On Lifehacker. If you want to learn how to awaken your creative impulses and what you need to do to help your inner creator grow and develop, be sure to take the time to read this article. You will not regret!
“I’m not a creative person, I’m not given this,” many of us say, looking with admiration at the caricatures of street artists or listening to a long-haired hippie singing a Radiohead song in transition. But there is good news: the latest scientific research suggests that all people are the same and that there is a creator in each of us. Therefore the phrase “I’m not a creative person” is just a convenient excuse for laziness.
The myth of a creative streak was cultivated and carefully guarded among bohemians for a long time. Artists, musicians, actors, designers and even average copywriters like to look like they belong to a different breed, and while working they are moved by at least the hand of God. The standard of a creative personality is a cross between Lady Gaga and Aguzarova, who yesterday was going to fly to the moon, today she is crushing the charts with a new song, and tomorrow she is giving an interview about the benefits of meditation in a funny kokoshnik. And to start creating, we need to go through the nine circles of hell at least three times, undergo drug rehabilitation and go to meditate in the Tibetan mountains.
What can we say if in the modern corporate environment there is an artificial division into “creative” and “corporate” types who relate to each other like Gryffindor and Slytherin students. However, almost all studies of creativity that have been conducted over the past 50 years reject this division: the creative muscle has nothing to do with genetics, intelligence, or personality traits.
For example, during an experiment at the Institute for Diagnostics and Personality Research (IPAR), scientists invited several dozen successful representatives of various creative professions to the conference. Over the course of several days, they went through a lot of questions, which did not really clarify where to look for creative inclinations. The only common features of the subjects looked like this: balanced personal characteristics, above average intelligence, openness to new experiences and a tendency to choose difficult options. As you can see, nothing special.
Then stubborn guys in white coats began to look for creative inclinations in a person’s personal qualities: a huge amount of information was collected about the outstanding creators of the 20th century, after which everyone passed the virtual test “five-factor model of personality.” Scientists expected that creative people would have a bias in one of five personality characteristics (openness to experience, conscientiousness, extraversion, agreeableness and neuroticism), but again the finger in the sky - among the subjects there were neurasthenics, and extroverts, and friendly drunkards, and many more Who. Conclusion: there is no creative personality type.
Having abandoned psychology, they began to look for the creative muscle in the human brain. The researchers did not give a damn about the request for cremation and immediately after the death of the genius they began to study his skull. And again disappointment: the brain of the famous physicist was no different from the brain of a professional baseball player or a homeless person who had been hit by a car. The third round of slingshot shooting at airplanes is completed, the scientists are “on fire” with a score of 3:0.
When psychologists, physiologists, and simply everyone who cared were left with nothing, genetics, which had previously unsuccessfully tried to find the old age gene and the gene, began to solve the problem. To rule out differences in genes and the influence of upbringing, the scientists studied only families with twin children. Researching the Connecticut Twin Registry since 1897, Marvin Reznikoff's group assembled a team of 117 twins and divided them into two groups (identical and fraternal). The results of two dozen tests showed that there is no correlation between the gene code and creative abilities. 4:0, and it's almost Argentina versus Jamaica.
Over the past 50 years, there have been a wagon and a small cart of such experiments. In his book “The Muse Won’t Come,” David Brooks provides a dozen more references to unsuccessful attempts to find the nature of the creative muscle and concludes that, like any other skill, it can be improved through training.
Old as time, but an effective method. As soon as we wake up, we grab a notepad and pen and start writing. It doesn't matter whether it's a story about Godzilla walking through Tokyo, an essay about a warm blanket, or a sleepy analysis of the geopolitics of Mongolia. The main thing is to just write and not think about anything. The norm for morning writing is three notebook pages or 750 words. You can use the 750 words resource and drum on the keys, but experienced scribblers advise doing it the old fashioned way - with pen on paper.
This is not even a method, but a simple question that Stanislavsky forced any aspiring actor to ask. “What if” can be applied to any familiar object, part or action. For example, what if the story in a book was told with pictures? This is how the comic came about. Or what if, instead of world news, we told what ordinary people care about? This is how the yellow press appeared.
This method perfectly develops imagination and is actually the trigger for any creative process. And it’s a lot of fun to ask strange questions. What if all people drank blood? What if a funny man with the habits of a dictator from a banana republic became the president of the country?
In the adult brain there is a rigid system of symbols that, at the first opportunity, likes to evaluate and label everything around. As a result of such automation, but this is also the main reason for narrow and stereotyped thinking. By coming up with new words, we force our brain to turn off rational thinking and turn on imagination. The technique comes from childhood and is extremely simple: we take any two words, combine them into one and then try to imagine what it would look like in life. Bath + toilet = bathtub, Kim + Kanye = Kimye.
The method is based on doodles - scribbles of the same type that need to be turned into a drawing. On a piece of paper we draw identical symbols in a row (a circle, two circles, a nail, a cross, a square, etc.). Then we turn on our imagination and start drawing.
Example. The circle could be Captain America's shield, a cat's eye, or a nickel, and the square could be a haunted house or a piece of art. It develops not only imagination, but also persistence in searching for ideas, since each new doodle is a competition with oneself.
The method is to find connections between the main idea and random objects. For example, we open a book on a random page, grab 3-5 words that first caught our eye, and try to connect them with the subject we are thinking about. A book can be replaced by a TV, a video game, a newspaper, or something else. Works great when the thought process moves by inertia.
This is not the easiest to learn, but a very effective method. William Gordon believed that the source of creative ideas lies in the search for analogies, which he divided into four groups.
This is a very strange and interesting way that Brian Eno and Peter Schmidt came up with to bring a tired brain out of a creative stupor along secret paths. The essence of the method: we have 115 cards with advice written on them. Moreover, the advice is quite strange: “Remove ambiguities and turn them into details,” “Massage your neck,” or “Use an old idea.” The trick is that there are no direct instructions for action, and in each advice two people can see two different solutions to the problem. You can make the cards yourself and pour them, for example, into a vase or use online tips. For example, .
In his latest work, What I Talk About When I Talk About Running, Haruki Murakami debunks the myth of the creative lazy person, talking about the fact that a strict daily routine (getting up at 5 a.m., bedtime at 10 pm) became the main catalyst for his performance. The mind is inclined to be capricious and find excuses for its own laziness, and following the regime takes it out of it and teaches it to turn on half a turn.
Study or. Any creative activity keeps the brain in good shape, and alternating them switches attention and allows you to find answers in rather unexpected places.
According to research, more than a third of Nobel Prize winners in literature were engaged in another form of art - painting, theater or dance. Einstein called music his second passion and, if he had not become a physicist, most likely would have become a violinist.
When things don't get off the ground, persevere. For example, the writer Rody Doyle says that during a stupor he begins to pour out on paper the nonsense that comes to mind. After a while, the brain stops pushing and protesting and simply turns off, releasing streams of thoughts. And Hemingway, when he sat down to write a novel, could write dozens of versions of the first sentence until he found the one he believed. Then he developed the action from it.
If persistence does not help, we go from the opposite. Take a walk, do something distracted, communicate with other people. There is a theory according to which everything has long been invented, and the creative process lies only in the combination of these ideas. And if the answers are hidden within us, we just need to tune in to the right wave and hear them. You can sit in the sun in the lotus position, concentrate on washing dishes, walk through the forest listening to ambient music, or go jumping at a rock concert. The main thing is to do what allows us to turn off the internal dialogue and concentrate on the moment.
Creativity is first and foremost fun. Don't take it too seriously. Now I will explain why. In 2001, an experiment was conducted at Maryland College in which students had to guide a mouse through a maze drawn as in childhood. The students of the first group walked forward towards the piece of cheese (positive attitude), while the second group ran away from the owl (negative attitude). Both groups completed it in the same amount of time, but the students of the second group started avoidance mechanisms, and the second group took, on average, 50% longer to solve the problems that followed the maze than the students of the first group.
Many of us in childhood dreamed of becoming musicians, artists or actors, but over time, a pragmatic approach to life pushed these dreams further into the mezzanine. Betsy Edwards has a theory that for most people today, the left side of the brain becomes dominant as they age. She is responsible for analytical thinking, the symbol system and the mode of action, and every time we try to learn to play the guitar or draw, we hear her voice, which advises us to put this bullshit aside and do something useful.
At first it will be difficult to step over, but if you have the courage and desire, then over time his voice will become quieter, and criticism in the style of “you draw like an asshole” will be replaced by something more constructive. Getting started is the hardest thing.
As you can see, Every person can think creatively, the only question is training. This can be compared to a lack of flexibility: immediately trying to do the splits, we will grunt, moan and cry, but if the muscles are properly warmed up and stretched, then in a couple of years it will be possible to send a resume for the position of a circus gymnast. The main thing is to remember that it's never too late to start something new: artists, musicians, poets and writers already live within us. Feel free to wake them up.
The formation of a person’s personality is a consistent change and complication of the system of relationships to the surrounding world, nature, work, other people and to oneself. It happens throughout his life. Children and adolescence are especially important in this regard.
What is a creative person? First of all, he is a person with broad views, encyclopedic knowledge, and a flexible, lively mind. Such a person is able to quickly adapt to a rapidly changing situation at work and quickly find non-standard solutions to standard problems. The formation of personality is influenced by three factors: upbringing, social environment and hereditary inclinations.
Education is considered by pedagogy as a leading factor, since it is a specially organized system of influencing a growing person to transfer accumulated social experience.
The social environment is of primary importance in the development of the individual: the level of development of production and the nature of social relations determine the nature of the activities and worldview of people.
Inclinations are special anatomical and physiological prerequisites for abilities for various types of activities. But the inclinations themselves do not yet ensure abilities and high performance results. Only in the process of upbringing and training, social life and activity, and the acquisition of knowledge and skills are abilities formed in a person based on inclinations. The inclinations can be realized only through the interaction of the organism with the surrounding social and natural environment.
A creative person can be defined this way - this is a person who sees problems around him, sets himself the goal of solving them and is engaged in solving them. It can also be defined through the result obtained as a result of creativity. Then a creative person is a person who finds non-standard solutions to the problems facing him.
The main requirement for a creative life is the presence of a worthy goal. Achieving this goal will not happen overnight. Preparing for a solution takes years, including numerous intermediate stages, attempts at a solution, retreats and periods of searching for new tactics.
A creative personality is an individual who has a high level of knowledge, an attraction to the new, original, who can throw away the usual, stereotyped. The need for creativity is a vital necessity.
Most authors agree with this definition of a “creative personality.” For a creative person, creative activity is a vital need, and a creative style of behavior is the most characteristic. The main indicator of a creative personality, its most important feature, is considered to be the presence of creative abilities, which are considered as individual psychological abilities of a person that meet the requirements of creative activity and are a condition for its successful implementation. Creative abilities are associated with the creation of a new, original product, with the search for new means of activity.
N.V. Kichuk defines a creative personality through its intellectual activity, creative thinking and creative potential. It should be noted that in the psychological and pedagogical literature, next to the term “creative personality,” the term “creative personality” is found. The most successful approach to this definition was proposed by S.O. Sysoeva.
A creative personality is a person who has internal conditions that ensure her creative activity, that is, research activity that is not externally stimulated.
A creative personality is a creative personality who, as a result of the influence of external factors, has acquired the additional motives, personal formations, and abilities necessary to actualize a person’s creative potential, which contribute to the achievement of creative results in one or more types of creative activity. Each person must develop and manage creative thinking skills in order to fully utilize the possibilities of the creative process.
Creative thinking is learning something new. It is a component of human intelligence.
Creative abilities are the skills, as well as the ability to creatively perform some kind of work, perform some actions aimed at a specific result to improve something or someone.
Creative capabilities are qualities and abilities, skills and characteristics of the motivational sphere of students that develop and lead to the formation of a creative personality, revealing the potential capabilities of each child.
Then what is creativity?
Creativity is a type of activity that generates something qualitatively new, something that has never existed before.
Creativity, as a creative activity, is characterized by uniqueness in the nature of its implementation on the one hand and in the result obtained on the other hand. The result of creative activity is always original.
Creativity is a human activity that generates something new and is distinguished by uniqueness, originality and socio-historical uniqueness.
Creative interest is attention caused by something significant, interesting, such that it encourages independent creative activity, the result of which is the discovery of something new, the solution of some problem.
In human creative activity, there are three levels of consciousness: subconscious, conscious and superconscious.
Consciousness operates with knowledge that can potentially be transferred to another and can become the property of other members of the community. In the sphere of creativity, it is consciousness that formulates the question to be resolved and puts it before the cognizer of reality.
The sphere of the subconscious includes everything that was previously conscious. These are well-automated skills, deeply internalized social norms and motivational conflicts that are painful for subjects. The subconscious mind protects consciousness from unnecessary work and mental overload.
The activity of superconsciousness (creative intuition) is revealed in the form of the initial stages of creativity, which are not controlled by consciousness and will. The unconsciousness of these stages represents the protection of emerging hypotheses from the conservatism of consciousness, from the excessive pressure of previously accumulated experience. Consciousness retains the function of selecting these hypotheses through their logical analysis.
The three-level structure of consciousness can be considered as the main parameter of human individuality. In different people, the activity of these levels is not expressed to the same extent.
All levels of consciousness are developed, enriched and trained starting in early childhood. The superconscious is trained by play, then by art. It often functions in a zone of conflict between social and ideal needs, between existing norms and the need to change them. Consciousness is enriched in the process of learning, then by education and thinking. The subconscious is filled through imitation and later through practical experience, which is controlled by the conscious mind. As you grow older, both consciousness (fully conscious experience) and the subconscious become enriched, i.e. a set of secondary unconscious, automated skills and abilities. At a certain stage, the superconscious (creative intuition) has the opportunity to directly use the experience stored in the subconscious.
“A creative personality,” says American psychologist L.S. Kyuubi is one who, in some random way, retains the ability to use her subconscious functions more freely than other people who may potentially be equally gifted.”
Creativity is the process of creating something new. Creative activity is usually a diverse activity. Every element of the artificial environment surrounding a person is the result of creativity. This is a built environment. The class-forming feature of the creative nature of activity is the creation of something new. The key to human creative activity is the selection of necessary (valuable) information. Moreover, its value is understood as the degree of probability of achieving a goal (satisfying a need) based on the message received.
Creativity presupposes that an individual has abilities, motives, knowledge and skills, thanks to which a product is created that is distinguished by novelty, originality, and uniqueness. The study of these personality traits has revealed the important role of imagination, intuition, unconscious components of mental activity, as well as the individual’s need for self-actualization, in revealing and expanding one’s creative capabilities. Creativity as a process was initially considered based on the self-reports of artists and scientists, where a special role was given to “illumination,” inspiration and similar states that replace the preliminary work of thought.
Technical creativity. There are two forms of obtaining a creative result (solution):
Invention;
Rationalization.
An invention is a new, significantly different technical solution to a problem in any area of economic activity, socio-cultural construction or national defense. As a rule, the result of the invention should have a positive effect.
Only such activity can be classified as creative, the result of which can be the creation of things of high social significance. The result of creative activity does not always coincide with the result of its practical applicability and significance.
The result of an activity can be characterized from different points of view. There are:
Fundamentally new (high quality);
New in time.
Fundamentally new is the result of creative activity that is created or arises for the first time. This new thing has no analogues in the previous one.
New in time is the result of creative activity, the creation or emergence of which was preceded by the existence of a similar object. A peculiarity is the presence of such a quality in an object, due to which this object represents another, regular instance of the original one.
Novelty is a concept that connects subjective and objective aspects and ultimately expresses the attitude of a person (society) to the result (product of activity).
In relation to the "creator", novelty is classified:
1. Individual novelty. The result of the “creator’s” activity is not new for society. Such newness is subjective, individual, psychologically new;
2. Locally new (group) novelty. The result of creative activity is new for a group or team of people;
3. Regionally new. Novelty extends or is limited to a particular country, state or region;
4. Objectively new (worldwide) novelty. Newness is defined for the entire community, humanity, the whole world.
Creativity as a socially significant quality of a person is one of the most important characteristics of a person’s personality as a member of a particular society of people, a creative person.
To develop such a quality in a person’s personality, a flexible methodology of the educational process is necessary, based on the laws of psychology of education and creativity, and a historical approach to the development of science, technology and technology. This requires changes and corrections to the concept of higher education, its content components, and a transition to the principles of fundamentalization and humanitarization of education. From the above it follows that teaching creativity as a special discipline should be carried out by highly qualified specialists, creatively active teachers, distinguished by the presence of a dominant need for creativity in their scientific, educational and educational activities.
THE PROBLEM OF THE DEVELOPMENT OF CREATIVE PERSONALITY IN MODERN EDUCATION CONDITIONS.
The attitude towards creativity and the creator in the public consciousness has changed in accordance with the eras of human development. Creator-contemplator - in the ancient world, creator-artist - in the Renaissance, creator-thinker - in the 17th - 18th centuries, scientist, designer in the 19th - early 20th centuries. Today we stand on the threshold of understanding the creator as a person in his individual uniqueness and diverse activities. Creativity is a human activity that creates new material and spiritual values that have social significance. The problem of creativity has always worried people, acting as a universal human problem. Teachers usually raise the question of early identification of the inclinations of talent in children, and of ways to develop these inclinations.
In the modern world of rapid development of technology and information technology, the most relevant and responsible function of society remains the education of a healthy, comprehensively developed, highly moral person. Cultivating a creative attitude to work (the ability to see beauty in everyday things, experience a sense of joy from the work process, the desire to learn the secrets and laws of the universe, the ability to find a way out of difficult life situations) is one of the most difficult and interesting tasks of modern pedagogy. And although people say: “Live forever, learn forever,” it is important not to miss that period in a child’s life when basic skills and abilities are formed, among which the central place is given to imagination, fantasy, and interest in new things. If these qualities are not developed in the preschool period, then subsequently there is a rapid decrease in the activity of this function, which means that the personality is impoverished, the possibilities of creative thinking are reduced, and interest in art and creative activity fades.
Until the age of 3, children’s imagination exists within other mental processes, where its foundation is laid. At the age of three, the formation of verbal forms of imagination occurs.
At 4-5 years old, the child begins to plan, to make a mental plan for upcoming actions.
At 6-7 years old, imagination is active.
Recreated images appear in various situations, characterized by content and specificity. Elements of creativity appear, the development of which requires the presence of certain conditions: emotional communication with adults, object-manipulative activities, various types of activities. A child’s education should enrich and clarify his perception and understanding of the world around him, and not be reduced to “imposing” ready-made topics on him. It is important to develop cognitive interests in children. By developing creative potential from early childhood, we not only improve cognitive processes and creative abilities, but also shape the child’s personality.
One of the leading needs of a child is the desire to learn. Children are like sponges, absorbing new experiences. Curiosity becomes a personality trait. Therefore, great attention must be paid to cognition in the process of specially organized activities. The content of this activity is the diverse world of people, objects, things, and phenomena surrounding the child.
Questions, requests, actions, experiences, experiments, observations arise in children often spontaneously, at their request, as if from within. It is important to support these manifestations. The knowledge and impressions gained in this way are remembered for a long time, if not for a lifetime. However, the spontaneous path of cognition does not contribute to the formation of a knowledge system; it is very individual. Relying only on the child’s experience, you can miss developmental opportunities that cannot be restored in the future.
Due attention is paid to entertaining games and exercises, experimental games with materials and tools, as well as game tasks that are carried out in all forms of organizing productive activities and, of course, in any free time at different moments. Also one of the conditions is the organization of a developmental environment, i.e. a space open to individual action, in which teachers can respond to children’s activity with their own activity, thus developing the child’s creative personality.
In modern conditions, a creative personality becomes in demand by society at all stages of its development. The number of changes in life that occur in a short period of time urgently requires a person to have qualities that allow him to approach any changes creatively and productively. In order to survive in a situation of constant change, in order to respond adequately to them, a person must activate his creative potential.
Modern theoretical views on the problem of creativity had already developed by the early 50s of the last century. In the second half of the twentieth century, there was a surge in the development of various branches of technology, communications, aviation and astronautics, computer science, and nuclear energy. This, in essence, was a consequence of the creative application of accumulated scientific knowledge, as well as the preparedness of people to implement such large technical projects. Nurturing various types of creativity has become one of the main tasks of the modern school. An unchangeable fact in our changing society is that the school was, is and will be the center, the core of the creation and education of the personality of the future; it has served and will serve to ensure that all the efforts of teachers are aimed at the development and education of a creative personality.
There are two main points of view on a creative personality. According to one, creativity or creative ability is, to one degree or another, characteristic of every normal person. It is as integral to a person as the ability to think, speak and feel. Moreover, the realization of creative potential, regardless of its scale, makes a person mentally normal. The view of creativity as a universal human personality trait presupposes a certain understanding of creativity. Creativity is supposed to be the process of creating something new, and the process is unprogrammed, unpredictable, sudden. At the same time, the value of the result of the creative act and its novelty for a large group of people, for society or humanity are not taken into account. The main thing is that the result is new and significant for the “creator” himself. An independent, original solution by a student to a problem that has an answer will be a creative act, and he himself should be assessed as a creative person.
According to the second point of view, not every (normal) person should be considered a creative person, or creator. This position is associated with a different understanding of the nature of creativity. Here, in addition to the unprogrammed process of creating something new, the value of the new result is taken into account. It must be universally significant, although its scale may be different. The most important characteristic of a creator is a strong and persistent need for creativity. A creative person cannot live without creativity, seeing in it the main goal and main meaning of his life.
There are professions - they are called “creative professions” - where a person is required as a necessary quality to be a creative person. These are professions such as being an actor, musician, inventor, etc. It is not enough to be a “good specialist.” You need to be a creator, not a craftsman, even a very qualified one. Of course, creative individuals are also found among other professions - among teachers, doctors, trainers and many others.
The existing education system, traditionally based on the continuous and consistent acquisition of knowledge, despite its centuries-old history, has undergone virtually no changes. However, the volume of knowledge is now such that it is no longer possible to assimilate it not only in its entirety, but also in part. In a word, it’s time to move from traditional education (the continuous acquisition of new knowledge and its accumulation) to creative education.
The identification of a universal creative ability, called creativity (from English creativity - literally: creativity), occurred not so long ago and is associated with the name of Guilford, who proposed a three-factor model of intelligence. Creativity is defined more specifically as “a set of mental (divergent thinking; fluency, flexibility, originality of thinking; breadth of categorization, generalized sensitivity to a problem; the ability to abstract, concretize, regroup ideas) and personal (regulatory processes, reconstructive and creative imagination, fantasy) qualities, contributing to the manifestation and development of creativity as a subjective, individually colored style of activity of an PERSON." Guilford pointed out the fundamental difference between the two types of mental operations. Thinking aimed at finding the only correct solution to a problem was called convergent. The type of thinking that goes in different directions, looking for a solution in different ways, is called divergent (divergent). Divergent thinking can lead to unexpected, unforeseen conclusions and results.
Guilford identified four main dimensions of creativity:
originality - the ability to produce unusual answers;
productivity - the ability to generate a large number of ideas;
flexibility - the ability to easily switch and put forward a variety of ideas from different areas of knowledge and experience;
the ability to improve an object by adding details.
In addition, creativity includes the ability to detect and pose problems, as well as the ability to solve problems, i.e. ability to analyze and synthesize.
Modern pedagogy is based on the thesis that the inclinations of creativity are inherent in any person, in any normal child. The task of teachers is to reveal these abilities and develop them. However, “awakening” a child’s abilities does not mean opening some kind of valve and giving scope to human nature. Abilities are formed gradually in the process of active activity. In ensuring this, the importance of a targeted system of pedagogical influences, sufficiently flexible, and sensitively taking into account the characteristics of children, is of great importance. The creative characteristics of a schoolchild are already manifested in how unconventionally he approaches the solution of certain issues, whether he follows generally accepted patterns, whether his activities are monotonous or not. The creative inclinations of a schoolchild are manifested in his initiative, activity and independence.
Creativity presupposes persistent cognitive interest. It is necessary to develop this quality within the framework of training sessions, using a system of special tasks, and special attention should be paid to the student’s ability to observe phenomena, find adequate explanations for them, and thus form a personal attitude towards these phenomena. This process is purely individual, just like creativity itself. The creative process in the broad sense of the word is the creation of new socially significant material and spiritual values.
How to teach a child to think creatively? Let's listen to the advice of V.A. Sukhomlinsky. “Do not bring down an avalanche of knowledge on the child, do not try to tell the child everything you know about the subject of study; inquisitiveness and curiosity can be buried under the avalanche of knowledge. Know how to open one thing to the child in the world around him, but open it in such a way that a piece life began to sparkle in front of the children with all the colors of the rainbow. Leave something unsaid so that the child wants to return again and again to what he learned." "...Mental efforts should never be directed only to consolidation in memory, to memorization. Comprehension stops, mental work stops, and mind-numbing cramming begins."
A special role in the formation of a child’s creative personality is given to the family. Children and parents are in constant search, the modern family has enormous intellectual potential, and the teacher’s task is to attract and skillfully use it when organizing children’s free time, filling their leisure time with activities that are useful both for health and for the mind. Whatever aspect of a child’s development we take, the family always plays a decisive role.
Firstly, it is the family that is responsible for the physical and emotional development of the child, and secondly, the family plays a leading role in the mental development of the child, influences the children’s attitude towards school and largely determines its success. The educational level of the family and the interests of its members affect the intellectual development of a person, what layers of culture he assimilates, thirdly, the family is important in a person’s mastery of social norms, fourthly, the fundamental value orientations of a person are formed in the family, which determine his style life, spheres and level of aspirations, life aspirations, plans and ways to achieve them. The family plays a big role in a person’s development due to the fact that its approval, support, indifference or condemnation affect a person’s social aspirations, help or hinder him in finding solutions to difficult life situations, adapting to the changed circumstances of his life, and withstanding changing social conditions. .
The main thing in the education of a person is to create conditions for a person’s self-development.
Personality qualities that need to be developed in oneself in order to later, in the future, take place in adulthood:
1. Self-interest.
The child must learn to ask himself questions and answer them. He must learn to love himself in the good sense of the word: who am I? What am I? What I want? What can I do? What can I do for this? What is needed to achieve this? Educational activities can and should awaken interest in asking these questions to oneself, without experiencing guilt and fear, apprehension and uncertainty.
2. Self-recognition of oneself as an individual.
The teacher’s task is to help the child develop adequate self-esteem, self-esteem, self-confidence, and personal success. He, like an adult, needs to feel his importance and necessity. This will lead any child to emotional balance and the desire for self-realization.
3. Managing yourself.
Manage yourself consciously, and not mindlessly obey orders. Managing yourself is also the ability to solve your problems independently, without outside help. This helps to develop will and character.
4. Respect for other people's opinions.
Through educational activities, create a culture of communication and develop communication skills. Learn to form and express your opinion, without fear of being alone in your opinion, learn to defend it, admit that you are wrong and the fallacy of your judgments. Everyone has the right to make mistakes. Cultivate a tolerant attitude towards different people, things and views. Help children overcome communication difficulties.
5. Curiosity and involvement in activities.
Many children experience information desaturation. They want to know a lot, everything is interesting, they want to actively participate in everything. This means they want to prove themselves. This position forms the ability to work. And for this, the teacher and parents should create conditions, state results, and stimulate participation.
6. Emotional stability.
Develop positive emotions and manage negative emotions. Learn to call some and get rid of others. Call:
The ability to forgive;
Don't hold grudges;
Do not cultivate in yourself the desire to take revenge or punish.
An important skill is the ability to manage your fear. Learn to create situations around yourself that promote the emergence of certain emotions.
7. Motivation for actions and behavior.
The student’s attitude to learning and to any kind of activity depends on the motivation of this activity. The stimulus for the manifestation of positive motivation are individual motives:
Interest;
Far-reaching prospects;
Self-confidence;
Positive emotions.
In the definition of a creative personality, a special place is occupied by choice, which relates to any sphere of human activity: moral, intellectual, emotional-volitional, social activity and which consists in making choices, making decisions and activities to implement them. Based on the above, we can conclude that the goal of education should be the formation of a creative personality capable of making responsible socially and personally significant choices based on moral ideals, self-knowledge, and self-education.
The main factor in nurturing a creative personality is to cultivate motivation in students. Previously, it was believed that the essence of education was the organization of students’ activities and therefore the pedagogical process was built as a combination of various types of activities. This boiled down to the fact that the wider the range of different types of activities, the more effective the education process. But in practice this turned out to be not entirely true. For some students this method was effective, but for others it only caused a negative attitude.
The point is that it was necessary to highlight the motive, i.e. for what purpose the activity is performed. Thus, motive is the basis for the formation of necessary personality qualities. At the same time, the tasks of education should not be reduced to the organization of creative activity, but put at the forefront the education of motivation for creativity.
Achieving the goal of an action involves anticipating it, and finding a way to achieve a goal presupposes the ability to think. Therefore, for the mechanism of shifting the motive to the goal to operate, you need to imagine the goal, comprehend the ways to achieve it, and have a certain emotional tension. So, to cultivate the motives of creativity, it is necessary to use teaching tools aimed at cultivating imagination, thinking, and emotions. Three such means can be distinguished: the use of synectics theory, brainstorming, and a game.
The application of the theory of synectics involves the use of all types of analogies (direct, symbolic, personal). For example, direct analogies, a technical object and a biological object (an airplane, a bird). It is necessary to use symbolic analogies of association and synesthetic images: see sound, hear color, feel music in motion. In classes, when studying various laws and concepts, the question should be asked: “What color is it?”, “What shape?”, “What does it taste like?” etc. It is also necessary to make personal analogies. In this case, the student must enter into the image of the element being studied, the proposed situation. For example, when studying current sources, students “enter the image” of a battery and, comparing “themselves” with others, must determine “their” advantages. The application of this theory is aimed at the conscious use of subconscious mental mechanisms operating in the creative process, at creating in students personally significant, meaning-forming motives for learning activities, at giving personal meaning to the objects being studied.
The motivation for creative activity during brainstorming is determined by two factors: a person of average ability can come up with almost twice as many solutions when he works in a group; acceptance of any most incredible proposals, i.e. the student has the right to make a mistake, which removes the emotion of fear of making one and liberates thinking, imagination, and creates a positive emotional mood.
The motives of the game reveal the human need to transform the world. The game develops imagination and thinking, since the participant is in imaginary situations before choosing options for action, and is forced to calculate his own and others’ moves. The experiences that accompany the processes of thinking and imagination in game situations are also significant, i.e. feelings. Therefore, play is an indispensable means of cultivating thinking, imagination, and feelings. An example of a game would be role-playing games such as “Trial of friction”, “Trial of inertia”, where the role of the accused, defense lawyer, prosecutor, witnesses and jury is played by students, and the coordinating role belongs to the teacher.
Experience shows that the use of the above means stimulates active creative activity in the lessons of weak students, because here the motive of achievement is realized without much didactic effort. Of course, the use of the described means in teaching a subject, for example physics, is unlikely to make many students great physicists (this is not necessary), but it will preserve this probability, will not kill talent, and will not drown out the desire for creativity.
School education should be permeated with the possibility of choice, leading to the realization of the achievement motive. Schoolchildren are provided with a wide range of ways of self-affirmation in educational activities: answering at the blackboard, speaking on a tape recorder, taking a test, composing a crossword puzzle, composing a poem, a fantastic story on the topic being studied, answering the teacher one-on-one, which can be delayed in order to get a higher grade. As a rule, only those who wish to respond are invited to respond.
Thus, the effectiveness of the lesson is ensured by the inclusion of children in the perception and memorization of the material in verbal-logical, audio, visual, motor ways, and when solving problems (consolidating), they experience satisfaction from the success that is achieved using the specified scheme, i.e. The psychological mechanisms of perception and memorization of educational content are used to the maximum, which contributes to a deep understanding of the material being studied.
The actualization and development of the creative potential of schoolchildren is facilitated by the creation of psychologically comfortable conditions. For this purpose, it is advisable to use methods of direct psychotherapeutic influence. At the beginning of the lesson, it is useful to listen to inspiring classical music, such as Vivaldi's Presto or a march from Verdi's Aida. Sometimes students come to class in an excited state (after physical education classes, intense test work, etc.). Then a soothing musical interlude is required, such as Bach's Andante or Mozart's Adagio.
To focus children's attention, you can use exercise-games "Clock" and "Calculator". Each student is assigned a number corresponding to the hour or minute hand and the time is called. The student must react in time and say: “Bom.” In another game, in addition to numbers, signs of arithmetic operations are assigned and an example is given that contains two or more actions. The student playing a certain role (“numbers or actions”) must stand up and clap his hands. Here it is necessary not only to monitor the timely entry into your role, but also to perform arithmetic calculations in your head and control the actions of your classmates. These exercise-games relieve stress from the actual training sessions and improve attention.
Thus, in order to educate a creative personality, it is necessary to provide students with the right to choose goals, means and methods of activity, and to use methods that promote the development of thinking, imagination, and emotions. Then the prerequisites and conditions are created for solving the problems of educating a creative personality. Indeed, in order to understand the surrounding reality, oneself, form moral ideals, and be able to change one’s inner world, a person must master the ability to think, imagine, and feel. And not only to be aware of your thoughts, images and emotions, but also to manage them, choose and transform them.
Nurturing a creative personality is an urgent task of today. In solving it, theoretical and practical pedagogy should start not from some models and standards, but from the individuality of the student.
Education should not be based on methodological developments, not on the advanced pedagogical experience of individual teachers (they are good only in the author’s performance), which are based on traditions, empiricism, and intuition. Technologies based on the scientific achievements of modern psychology and pedagogy are based on the diagnosis of the student’s personality and the educational process.
It seems that a creative person leaving school should have creative qualities, first of all, essential universal ones, which no less characterize a creative person. Namely.
Moral : honesty, social activity, collectivism, etc., ensuring a person’s attitude towards the world around him, society, people, himself.
Intelligent : rationality, logic, wit, erudition, leading to comprehension and systematization of information, on the basis of which the worldview, consciousness and self-awareness are formed, comprehension of life goals.
Strong-willed : purposefulness, self-control, autonomy, independence, aimed at mental self-regulation of behavior, change in activity due to changed circumstances, connection between the internal state and the environment.
Emotional: philanthropy, optimism, contributing to the enrichment of a person’s inner world.
The totality of these qualities, their unity leads to the formation of integrity, the name of which Creative person.
LITERATURE
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Vishnyakova N. F. Creative psychopedagogy: monograph / N. F. Vishnyakova. - C.Y. - Minsk, 1995.
Vygotsky L.S. Imagination and creativity in childhood. M., 1991.
Vygotsky L.S. Pedagogical psychology. M., 1991.
Ivanov Yu.A. Nurturing a creative personality in a secondary school. Brest: Publishing house Brestsk. University, 1998.
Ivanov Yu.A. Education of a creative personality: Didactic aspect: Monograph. - Brest: Publishing house Brestsk. University, 2000.
Ivanov Yu.A. Raising a creative personality at school: a manual for managers and teachers of secondary schools / Yu.A. Ivanov. - Mn.: Ecoperspective, 2004.
Korolenko T.P., Frolova G.V. A miracle of imagination. Novosibirsk, 1975.
Lindsay G., Hull K.S., Thompson R.F. Creative and critical thinking // Reader on general psychology. Psychology of thinking / Ed. Yu. B. Gippenreiter, V. V. Petukhova. - M.: Publishing house Mosk. University, 1981.
Luk A. Creativity // Popular psychology: Reader. M., 1990.
Mirsky E.M. Problem-based learning and modeling of social conditions of scientific creativity // Scientific creativity / Ed. S.R. Mikushinsky, M.G. Yaroshevsky. - M.: Nauka, 1969.
Ponomarev Ya.A. Psychology of creativity and pedagogy. - M.: Pedagogy, 1976.
Psychology. Dictionary / General ed. A. V. Petrovsky et al. M., 1990.
Rubinshtein S.L. Fundamentals of general psychology: In 2 volumes. T. YY. M.: Pedagogy, 1989.
Stolovich L.N. Life, creativity, man: Functions of artistic activity. - M.: Politizdat, 1985.
Philosophical encyclopedic dictionary. M., 1989.
Fridman L.M., Kulagina I.Yu. Psychological reference book for teachers. - M.: Education, 1991.
Frolova B.A. Team and motivation of creativity // Scientific creativity / Ed. S. R. Mikuinsky and others. M.: Nauka, 1969.
Each has its own potential that requires further development. And knowing the main factors influencing the development of a creative personality, you can nurture it, giving the world another genius. Thanks to surveys of famous experts in the field of psychology, it is now easy to determine the inclinations of people from an early age.
Who is this creative person?
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ISRAELI OPTIVISION - the best product, now available for only 99 rubles!The answer to this question is quite simple - this is a person who understands the world around him by unlocking his own potential through creative activity. Each of us has a creative principle, which is one of the internal psychological factors of people. From this judgment we can conclude that any person is capable of creating, regardless of his age, gender or race.
As a rule, a creative person has certain characteristics that distinguish him from others. At one time, German psychiatrist Karl Leonhard conducted a large-scale survey of the population in order to identify the characteristics and character traits of people capable of creativity.
The survey results showed that people who are inclined to create are characterized by:
Hyperthymic is expressed in frequent cheerfulness, uplifting spirit and optimism. People with this quality literally cannot sit still! They are constantly in an excited state, passionate about business or solving problems.
Emotivity is an aesthetic component of character, it allows its wearer to subtly feel the experiences of other people, as well as provide them with sympathy and support.
Psychological agility manifests itself in affective behavior and frequent mood swings. That is, the individual was in high spirits, and literally after a couple of minutes he became depressed and sad.
Exaltation- This is a heightened sensory perception of current reality. Such a person will greatly rejoice at a little happiness or go into a depressed state due to failure.
1. Emotionality. The reaction to any events happening around is emotional, lively, vibrant, but at the same time adequate and reasonable.
2. Thinking without stable stereotypes. All responses to any influence are independent; a person creates his own opinion, without relying on someone else’s.
3. Poor self-control. Freedom of thought gives rise to freewheeling actions, so it is extremely difficult to restrain yourself in such situations.
4. Fresh ideas, novelty. Perceiving events from a different point of view and creating a new personal opinion.
5. Concentration. Attention is directed to the existing problem and its solution.
6. Complete self-acceptance. Such people are not afraid to be different from others in some way; they completely accept themselves as they are.
7. Ability to see alternative solutions. Creatives have always been distinguished by a different way of thinking, which sometimes leads to new discoveries.
8. Believe in yourself and your own decisions. Self-confidence helps you continue to develop your potential despite any obstacles in life.
American psychologist Abraham Maslow put forward a theory about the connection between innate talent and the need for self-realization. And the characteristic personality traits listed above are proof of this.
But you should not rely only on these data, since it has been scientifically confirmed that nature provides many variations and combinations of the qualities of a creative personality. Therefore, do not be upset if you do not have all the psychological characteristics described in this article. Maybe you will be the creator who will discover new traits in yourself that contribute to successful creative activity?
One of the main means of personal development has always been creativity. The craving for it is inherent in us by nature; it, in fact, is part of us. Therefore, the natural function of the creator is so important for the development of individuality.
Creation is the creation of new thinking, material values, this is the invention of something that did not exist. Therefore, creativity creates the personality itself. It determines her entire future existence. It’s not for nothing that talent becomes an incentive to choose your future.
It is quite possible to raise a creative person on your own, using the well-known factors of such development.
The versatility of interests and hobbies will be one of them. This can also include periodic change of situation and environment.
From childhood, it is best to accustom a child to a variety of work, give him the opportunity to try to realize his desires in reality, teach him various types of creativity and not infringe on his interests. Some change of environment will help your child overcome the barrier of difficult communication with peers and will instill in him sociability and sociability.
Thanks to this manipulation, the younger generation sees that the whole world is completely different! Such a child will not stop at one vision of the world; he will want to learn much more about it. It is not without reason that many famous creators from childhood were not afraid to try themselves in something new and not natural for themselves, this only contributed to the growth of their abilities.
Also among the factors for the development of a creative personality is feeling comfortable being alone. Not everyone is able to survive loneliness, but a creative person will always find something to do with himself in such moments, and time with him will only bring him new ideas and ideas. And at such moments there will be time to think about the information received, comprehend it and digest it.
A very important reason for the growth of creative potential is example of elders next to the individual. It is on them that he will look up to and base his self-identification. From early childhood it is important to accustom a child to work, then he will not be afraid to get his hands dirty or be lazy. But the main thing is to teach your child to value his work and the work of other people.
Educational games with children will be a good factor in the development of a creative personality.
Only by taking care of your child can you develop him into a real personality. During a variety of games, it is quite easy to identify your baby’s preferences and talents, and then develop them.
Any person needs to create reasons for thought so that he can form his own conclusions about a particular situation. Approaching the situation from different angles, it is possible to evaluate all the ways out of it, choosing the most correct and safe one. It's moments like these that create individuality.
If you start solving problems for someone, you will only do him a great disservice. Only by dealing with problems one on one can you cultivate the independence that is so necessary in your future life.
Most people face this problem; they lack the impetus to take decisive action. Self-knowledge and the search for an incentive for change and progress will help solve this problem. A good practice would be to try to interest an individual in something, because if there is desire and interest, then there is a motive too.
2. Disinterest.
In this case, everything is a little more complicated, because if you are not interested in something, then it is almost impossible to convince you. Here it is advised to give more freedom of choice. So that the person can choose an interesting activity for himself.
3. Fear of being misunderstood.
Yes, sometimes, in order to create new ideas, you have to bypass old opinions and long-established stereotypes. But the one who finds this courage within himself will definitely achieve success in business!
4. Lack of self-confidence.
To act, you have to believe in yourself. If you don't believe in yourself, then who will believe in you?
Many outstanding psychoanalysts and philosophers have tried to identify the signs of creative people and solve the mysteries about their talent. For example, Raymond Bernard Cattell, an American theorist, conducted his personal research. He managed to recognize 16 special qualities that define creative people. These include: good nature, openness, courage, independence, emotionality. The most pronounced was the “Peter Pan syndrome.” In most cases, those participating in the survey were adult children.
Childhood syndrome was expressed in an innocent perception of the world, vivid impressions and gullibility. On the other hand, this character trait also brought a negative connotation in the form of capriciousness and frivolity.
So, to educate a person with creative inclinations, you should adhere to several rules:
1. Educational games.
They try on different roles for themselves. Children are introduced to all sorts of game developments and different tasks that need to be completed. This helps to find out your child’s predisposition to certain types of employment.
2. Going out.
Interaction with peers has always remained an important stage in a child’s maturation. Without proper communication, he will not be able to learn the correct actions in society.
3. Education of taste.
Visiting museums and galleries will help develop your child’s taste. Good taste will be the key to an adequate perception of the world.
4. Accustoming to work.
Only those who are not afraid to work can create. Hard work is instilled from childhood, it is worth involving the child in joint work and teaching him to help.
5. Knowledge of the world and nature.
Curiosity is a quality that can be trained. Comprehensive training will contribute to its appearance.
Consultation for parents: “How to raise a creative person?”
Vanyeva Anna Yuryevna, teacher-psychologist, MBDOU kindergarten No. 35, Kovrov city.Creative potential is inherent in the child from birth and develops as he grows up. A child’s natural talent manifests itself quite early, but the extent to which his creative potential will develop largely depends on the family. A family can develop or destroy a child’s creative abilities. Therefore, the formation of a creative personality is one of the most important tasks of education.
Speaking about the formation of abilities, it is necessary to dwell on the question of at what age children’s creative abilities should be developed. Psychologists call different periods from one and a half to five years. There is also a hypothesis that it is necessary to develop creative abilities from a very early age.
Preschool childhood is the most favorable period for the development of creative abilities because at this age children are extremely inquisitive, they have a great desire to learn about the world around them. And parents, by encouraging curiosity, imparting knowledge to children, and involving them in various activities, contribute to the expansion of children's experience. And the accumulation of experience and knowledge is a necessary prerequisite for future creative activity. In addition, the thinking of preschoolers is more free than the thinking of older children. It is more independent and not yet suppressed by stereotypes. From all of the above, we can conclude that preschool age provides excellent opportunities for developing creativity. And the creative potential of an adult will largely depend on the extent to which these opportunities were used.
Creative activity is very interesting for a preschooler because it satisfies his desire to act and be productive, as well as the need to reflect the impressions he receives from the life around him, to express his attitude to what he sees and experiences. The kid is happy that he can create an image with his own hands.
Experts distinguish three groups of means of aesthetic education: art, the surrounding reality (including nature) and artistic and creative activities. All these areas are interconnected, and thanks to this, the child actively participates in the creative experience of people. Only an adult can effectively manage children’s artistic activities and the development of their abilities. At the same time, the mental processes themselves develop in artistic and creative activity, raising it to a new level. Ideas about objects and phenomena are formed on the basis of perception. Therefore, the most important condition for the development of a child’s creativity is the development of perception (visual, auditory, tactile, kinesthetic, tactile), the formation of a diverse sensory experience.
The characteristics of a child’s perception are determined not only by the state of his senses, but also by the sensory experience that he acquired in early childhood. Indeed, practice and research show that the earlier you begin to develop the baby’s sensations and perceptions, the more varied and complete his sensory experience will be by the time he begins to draw and sculpt. For the development of imaginative ideas and imaginative thinking, such types of creative activities as visual and constructive are of great importance. It is obvious that, on the one hand, for the successful implementation of visual activity, the development of figurative ideas and thinking is necessary, on the other hand, visual activity plays a huge role in the formation of this kind of ideas and thinking. Imagination is closely related to figurative thinking; both of these processes are based on the aesthetic perception of the world. Without them, artistic and creative activity is impossible. Any type of creativity is based on a good level of development of perception, ideas, imaginative thinking, and imagination. Consequently, the formation of these processes will serve the development of creative abilities. Of course, play and artistic activity provide the greatest opportunities for this.
Creativity is a fusion of many qualities. The components of creative potential are:
1. Rapidity- ability to express the maximum number of ideas.
2. Flexibility- ability to express a wide variety of ideas.
3. Originality- the ability to generate new non-standard ideas (this can manifest itself in answers and decisions that do not coincide with generally accepted ones).
4. Completeness- the ability to improve your “product” or give it a finished look.
How to develop creativity in a child? First, let's look at the most common mistakes that parents make when trying to develop their child's creative abilities.
1. The first and most common mistake is an attempt to act according to a pattern. Stores sell a huge number of so-called “creativity kits”, where the child is asked to create a craft using a ready-made stencil. Parents willingly buy these sets, without thinking that they are aimed at developing diligence, perseverance and accuracy, and not at all at developing creative potential. The main criterion that distinguishes creativity from production is the uniqueness of its result. Therefore, stencils have nothing to do with children's creativity.
In this regard, you should avoid games and toys that do not leave the child any room for imagination - for example, mosaics and construction sets, where you need to put together figures and patterns according to a pattern, or coloring books that already contain colored pictures for example.
2. Second mistake - Parents’ prohibitions on the child’s attempts to create. We are afraid of dirty clothes, dirty floors, walls, unnecessary washing and cleaning. The easiest way to avoid unnecessary hassle is to make the bathroom your workshop. Because space restrictions will prevent the child from getting real pleasure from drawing, modeling, etc.
3. Third mistake - You cannot do something for a child if he can do it himself. You can’t think for him when he can figure it out himself. Unfortunately, hinting is a common way for parents to “help” their children, but it only hurts the matter.
4. Fourth mistake - Parents are in no hurry to get involved in their children’s creative process. But for children, it is parents who are role models! Don't be afraid to try.
1. One of the most important factors in the creative development of children is creating conditions conducive to the formation of their creative abilities.
Parents need to make the process of life and activity of children creative, to put children in situations of cognitive, artistic and moral creativity. It is necessary to organize an interesting and meaningful life for a child, enrich him with vivid impressions, provide emotional and intellectual experience, which will serve as the basis for the emergence of ideas and will be the material necessary for the work of the imagination.
2. Success in raising a creative personality depends on the atmosphere that reigns in your home, on the relationship that has developed between parents and child. It has long been known that for creativity a comfortable psychological environment is required
, so maintain an atmosphere of warmth, trust and creativity at home. Be careful about the process and result of children's activities. It is important to constantly stimulate the child to be creative, encourage his successes and show compassion for failures, and be patient with even the strangest ideas. It is necessary to exclude remarks and condemnation from everyday life. A child deprived of a positive outlet for creative energy may resort to aggressive behavior.
3. When encouraging a child’s creativity, you need to remember that he sees many things in his own way, perceives the world differently than we do. Therefore, when teaching a child, Avoid stereotypes. Based on your child’s inclinations.
After all, the main thing is not the cultivation of talent or genius, but how diverse his inner world will be, whether his creative abilities will be realized.
4. Give your child freedom to choose activities
, in the ways and methods of action, do not interfere with his free expression. Watch your child. What does he like to do most? Sing? Dance? Paint? Sculpt? Copy someone else's facial expressions or behavior? Let your home always have plasticine, paints, old magazines, colored paper, jars and boxes. Then the child’s desire, his interest in creativity and emotional upsurge will serve as a guarantee that this matter will benefit him.
5. Support your child's creative initiative
through the respectful attitude of all family members to his drawings, crafts, and first attempts to compose something. In preschool age, most children are not shy about dancing, singing, and showing their drawings to others. The child’s personality is not yet complex; he feels enough strength and desire to try everything, to participate in different types of creative activities.
6. Nurturing children's creative abilities will be effective only if it is a purposeful process. There is a lot of debate about what and how to teach children, but the fact that it is necessary to teach is beyond doubt. If you select appropriate teaching methods, children, without losing the originality of their creativity, create works of a higher level than their untrained peers. Enroll your child in a children's club or studio, music school or art school
so that he can develop and improve his creative abilities.
7. Be actively involved in the process and create together with your child.
Let the baby burst with ideas; your task is not to interfere, but to help him. Children, unlike adults, have a fresh perspective on things. They can turn any, even the most inconspicuous detail into a magical character. Let your child teach you how to create, and then he will carry his creativity and lack of stereotypes throughout his life. And in the future you will be proud of your talented child.
It is very useful to make toys together with your child; often a doll sewn together with your child will be much more interesting to him than the most beautiful store-bought one. You can also conduct joint games, where parents and children will come up with a plot and characters together, and then portray them. Any homework can be a great help for the game, and any object can turn into a fairy-tale hero.
8. The design of the apartment and its interior also influence the child’s creative abilities. It’s good if there are paintings, decorations, and decorative things hanging on the walls that you can touch with your hands. Decorate your apartment with your baby's drawings
, but do not forget to change them from time to time so that the child has a desire to draw more and more, so that he sees that you appreciate his efforts.
9. Read fairy tales to your child.
The role of fairy tales for the development of a child’s imagination is invaluable. It is a fairy tale that will teach him to find a way out of a hopeless situation, to invent something new, because in a fairy tale everything is possible. From reading a fairy tale, there is only one step to a new hobby - writing your own fairy tales and stories. It will open the path to creativity for your child.
10. Provide your child with a room or a separate corner for games and toys.
Games in childhood occupy most of children's time. A game for a child is not a waste of time, but a source of new information. This is how children learn about the world around them. In games, all cognitive processes are trained and developed, and children's talent develops.
Many parents note that children often use not specially purchased toys for games, but substitute items - various caps and sticks, rags and bottles, leaves and boxes. A child can use any object within reach for his games, and no matter how strange it may sound, The fewer toys he has, the more his imagination develops.
11. Don't be afraid to get dirty or dirty something in the house
(cover the white sofa, move the vases higher). What kind of creative development can we talk about if the baby is constantly in the zone of restrictions: “Don’t touch! Do not run! Do not take!". Do not forbid your child to create and do not punish him for creative experiments! Set certain boundaries for his creativity. For example, you can’t draw on walls, but you can on whatman paper attached to the wall.
12.Never force your opinion on your child!
You can suggest, give an idea, but do not insist on it, this can reduce the child’s initiative.
The main thing in the process of raising a creative personality is to give the child the opportunity to realize his ability to be creative!
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