did not complete the task even with the help of the teacher.

3 task. "Find items in the group":

Goal: To identify the ability to find objects by color, shape and size in the environment (in a group), named by teachers (spatial orientation), as well as to identify by color (red, yellow, blue, green, black, white), shape ( round, square, rectangular) and size (large, small).

Benefits: Toys, objects in a group.

Game progress: Find objects round shape, of blue color red, yellow, etc.). What else comes in this color? Find square (round and rectangular) objects. What else comes in this shape? Find an object small and large in size. What else is this big?

Evaluation criteria:

3 points - the child correctly correlated objects by color, shape and size.

2 points - The child did it correctly, but did not name the color or shape. The child confuses color, shape and size, but with the help of the teacher he corrects the mistake.

1 point - The child did not complete the task even with the help of the teacher.

4 task. "Wonderful bag":

Goal: To reveal the child’s knowledge of relating objects by color, shape and size. The child’s ability to correctly name color, shape, size.

Benefits: Large and small dogs, cars, boxes, balls, cups, cubes, matryoshka, “wonderful bag” (fabric bag), children's kitchen utensils.

Progress of the game: The teacher invites the child to pull the toy out of the " wonderful bag". The child, examining an object, correlates it with sensory standards (color, shape, size) and names them.

Evaluation criteria:

3 points - The child correctly notes the color, shape and size of an object.

2 points - The child had difficulty determining color and shape, but with the help of the teacher he corrected the error.

1 point - The child did not complete the task even with the help of the teacher.

Task 5. "The sun is shining":

Goal: To identify children’s ability to convey the image of the sun in a drawing, and the ability to depict long and short rays.

Aids: ½ landscape sheet, yellow gouache, brushes, jars of water, napkins.

Progress of the game: First, the teacher reads to the children A. Barto’s poem “The sun is looking through the window.” Then he shows the children a sheet with a circle pasted on it and draws their attention to: what is the sun missing? (Luchikov) Are the rays of the sun all the same? No...they come in long and short ones. Children do a drawing.

Evaluation criteria:

3 points - the child correctly correlated the lines according to the size (long and short) of the ray.

2 points - The child completed the task correctly, but did not name the length. The child confused the length, but with the help of the teacher corrects the mistake.

1 point - The child did not complete the task even with the help of the teacher.

6 task. "Dog House":

Goal: To identify the ability to draw an object consisting of a square and round shape, a straight roof.

Aids: ½ album sheet with a straight top glued on, colored wax crayons.

Progress of the game: The teacher asks the children a riddle about a dog. Children guess using leading questions. Now listen to a poem about a dog. What is the dog doing? (guards the house) Where does the dog live? (in the booth) First, the children and I remembered what kind of houses there are for dogs. Do you know what the dog house is called? (kennel) What is it like in color, shape, size? We clarified the parts of the kennel, their shapes, and location. The children began to draw on their own.

Evaluation criteria:

3 points - the child correctly conveyed the shape of a circle and a square in the drawing.

2 points - the child conveyed the shapes in the drawing correctly, but has difficulty naming them. The child confuses shape and size, but with the help of the teacher corrects the mistake.

1 point - The child did not complete the task even with the help of the teacher. The positive thing was that almost all the children coped with this task. The negative aspect was the lack of development of artistic and creative abilities and the lack of development of the development of children’s sensory standards.

Almost all children completed the task given to them with interest and activity.

Table 2.1 - data on experimental group:

			Coefficient

Fig.2.1 Data for the experimental group

Table 2.2 - data for the control group:

			Coefficient

Fig.2.2 Data for the control group

2.2 Using non-traditional techniques in working with children of middle preschool age to develop technical skills and creativity

The goal of the formative pedagogical experiment is to use non-traditional drawing techniques as a means of developing the visual abilities of preschoolers.

Our choice of drawing using non-traditional techniques was not made by chance, because they allow children to quickly achieve desired result. Each of the unconventional drawing methods is a little game. Their use allows children to feel more relaxed, bolder, more spontaneous, develops imagination, and gives complete freedom for self-expression.

Any child will be interested in finger painting, making a drawing with his own palm, putting blots on paper and getting a funny drawing. The child loves to quickly achieve results in his work, and non-traditional drawing techniques will help us with this. In order for children to engage in creative practice, some guidance from adults is necessary. It is important to promptly reveal to parents the ability of each child and provide appropriate recommendations that will help them develop the creative abilities of their children. For this purpose, consultations were held, individual conversations with parents, and booklets and instructions on the use of non-traditional forms of drawing were produced.

The content of the formative experiment was outlined based on the tasks and methods developed taking into account the analysis of the ascertaining experiment.

There are five people in the experimental group, mostly children with high abilities. When conducting the formative experiment, both frontal types of children’s activities and individual ones with each child were carried out, as well as physical education sessions, finger game and relaxation with an instrumental piece.

A system of types of children's drawing activities using non-traditional techniques was developed (Appendix 2):

Table 2.3 - Children's drawing activities using non-traditional techniques

		Unconventional technique
	"My favorite fish" "Let's decorate the mitten"	wax crayons + watercolor, imprint with foam rubber or stamps made from vegetables and potatoes, imprint with cork
	"Journey to the Forest Kingdom" "Beads for Mom"	printing with your palm and crumpled paper, imprinting with cork, drawing with a stick in the image of trees, foliage, birds, grass; practice drawing across the entire surface of the sheet by poking with cotton swabs
	"Chicks and ducklings" "Flowers for Katya's doll's birthday"	tamponing, whatman paper, yellow gouache, white templates of ducklings and chicks, impression with crumpled paper
	"Raspberry Basket" "Flower"	drawing with paints by touching your fingers to a sheet of paper; drawing with soap bubbles and paints

To evaluate the results of the formative stage of the experimental study, a control experiment was conducted.

In the control experiment, the children of the experimental group were given tasks from the ascertaining experiment.

Here are the results:

Table 2.4 - data for the experimental group:

			Coefficient

Fig.2.3 Data for the experimental group

Table 2.5 - data for the control group:

			Coefficient

Fig.2.4 Data for the control group

Thus, based on the results of the experiment, it is clear that the result improved in both the experimental and control groups. In the experimental group, after the lessons, all children improved their performance to high levels. In the control group, a child appeared who achieved high results, while the main group improved their performance to average (80%). It can be concluded that the measures taken led to positive dynamics.

Conclusion

The ability to be creative is a specific human feature, which makes it possible not only to use reality, but also to modify it. The problem of developing the abilities of preschoolers is today in the focus of attention of many researchers and practitioners working in preschool education; there are many articles, teaching aids, collections of games and exercises, both on the development of various mental processes at this age, and on the development of various types of abilities of general and special focus.

In relation to artistic and aesthetic activity, it is important to highlight the content of the abilities that manifest themselves and are formed in it, their structure, and the conditions of development.

Only in this case is it important to purposefully develop a methodology for developmental teaching of artistic and aesthetic activities in accordance with the Federal State Educational Standard for Educational Education.

Artistic and aesthetic activity is a reflection of the environment in the form of specific, sensually perceived images. The created image (in particular, a drawing) can perform different functions (cognitive, aesthetic), since it is created for different purposes.

The purpose of the drawing necessarily influences the nature of its execution. The combination of two functions in an artistic image - image and expression - gives the activity an artistic and creative character, determines the specifics of the indicative and executive actions of the activity.

Consequently, it also determines the specificity of abilities for this type of activity. The conditions under which a child reacts emotionally to paints, colors, shapes, choosing them at will are very important. Thanks to the education of artistic images in the fine arts, the child has the opportunity to perceive the surrounding reality more fully and vividly, which contributes to the creation of emotionally charged images by children.

For the greatest effectiveness in the development of artistic and creative abilities, it is necessary to use a variety of activities in accordance with the Federal State Educational Standard for Education. Their goal is to create sustainable motivation, the desire to express their attitude and mood in an image.

Thus, a variety of activities are a decisive factor in the artistic development of preschool children.

The experimental work was carried out in three stages, during which the following goals were achieved: identifying and developing creative abilities in children of the middle group, by conducting diagnostics on visual activity to identify the level of mastery of sensory standards by children 4-5 years old.

Diagnostics showed that children have great interest and desire, but it is necessary to constantly work with children to increase the level of visual abilities, otherwise these abilities may fade. The practical significance lies in the use of the developed activities as methodological recommendations in the work of a teacher in accordance with the Federal State Educational Standard for Educational Education, summarizing scientific literature helps to establish the content of artistic and creative abilities in drawing.

List of used literature

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Applications

Annex 1

Appendix 2

Topic: "My favorite fish"

Non-traditional techniques: wax crayons + watercolors, foam prints or stamps made from vegetables and potatoes.

Purpose: to introduce artistic techniques; develop a sense of composition and color.

Equipment: wax crayons, blue and watercolor purple, a sheet of A3 or A4 paper (to choose from) blue, purple, white (for wax crayons and watercolors), blue flowers, brush, two pieces of foam rubber in the shape of a fish’s tail and body, bowls with gouache, potato seals in the shape of a fish’s tail and body, green gouache in jars, pedagogical sketches.

Progress of the lesson:

The inhabitants of the aquarium, soil, and algae are considered. The teacher asks a riddle: “A fish is splashing in the river with its clean silver back.” Reads I. Tokmakova’s poem “Where the Fish Sleeps”: It’s dark at night, quiet at night. Fish, fish, where do you sleep? A fox trail leads to a hole, a dog trail leads to a kennel. Belkin's trail leads to a hollow, Myshkin's trail leads to a hole in the floor. It’s a pity that in the river, on the water, there are no traces of you anywhere. Only darkness, only silence. Fish, fish, where do you sleep?

The teacher reminds what is in the aquarium (soil, pebbles, algae), where the fish can hide and sleep. Illustrations of different fish are examined, it is noted that they swim by moving their fins, tail, and body.

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Non-traditional drawing techniques in classes in the middle group

Children 4–5 years old often experience uncertainty, sometimes even fear, before drawing classes. The skill of using a pencil and brush is still developing; form-building movements are rarely accurate. In basic drawing classes, middle group students learn to draw vertical and horizontal lines with a pencil, a continuous line with a brush, draw simple shapes and practice the skill of painting within a contour. Children's attention is unstable, they get tired quickly, monotonous activities reduce interest in the work being done. Drawing in unconventional ways surprises children and activates their attention to creating images on paper using unusual objects and tools. Watching the teacher draw with a fork or toothbrush, the children experience delight and a desire to draw as well.

During drawing classes using non-traditional techniques, developmental and educational tasks must be performed that are appropriate age characteristics middle group children:

Development fine motor skills hands Performing actions with various instruments develops the child’s hand; on the tips of the fingers and the surface of the palms, nerve endings are excited, which send an impulse to the cerebral cortex - the thinking and speech centers are activated.
Development of spatial thinking and visual perception of objects. The child learns to find individual details and shapes in the image of an object, which he can convey in the process of drawing on paper. By making blots, drawing with wax, and making prints, the children consolidate the ability to determine the center of the sheet and develop a sense of composition and rhythm.
Training in working with a variety of materials. During the classes, children will learn that images can be created not only with the usual paints and pencils on a white sheet of paper. Everyday objects, natural and waste material, cardboard and colored paper.
Activation of imagination and the formation of interest in independently thinking through a plan. If drawing classes in non-traditional ways are carried out as part of the functioning of the circle additional education, it is recommended to arrange a rack with signed boxes in the room where students study. As you master the skills various techniques children get access to a variety of materials. Students in the middle group can be given a choice of tools with which they want to draw a picture on the topic of the lesson. You can allow children to take turns choosing an object that has not previously been studied as part of non-traditional drawing: at the beginning of the lesson, the student chooses an object, the teacher tells how to create an image with it.
Creation Have a good mood, developing self-confidence, relieving tension and fears. Drawing in non-traditional ways with children of the middle group contains game elements at its core: actions are accompanied by sentences (“Rain-rain, drip-drip-drip!” - dots are made with a cotton swab. “One is an apple, two is an apple, then there will be compote !” - prints are made with an apple slice, etc.), creating drawings is the solution problematic situation(on a poster with a picture of a lawn, dandelions do not bloom, and children draw flowers on it with a poke), etc.
Formation of interest in collective activities. Children 4–5 years old do not yet know how to work harmoniously in pairs or groups. In the middle group, children learn to think through an individual plan. But the students are happy to complete simple tasks together. The teacher announces the task, the children will perform the same actions on a common sheet of paper (whatman paper or half-whatman paper). For example, in the “Autumn Forest” lesson, the task is given to draw the crowns of trees with a piece of foam rubber. The guys sit down at a common table, on which lies a Whatman paper depicting bare trunks and branches of trees. Everyone chooses a tree, takes a piece of foam rubber and paints the leaves with yellow, orange, brown and red paints. At the end of such classes, the teacher must draw the children’s attention to the fact that such a complete and beautiful picture was obtained due to the fact that everyone worked well.
Development aesthetic taste. The technique of non-traditional drawing teaches children to create texture of an object, imitation of animal fur or bird plumage using non-classical techniques. Children develop the ability to see beauty in the unusual. Shapeless prints of a foam sponge or a poke with a hard brush look organic in the finished work. In the process of drawing, children develop the ability to combine colors in pattern elements and begin to select solutions for creating an image on a colored background.

In drawing classes using non-traditional techniques, it is necessary to observe the principle of continuity of knowledge. By creating images with unusual objects or non-classical techniques, the children in their works consolidate and improve the skills acquired in regular classes: they outline the outline of an object with a brush or pencil for further drawing in an unconventional way; decorate the picture with appliqué elements (paper or plasticine); complete the elements of the subject as usual; learn to paint the background.

Finger painting (fingergraphy)

Until school age (7 years), the leading processes through which a child studies objects and phenomena of the surrounding world remain visual and tactile sensations. In younger groups, finger painting was both a game and transitional stages to classical technique drawing, the children mostly filled in printed pictures with multi-colored dots. In the middle group, students form and develop the skill of drawing various elements with their fingers: dots, spots, strokes, lines. It’s fun to intentionally get dirty with paint, smearing paint with your fingers is a special feeling, creating an image with strokes, rather than just painting, is satisfying with the result. During classes, special finger paints can be used: they are hypoallergenic and safe if they get into the mouth, and have a light consistency. Traditionally, in the middle group they paint with gouache, but it is possible to paint with fingers using watercolor paints: they are not as thick as gouache, but you need to dip your finger in a glass of water before picking up paint, or first drop clean water with a brush into the cells with watercolors.

With students in the middle group, you can try finger painting using diagrams. Attached to the board step-by-step instruction, how to use prints and add pencil squiggles to draw an image of a person or animal. The teacher voices each stage, demonstrates its implementation, and the children repeat. Maps of step-by-step drawing of pictures with fingers are presented in numerous manuals for parents and preschool teachers (for example, in the book “Imprint, dot, stroke. Drawing with fingers” by Ilona Molnar).

Fingertip drawing technique:

The child dips his finger into a jar or bowl with gouache paint.
Each finger is painted with a different color.
The child draws with his fingertips on a sheet of paper, re-painting the desired color if necessary.
At the end of the work, wash your fingers with soap, the gouache is easily washed off.

"Bouquet"

Putting paint on your finger Green colour
Drawing lines on paper
Flower stems
Paint of a different color is applied
Flowers are drawn with dots
New color
Second flower
Drawing a flower with brush strokes
Mixing paints (yellow+red)
Process of drawing flowers
A butterfly is drawn with lines
The butterfly shape uses straight and curved lines
The final stage of work
The drawing is ready

Drawing with palms

Painting with palms, like with fingertips, involves imprinting and smearing paint. Drawing options in this technique for middle school students: “Make a palm print and complete the drawing to make a bird, octopus, fish, etc.” (children can draw additional elements with a brush or finger), “Complete the picture with handprints to make it…” (handprints become leaves on tree branches, flowers in a vase, hedgehog needles).

Palm painting technique:

The child puts his hand in a saucer of paint. In the middle group, children should learn to apply paint to their palm using a brush held with the other hand; this skill is practiced in classes on the topics “Bullfinch”, “Titmouse”, “Butterfly”, when the palm print should be multi-colored.
The palm and fingers are pressed tightly onto a sheet of paper to make an impression. You can make circular, vertical or horizontal movements with your palm according to your design.
At the end of work, wash your hands with soap.

"Titmouse"

Applying yellow paint to the palm (titmouse breast)
Applying paint of a different color (in this work the child mixed blue and black paint)
The palm is placed tightly on a sheet of paper
Imprint
A child paints a bird's head with a brush
Draws a paw
Draws a second paw
Finishing the beak
Draws a titmouse's eye
The drawing is ready

Combination of fingerprinting techniques with palm painting

For pupils of the middle group, tasks are offered on drawing an object composition or a complex image using palms and fingers. First, handprints are made to indicate large details or the basis of the design, then additional elements are drawn with the fingers. A combination of finger painting and palm painting techniques is used in tasks on the topics “Fairytale Tree”, “Swans”, “Funny Octopuses”, “Fishes”. In these tasks, children develop the ability to find the center of the composition, combine various finger painting techniques, colors and shades of paint to accurately convey the image.

"Fairytale Tree"

Applying paint to the palm
Pressing your palm onto a piece of paper
Palm print - tree trunk and branches
Paint gets on your finger
Drawing strokes with your finger
Finger painting process
Combination of shades of green
Paints of other colors are collected
Tree leaves are drawn with dots
The fairy tree is ready

Poking drawing

The poking method is great for simulating fluffy and prickly objects or objects. During the lesson you will need sheets of paper of any color or shaped blanks in the form of animals, brushes with stiff bristles, gouache, a glass of water, and napkins. Poke drawing classes are held on the topics “Cat”, “Christmas tree”, “Hedgehog”, “Dandelions”, “Bunny in winter”.

Poking technique:

A dry brush is placed in a jar of gouache and paint is drawn up.
Holding the brush vertically, hit the paper with it - you get a poke.
Before picking up paint of a different color, the brush should be rinsed in a glass and blotted well with a napkin. The poke is made only with a semi-dry brush.
The outline of the depicted item or object is filled with pokes; the details necessary according to the plan can be drawn with an ordinary brush.

"Fluffy kitten"

The guys pick up gouache with a hard brush and draw with a poke on paper. The process of drawing with a poke. The guys draw a muzzle, paws of a kitten, a bowl with a simple brush. Examples of work

Monotype

Monotype is a drawing technique by imprinting part of an image. This method of drawing is considered simple, but suitable for classes in every group; older preschoolers draw landscape monotypes using various colors and shades in one work. Drawing with monotype improves the ability to find the middle of an object and develops a sense of symmetry.

Monotype technique:

A sheet of paper is folded in the middle.
Spots are drawn on one part of the paper using paints of different colors.
The sheet is folded and ironed with the palm of your hand.
The sheet opens and the resulting image can be decorated using a brush and paints.

"Butterfly"

Spots are applied to one part of the sheet with the middle marked. The process of drawing spots in different colors. The sheet of paper is folded along the fold line and unfolded. The abdomen and antennae are completed with a brush.

Using the monotype technique, you can create not only a symmetrical image, but also a drawing with two identical objects. In this case, the entire object is drawn on one half of the paper and imprinted on the other half of the sheet in a mirror image.

Drawing with a toothbrush

The technique of drawing with a toothbrush is simple: the guys put paint on the bristles and draw lines on a sheet of paper in accordance with the design. It is recommended to combine these drawing classes in the middle group with other non-traditional drawing techniques (finger, cotton swabs) or appliqué elements.

"Herringbone"

A triangle of colored paper is glued onto a sheet - a trunk. We pick up paint with a toothbrush. We draw pine needles with straight lines. Finished work decorate with sequins

Spray

Children become familiar with the spraying technique in younger groups: they pick up paint with a toothbrush or comb, direct it onto a sheet of paper and, by running a pencil over the bristles/teeth, they get colored splashes. In the middle group, the ability to create drawings using multi-layer spraying is developed.

Multi-layer spray technique:

Stencils are used to create an image. In classes to introduce this technique, stencils are attached to a sheet of paper with paper clips.
Paint is drawn onto the brush and splashed on top of a sheet of paper.
The next stencil according to the plan is applied, splashes of a different shade are made.
The stencils are removed to create a complex image that imitates the volume of an object or a composition with foreground and background.

"Winter forest"

Stencils: snowdrifts, tree trunks and crowns, snowflakes Tools for creating spray paints and paints diluted with water First layer Second layer Third layer View of the design after removing the stencils

Drawing with a sponge or piece of foam rubber

The technique of painting with a sponge or foam rubber is based on the formation of the skill of printing with paint. Foam rubber prints create the texture of an object; they are used to draw animal fur, fluffy bunches of flowers, clouds, tree crowns, etc. For classes, you can purchase sponges for drawing in this technique, or together with your children you can make a simple and easy-to-print tool: a piece The foam is grabbed with a clothespin, which will act as a handle.

"Chick"

A piece of foam rubber is cut from the sponge
We grab the foam rubber with a clothespin (the guys perform this action independently)
We put paint on the foam rubber and print in a vertical motion
Draw a chicken
Add details with a brush

Printing with natural materials

Drawing with prints is in a simple way drawing: paint is drawn or applied with a brush onto the imprinted surface of the object, and with a vertical movement we place the imprint on a sheet of paper. For students in the middle group, tasks on creating a composition from prints using classical drawing techniques are suitable. For example, for the task “Cooking compote,” the children use a brush to draw the outlines of a pan, within which they will place multi-colored prints of half an apple. Natural printing material options: leaves, flat flowers (daisies, daisies), shells, cut cucumbers, apples, lemons.

"Vegetable salad"

For printing you will need onions and cucumbers
Paint a salad bowl with a brush
We collect paint with an onion and apply it to the sheet.
Onion prints
Printing with cucumber
Salad ready

Drawing with cotton swabs

In the younger groups, the guys tried to draw with cotton swabs: they picked up paint and decorated paper blanks or an image on a sheet of paper with dots (a Christmas tree, a sundress, a teapot). For students in the middle group, the task becomes more complicated: they develop the ability to create an image with a cotton swab on clean slate paper. The children draw with dots, spots, strokes, various lines and simple geometric shapes (rings, circles). Drawing with dots using cotton swabs will be of particular importance when introducing the pointillism technique in older groups.

"Rowan Branch"

To work you need several cotton swabs, watercolor or gouache
The branch is drawn with lines
Berries are drawn in spots
Bunches of rowan berries are drawn
Leaves are drawn with strokes
The cores of the berries are drawn with dots
Rowan branch is ready

Drawing with cotton pads

Cotton pads in non-traditional drawing classes can be used as a tool for working with gouache, or can be used as an unusual material for the basis of a drawing. Draw with cotton pads, applying them to a sheet of paper with the entire surface, folded in half or into a quarter.

"Flower"

The cotton pad is folded to obtain the desired shape of the part, paint is drawn up. Prints are made with a cotton pad according to plan. Elements are drawn with a brush.

"Balloons"

Creating a picture background - sky
Cotton pads - balls are glued
Drawing on cotton pads
Patterns on cotton pads
The threads of the balls are finished with a brush

Drawing with a fork

Another option for printing with an unusual object is drawing with a fork (metal or plastic). The gouache is poured into a flat plate, the flat surface of a fork is used to scoop up paint and make prints on the paper.

"Tulips"

Putting paint on a fork
Place a fork against a sheet of paper
Prints
Draw stems and leaves with a brush
Tulips are ready

Drawing with crumpled paper

You can make paint prints using a crumpled piece of paper. Drawing tasks using this technique are made more difficult for middle school students by combining elements of classical drawing or appliqué.

"Leaves Are Falling"

The guys make an applique from strips of paper - a trunk and branches. A crumpled piece of paper makes gouache prints - leaves. Examples of work

Blotography

Blotography is a way of creating an image using spots and blots. To practice this technique you will need watercolors, a glass of water, a brush and a plastic tube. Blots can be supplemented with a design in the classical way; you can initially create a design on paper that will be decorated with blots as intended.

Blot painting technique:

Apply watercolor paint with a brush well soaked in water.
A spot is made on a sheet of paper or a drop is placed.
Blowing air out of the tube, draw a blot with paint.

"Cherry Blossom"

Place a drop on a sheet of paper Blow through the tubes onto the paint Blow up the blot - the trunk Place drops of paint on the tree trunk and blow up the twigs Place drops of green paint Blow up the grass Put drops of white paint Complement with pink paint Blow up the drops - cherry blossoms

Nitcography

Drawing with wool thread in the middle group consists of putting paint on the thread, applying it to a sheet of paper and creating a pattern by imprinting with the movement of the thread. Wool thread creates a fancy pattern that is suitable for depicting a cloud or a cloud, a dog or a sheep.

"Tuchka"

The thread with the collected paint is placed on a sheet of paper. The thread is covered with another sheet on top, the child moves the thread in different directions, creating a pattern. Use a brush to draw drops. The cloud is ready.

Drawing with semolina

In fact, children draw with glue (usually PVA). A layer of glue is applied to the marked outline of the image with a brush, semolina is poured in and a sheet of paper is firmly placed on top. Then the excess semolina is shaken off from the drawing and the next detail is created in the same way. In the middle group, children develop the ability to carefully trace a stencil and apply glue within the outline. Since semolina is white, colored paper or cardboard is used as a basis for drawing in this technique.

"Gift for Mom"

We trace the stencil. Apply a layer of glue to the outline of the flower with a brush. Pour in semolina. Place a sheet of paper on top. Shake off the excess grain. Use this method to complete the next element - a stem with leaves. The gift for mom is ready.

Drawing with a candle

Children develop skills in drawing lines, spots, simple geometric shapes an unusual tool - a candle. For this lesson you will need a thick sheet of white paper as a base, a simple candle (a piece of a candle), watercolor paints and a brush.

Candle painting technique:

On a sheet of paper with a candle, the children draw details according to plan.
Use a brush to paint the sheet with watercolor paint.
Wax images appear through watercolors.

"Winter landscape"

Using a candle, draw a Christmas tree at the bottom of the sheet, and snowflakes at the top.
Paint the sheet with watercolors of blue, cyan and black
Winter landscape is ready

Drawing with wax crayons

In drawing classes using this technique, children develop two classic skills at once - drawing with a pencil (wax crayons, as a rule, have the shape of pencils) and filling the background with one or more watercolor colors using a brush. The results are unusual and vibrant works.

"Summer Meadow"

On a sheet of white paper we draw flowers, butterflies, the sun
Fill the leaf with blue and green watercolors
Finished work

Scratch (waxography)

With students in the middle group, you can try grattage - drawing by scratching lines on paper filled with ink or paint. Children at home with their parents can prepare the basis for painting using this technique for the lesson; you can do this part of the work in kindergarten (but keep in mind that drying the paint will take a certain period of time). To create the base, you need wax crayons, black gouache and a wide brush; for scratching, you need a pointed stick (you can use a wooden skewer for frying meat).

Waxography technique:

Color the surface of the sheet with wax crayons.
Paint the sheet with black gouache.
Let the paint dry completely.
Scratch the paint to create a pattern with lines.

"House"

Paint the sheet with wax crayons of different colors
Apply black gouache over the wax
Let the paint dry
Scratching the drawing
Finished work

Drawing through wet gauze

In non-traditional drawing classes, children will learn that they can make a drawing using unusual tools, or they can paint with a familiar brush and paints, but using additional unexpected materials. Thus, using wet gauze to work allows you to create an original work.

Technique for drawing through gauze:

Using cotton swabs, draw water from a glass and wet the entire surface of the sheet well.
Apply a layer of gauze to the wet sheet and straighten it. The gauze should stick and be motionless on the paper.
On top of the gauze we paint with watercolors using a brush, as usual. Leave the drawing until completely dry.
We remove the gauze from the dried work - a pattern remains on the paper in the form of an imprint of the texture of the gauze fabric.

Drawing up notes for a lesson on drawing in non-traditional techniques

The lesson notes should indicate the goals and objectives set by the teacher. You should describe the preliminary work on the topic of the lesson: observing animals and birds, natural phenomena during a walk, reading poems and fairy tales, looking at illustrations in books. The use of motivating material in the lesson is noted (studying pictures and posters, using small forms of oral folk art, conducting a conversation, creating surprise moment or a game situation), conducting outdoor and didactic games, physical education minutes and finger gymnastics.

In accordance with hygienic standards, a drawing lesson in the middle group lasts no more than 20 minutes and consists of the following stages:

Organizational moment 1 minute.
Motivating start of the lesson 4-6 minutes.
Practical part: direct demonstration of actions by the teacher and drawing by children for 10 minutes.
Demonstration and discussion of drawings for 2–3 minutes.
Summing up 1 minute.

Summary of a lesson on non-traditional drawing in the middle group “Russian folk toy matryoshka.”
Organizational moment and greeting.
The teacher asks the children a riddle about a nesting doll.
The children are shown pictures of nesting dolls and wooden toys. The teacher reminds the children the story of the nesting doll.
Reading a poem about a nesting doll.
Conducting a conversation: are all nesting dolls the same, what are the differences between these toys.
Physical education lesson “We, nesting dolls, are such little ones.”
Carrying out finger exercises.
Practical part: the teacher shows the method of drawing with monotype, children draw an apron and scarf using this technique; demonstration of drawing with a poke using a cotton swab, the children decorate the clothes of the nesting dolls with dots and spots.
Demonstration and discussion of works.
The teacher sums up the lesson and thanks the children for their interest and effort.

Long-term planning for non-traditional drawing in the middle group

Before development work program on unconventional drawing, it is recommended to familiarize yourself with methodological manuals on working with preschoolers in this area:

Borodkina N.V. Visual activities in kindergarten. Lesson notes for children aged 3 to 7 years. - Development Academy, 2012.
Doronova T. N. Nature, art and visual activities of children. - Enlightenment, 2007.
Nikitina A.V. Non-traditional drawing techniques in kindergarten. - Karo, 2010.
Lykova I. A. Visual activities in kindergarten. Middle group. - Publishing House Tsvetnoy Mir, 2016

A non-traditional drawing program should contain:

Goals and objectives of the educational course.
Methods and techniques of the teacher’s work (visual, verbal, games) used in the classroom.
Calendar-thematic planning: topics of classes and program content of each.
Forms of analysis of children's artistic activity: analysis of works, exhibition of drawings in the kindergarten hall, conducting demonstration classes for pupils of younger groups.

Sponge painting class in the middle group

Webinar “Non-traditional drawing techniques with preschool children”

Non-traditional drawing classes provide wide scope for children's imagination. Every time it’s joy, play and an opportunity to believe in one’s own strength. The fear of drawing with a brush and pencil gradually goes away, because when painting with wax, printing foam sponge and leaves, poking with cotton swabs and splashing with a toothbrush, the child discovers his creative abilities. A bright and unusual result is pleasant for little artists; they want to continue drawing and improve their skills in working with various materials and tools.

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Drawing with sponges is an unconventional method, middle group. Non-traditional drawing techniques in the middle group

The importance of non-traditional drawing techniques for children's development in the garden

A variety of methods and techniques (palms, poking, printing, thread printing, etc.). Materials used

Unconventional drawing of individual objects and objects (examples of work with comments)

Class notes

Long-term planning for non-traditional drawing (middle group)

Non-traditional drawing techniques - Notes on drawing "Autumn Tree" in a non-traditional technique in the middle group

Non-traditional painting techniques - Non-traditional salt painting technique. Lesson in the middle group “New Year tree”

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Introduction

The object of the study is unconventional drawing techniques in children in the middle group.

The subject of the study is the use of non-traditional drawing techniques in the middle group of kindergarten, taking into account the requirements of the Federal State Educational Standard for Educational Education.

The purpose of the study is to study the system of work on teaching preschoolers to draw using non-traditional methods.

To achieve the research goal, the following tasks were expected to be solved:

studying scientific literature on the problem of children's visual creativity;

studying the role of visual creativity in the development of a child as a person;

disclosure of the concept of special creative abilities, the specifics of their manifestation in fine art;

1. Theoretical basis application of non-traditional drawing techniques in the development of preschool children

1.1 Possibilities of using non-traditional drawing techniques in working with preschoolers

In children of the fourth year of life, perception, thinking, and memory improve and develop; ideas about the shape of objects, size, and primary colors are gradually formed. This allows us to put forward new tasks for teaching children artistic and creative activities.

Hand movements when drawing differ in nature (pressure force, scope, duration).

firstly, drawing is accessible: you move a stick along the sand - you already have a drawing; take paper, a pencil or a felt-tip pen and draw anywhere - at home, at a party, at your mother’s place of work, with your grandmother, for example, in a savings bank;

secondly, it is sensual: the images and plots excite, the movements of lines and the variability of color excite, everything that happens in the drawing excites and is experienced, the drawings themselves excite;

thirdly, it is educational: it helps to discern, learn, clarify, master, understand a lot, and even test and show your knowledge;

fourthly, it is expressive: by drawing, you can express a lot, sometimes more and with less difficulty than in words, especially to young children; you can depict and express your delights, desires, dreams, fantasies, premonitions, fears, knowledge, judgments, discoveries and much more;

fifthly, drawing is productive: you draw, and something will definitely come out.

discuss with the child the drawing, and not him, his personality (for example: capable, incapable, slob, neat, stupid, weak, average, brilliant child, etc.);

1.2 Characteristics of non-traditional drawing techniques with children of primary preschool age

In preschool educational institutions teachers actively use non-traditional drawing techniques (NTT).

Thus, tactile sensitivity and color discrimination develop. As you know, children often copy the model offered to them.

Working with non-traditional drawing techniques stimulates positive motivation in the child, evokes a joyful mood, and removes fear of the drawing process.

Drawing with several hands, as a collective form of creativity, brings children together. Researchers indicate that the use of non-traditional drawing techniques helps reduce arousal in children who are overly emotionally disinhibited.

Thus, the use of non-traditional imaging techniques contributes to intellectual development child, correction mental processes and personal sphere of preschool children.

Types of non-traditional drawing techniques:

2. Experimental work on the development of preschool children using non-traditional drawing techniques

2.1 Identification of the level of development of technical skills in children 4-5 years of age

In order to test the research hypothesis, the following tasks have been put forward that need to be solved in the experimental part:

1. Conduct diagnostic work to identify the artistic abilities of children of middle preschool age.

2. Test innovative drawing techniques to develop children's creative abilities.

3. Experimentally prove that systematic and purposeful drawing lessons using non-traditional methods influence the development of children’s creative abilities.

4. Carry out qualitative and quantitative analysis of experimental data.

To confirm this, a confirmatory experiment was conducted. The research work was carried out on the basis of MBDOU d/s _____________________ in the 2nd middle group.

Two groups of children (control and experimental) participate in the experiment. Each group has six children who will be tested.

With the experimental group, various types of children's activities will be carried out according to a certain methodology, to develop children's creative abilities. The control group will study according to the usual program.

When conducting research work the following methods were used: theoretical analysis of pedagogical literature; study and analysis of pedagogical documentation and experience of preschool educational institutions.

To carry out research work, a special diagnostic was developed to identify the level of drawing skills and mastery of sensory standards in the middle group.

Stage 1. Ascertaining experiment. Pedagogical diagnostics in visual arts.

Task 1: “Find a flower for the butterfly”:

Goal: To identify the child’s ability to distinguish colors according to the “same - not the same” principle, to name their colors (red, yellow, green, blue).

Benefits: Flowers and butterflies cut out of colored cardboard (red, yellow, green, blue)

Ratings:

3 points - the child correctly matched the butterfly and the flower by color.

2 points - The child completed the task correctly, but did not name the color, or the child confuses the colors, but corrects the error with the help of the teacher.

Task 2: “Mand the matryoshka’s sundress”:

Goal: To identify children’s ability to correlate large and small shapes (round, square, rectangular) with the corresponding holes and the ability to correlate shapes with colors.

Benefits: A cardboard image of a nesting doll with large and small holes of round, square and rectangular shape on a sundress and corresponding circles, squares and rectangles, the same color as the sundresses.

Evaluation criteria:

3 points - the child correctly correlated the shapes and sizes (large, small) (round, square, rectangular).

2 points - The child completed the task correctly, but did not name the shape and size, or the child confuses the shape and size, but corrects the error with the help of the teacher.

1 point - The child did not complete the task even with the help of the teacher.

3 task. "Find items in the group":

Goal: To identify the ability to find objects by color, shape and size in the environment (in a group), named by teachers (spatial orientation), as well as to identify by color (red, yellow, blue, green, black, white), shape ( round, square, rectangular) and size (large, small).

Benefits: Toys, objects in a group.

Game progress: Find objects round shape, of blue color red, yellow, etc.). What else comes in this color? Find square (round and rectangular) objects. What else comes in this shape? Find an object small and large in size. What else is this big?

Evaluation criteria:

3 points - the child correctly correlated objects by color, shape and size.

2 points - The child did it correctly, but did not name the color or shape. The child confuses color, shape and size, but with the help of the teacher he corrects the mistake.

1 point - The child did not complete the task even with the help of the teacher.

4 task. "Wonderful bag":

Goal: To reveal the child’s knowledge of relating objects by color, shape and size. The child’s ability to correctly name color, shape, size.

Benefits: Large and small dogs, cars, boxes, balls, cups, cubes, matryoshka, “wonderful bag” (fabric bag), children's kitchen utensils.

Progress of the game: The teacher invites the child to pull the toy out of the " wonderful bag". The child, examining an object, correlates it with sensory standards (color, shape, size) and names them.

Evaluation criteria:

3 points - The child correctly notes the color, shape and size of an object.

2 points - The child had difficulty determining color and shape, but with the help of the teacher he corrected the error.

1 point - The child did not complete the task even with the help of the teacher.

Task 5. "The sun is shining":

Goal: To identify children’s ability to convey the image of the sun in a drawing, and the ability to depict long and short rays.

Aids: ½ landscape sheet, yellow gouache, brushes, jars of water, napkins.