Course work: the creation of pedagogical conditions in the family to develop the creative abilities of children in musical activity. The role of the family in the development of the creative abilities of children

The family has great potential in the development of the creative abilities of preschoolers. This was pointed to such scientists as P.Towerren, K. TEXEX, V.N. Sprinin, J.Getzels, F.Jackson, M.V. Mezhiev and others.

According to research P.Tower, hereditary potential is not the most important indicator future creative productivity. The degree of realization of the creative impulses of the child largely depends on the influence of parents and other adults at home and in children's garden. Character features contributing to creative productivity can be detected early. That is why a psychologist working with children is very important to draw parents' attention to their development. The results of the development of the creative abilities of the child can be the best when the family and kindergarten work in close contact.

The influence of parents is the first factor that affects the formation of I - the concept of a child. As K. TEXEX writes: "There are many support systems in addition to families who will help in developing a child. But none of them will replace the family in the development of the child's psyche, in creating his image as a deservedly beloved personality, happy and holistic in his surroundings. " Thanks to communication with adults, the child learns what behavior is desirable, and what is not, which is safe, and what risky. Here parents are important to comply with the balance. Positive supports of support and love must necessarily outweigh negative, critical. Thanks to communicating with adults, the child must form "the healthy self-adequation of a person who has something to bring to the world and whom the world meets joy." J. Getzels and F. Jackson compared the conditions that accompanied the development of high creativity and high Intelligence in children. In the course of the study it was found that the level material status Families do not play roles. A more significant impact is the profession of parents, their social status and position towards children. Parents of creative children found in their children less flawsthan parents of intellectuals. They showed their favorable location to the individuality of the child and confidence in his ability to do everything right. If the parents of intellectuals focused on external factors contributing to the child's career, then parents of creatives have traditionally paid internal qualities Child.

Most researchers detect when analyzing family relationships The following parameters:

1. harmonicity is the negarmonicity of the relationship between parents, as well as between parents and children;
2. creative - the non-macan personality of the parent as a sample imitation and a subject of identification;
3. the community of intellectual interests of family members is either her absence;
4. waiting for parents towards the child - waiting for achievements or independence.

In his writings V.N. Druzhinin, referring to foreign researchers, indicates that if the family is cultivated for the regulation of behavior, the same requirements are imposed on all children, there are harmonious relations between family members, it leads to low level Creativeness of children. For example, in research D.Martfield (1981), R. Albert and M. Runko (1987) were discovered positive correlations between non-harmonious emotional relations In the family, the psychoticity of parents and the high creativity of children. However, a number of other researchers indicate the need for harmonious relations for the development of creativity, but these conclusions are at least empirically substantiated. It seems that the larger spectrum of admissible behavioral manifestations (including emotional), the smaller definition of the requirements does not contribute early education Hard social stereotypes and favors the development of creativity. Thus, the creative person looks like psychologically unstable. The requirement to achieve success through obedience does not contribute to the development of independence and, as a result, creativity.

D. Syonton, and then a number of other researchers put forward a hypothesis that the medium favorable for the development of creativity should reinforce the creative behavior of children, to provide samples of creative behavior to imitate. From his point of view, the most favorable for the development of creativity is socially and politically not a stable environment.

Among numerous facts that confirm the most important role of family-parent relations, there are also such:

• big chances to show creative abilities is usually senior or the only son in family;
• there is less chances to show creative abilities in children who identify themselves with their parents (Father). On the contrary, if the child identifies himself with the "perfect hero", then the chance of becoming creative is more creative. This fact is explained by the fact that most children have "medium" parents, non-macatic people, identification with them leads to the formation of non-macatic behavior in children;
• more often creative children appear in families where the father is much older than the mother;
• early death of parents leads to a lack of a sample of behavior with restriction of behavior in childhood;
• it is favorable for the development of creativity increased attention to the abilities of the child, the situation when his talent becomes organizing the beginning in the family.

A number of researchers noted the role of the opposite sex in the development of the child's creative abilities. The results of their work show that the fathers have a greater impact on the creative abilities of girls, and the mother is on the work of boys. Fathers, showing an active interest in the classes of their daughters, expanding the horizons of their future career and strengthening their independence, much more chances to raise daughters with creative personalities than those who claim stereotypically dependent or passive behaviors in daughters. Mothers engaged in creative or business career tend to educate in their sons greater independence of thought and courage. Parents seeking to develop creative abilities and productivity in the child should give place to creativity and in own Life. The competent parent in this case is primarily the competent person, whose perception of new ideas and the joy of its own achievements gives the child a direct and convincing example.

D. Lewis was compiled for parents a list of statements with which parents can assess their participation in the child's classes. Despite the fact that this list is formulated based on the study of the extensive sample of families of gifted children, it successfully typically typoses approach to stimulating positive mental Development Child.

Analyzing the peculiarities of parental influence on the formation of the creativity of children, K. Tekek formulated some recommendations that contribute to understanding and stimulating children's creativity. In her opinion, parents need to carefully listen to the child's questions, note what the child prefers to do, follow his natural interests. There is nothing worse than the parent phrase: "You ask too many questions!". It is important to develop a wide variety of interests. For parents, it is important not to make an excessive accent on training activities in kindergarten, as the curriculas pay more considerable attention to the convergent, and not on divergent thinking and rather narrow the child's thinking, and do not expand it. Thinking is an intuitive, associative, more peculiar preschool age, can be suppressed by early, intensive classes using strictly organized materials similar to school textbooks.

So, the family environment, where on the one hand there is attention to the child, and on the other hand, where various, inconsistent requirements are presented to it, where small external control Beyond the behavior, where there are creative family members and does not encourage stereotypical behavior, leads to the development of creativity in a child.

The hypothesis that the imitation is the main mechanism for the formation of creativity, implies that for the development of the creative abilities of the child, it is necessary to be among the people close to the preschooler creative personWith which the child would have identified himself. The identification process depends on the relationship in the family: as a sample for a child, not parents and the "perfect hero" can act, having creative features more than parents.

The task of adults seeking to develop his child creative potential, It is quite difficult to realize his creative abilities. And if parents with the help of specialists of psychologists and teachers will try to create a child opportunity for interesting education, will be required help and emotional support, this task can be solved quite successfully.

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Non-state educational institution

"Educational Center" Divo "

ESSAY

"Interaction with parents, as the basis for the development of the creative abilities of children"

Performed: teacher for creativity

Saladaeva Natalia Nikolaevna

Nizhny Novgorod 2014.

Introduction

1. Theoretical foundations of studying the development of creative abilities in children.

1.1 Analysis of psychological and pedagogical literature on the problem of the development of abilities

1.2 The concept of "creative abilities" and the development of creative abilities

1.3 The patterns of development of creative abilities during preschool childhood

2. Interactions with parents, as the basis for the development of the creative abilities of children.

2.1 Features of interaction with parents

2.2 Forms of interaction with parents

Conclusion

Bibliographic list

Introduction

The main thing distinctive feature modern Mira are high rates of updating scientific knowledge, technologies and technical Systemsapplied not only in production, but also in everyday life, human leisure area. The consequence of the rapid update of knowledge becomes the requirement of continuous education based on the ability to learn. IN modern society The meaning and importance of education is changing. Now it is not just a learning of knowledge, but impetus to the development of abilities and value installations of the student's personality. Today there is a change in the paradigm of education - from the paradigm of knowledge, skills and skills to the paradigm for the development of the student's personality. The main goal of education is not the transfer of knowledge and social experience, but the development of the child's personality.

In the Law of the Russian Federation "On Education" (Article 18) states that parents are the first teachers who are obliged to lay the foundations of the physical, moral and intellectual development of the individual, and preschool educational institutions Created to help the family. The introduction of federal state standards The second generation provides for close interaction and cooperation with family in the process of child development, i.e. Parents become active participants in the educational process.

However, parents are oriented to give children knowledge, teach them to read, write and count, instead of the ability to feel, think and create. Pedagogical installation primarily on the development of thinking turns the emotional and spiritual essence of the child into secondary value, which causes a special relevance Our research.

In the "concept of pre-school education" it is indicated that "the period from birth to school admission is, according to the specialists of the whole world, the age of the most rapid physical and mental development of the child, the initial formation of physical and mental qualities, necessary to man For all subsequent life, qualities and properties that make it man. A feature of this period, distinguishing it from others, the subsequent stages of development, is that it provides precisely general developmentserving the foundation for acquiring in the future any special knowledge and skills and assimilation of various activities. Not only the qualities and properties of the psyche of children who are determined by general the behavior of the child, his attitude to the whole surrounding, but also those that are "bores" for the future and are expressed in psychological neoplasmsachieved by the end of this age period. Education and training must be addressed to the entire spectrum of the child's mental quality, but are addressed differently. The main importance and all-effective development of qualities specific for age are the main importance, since the unique conditions created by them will no longer be repeated and the fact that it will be "unimprotected" here, it will be difficult to catch further or at all. "

Analysis of scientific and theoretical sources showed that special attention Developed by the development of creative abilities, as a central mental neoplasm of childhood. This has a serious scientific basis in the works of psychologists by L.S. Vigotsky, D. B. Elkonina, A.V. Forec, V.V. Dodavydova, L.A.V.Verger, O.M.Dyachenko, T.A. Repina, E.E. Kravtsova, V.T. Kudryavtseva, E.E.Sappogova, etc.

This situation has determined the topic of our work: "Interaction with parents, as the basis for the development of the creative abilities of children."

purpose of work: Based on experience to summarize the forms of interaction with parents, as the basis for the development of the creative abilities of children.

Tasks:

1. To explore and analyze psychological and pedagogical literature on the research problem.

2. To clarify and specify the concepts of "ability" and "creative abilities."

3. Examine the patterns of development of creative abilities

4. To summarize the form of interaction between the teacher with parents, in order to develop the creative abilities of children.

1 . Theoretical foundations of studying the development of creative abilities in children.

1.1 Analysis of psychological and pedagogical literature on the development of abilities

In domestic psychology, such prominent scientists were engaged in the problem of abilities, such as B. M. Teplov, V. D. Nebylitsyn, A. N. Leontyev, etc.

The word "ability" has a very wide application In a wide variety of practices. Usually under the ability to understand such individual characteristicswhich are the conditions for the successful implementation of any one or more activities. However, the term "ability", despite its long-standing and widespread use in psychology and pedagogy, many authors are interpretable.

To summarize all sorts of options currently existing approaches to the study of abilities, they can be reduced to three main types:

· Under the ability to understand the totality of all sorts of mental processes and states. This is the most wide and oldest interpretation of the term "ability".

· Under the abilities understand the high level of development of general and special knowledge, skills and skills that ensure the successful performance of various activities.

· Abilities are something that does not boil down to knowledge, skills and skills, but ensures their rapid acquisition, consolidation and efficient use in practice.

In domestic psychology, experimental studies of abilities are most often built on the basis of the last approach. B. M. Teplov allocated three signs of abilities, which formed the basis of the definition most frequently used by experts:

1) the ability is individually psychological peculiaritieswho distinguish one person from another;

2) only those features that are related to the success of performing activities or several activities;

3) the abilities are not coordinated to the knowledge, skills, skills that have already been developed in humans, although they determine the ease and speed of their acquisition.

Despite the fact that the abilities do not reduce knowledge, skills and skills, this does not mean that they are not connected with knowledge and skills. From the abilities depend easier and speed acquisition of knowledge, skills and skills. The acquisition of the same knowledge and skills, in turn, contributes to the further development of abilities, while the absence of relevant skills and knowledge is a brake for the development of abilities.

Abilities, considered B. M. Heat, cannot exist otherwise as in a constant development process. The ability that does not develop, which in practice the person ceases to use, is lost over time. Only due to constant exercises associated with systematic classes such complex types of human activity as music, technical and artistic creativity, mathematics, sport, etc., we support and develop appropriate abilities.

In science are known various classifications. So, D.N. Walking, allocated:

· General abilities that determine human successes in a wide variety of activities peculiar to most people.

· Special abilities that determine the successes of a person in specific activities, for the implementation of which special kind changes and their development are necessary. Such abilities include musical, mathematical, linguistic, technical, literary, artistic and creative, sports, etc.

In addition to the separation of abilities on common and special, V.A. Krutetsky shares the abilities on theoretical and practical. Theoretical and practical abilities differ from each other in the fact that the first predetermine the tendency of a person to abstract-theoretical reflections, and the second to specific practical actions.

There is also division on educational and creative abilities proposed by A.V. Maclakov:

· Curriculums define the success of learning, assimilation by man knowledge, skills and skills,

· Creative abilities determine the possibility of discoveries and inventions, creating new items of material and spiritual culture, etc.

However, development is possible only when people are able to assimilate the entire amount of knowledge accumulated by previous generations. Therefore, some authors believe that educational abilities are, above all, general abilities, and creative - special, determining the success of creativity.

The abilities are also divided by the level of their development:

Gifting is called a kind of combination of abilities, which provides a person with the possibility of a successful implementation of any activity. In this definition, it is necessary to emphasize the fact that not a successful performance of activities depends, but only the possibility of such a successful implementation

Skill - perfection in concrete Activities. When they talk about man's skills, first of all mean his ability to successfully engage in productive activities. Skill in any profession involves psychological readiness Creative solutions of emerging problems.

Talent - a high degree of personality ability to certain activities, manifested in originality and novelty of the approach, accompanied by the achievements of the highest results.

Brilliance is higher degree Giftedness. The genius say when creative achievements of a person make up a whole era in society, in the development of culture.

1.2 The concept of "creative abilities" and pazvitia creative abilities

Thus, creative abilities are individual features of human quality, which determine the success of the fulfillment of creative activities. of various kinds. Since the element of creativity may be present in any form of human activity, it is fair to speak not only about artistic creative abilities, but also about technical creative abilities, about mathematical creative abilities, etc.

All the abilities in the process of their development take place a number of stages, but in order for some ability to rise in their development to a higher level, it is necessary that it is already quite framed at the previous level. But for the development of abilities, it is initially a certain base that makes the deposit. Undercuts are understood by anato-physiological features nervous systemthat make up the natural basis for the development of abilities. Thus, heredity is of great importance for the development of abilities, but, on the other hand, the challenges themselves do not mean that the person will develop appropriate abilities. The development of abilities depends on many social conditions. These include the characteristics of the education, the need of society in a particular activity, features of the education system, etc.

Speaking about the formation of abilities, it is necessary to dwell on the question of when, from what age the creative abilities of children should be developed. Psychologists call different deadlines from one and a half to five years. There is also a hypothesis that developing creative abilities is necessary from early age. This hypothesis finds confirmation in physiology. preschool creative parents pedagogical

The fact is that the brain of the child is particularly growing and "rushing" in the first years of life. This is a ripening, i.e. The increase in the number of brain cells and the anatomical bonds between them depends on both the diversity and the intensity of the work of already existing structures and on how stimulated by the education environment new ones. This period of "ripening" is the time of the highest sensitivity and plasticity to external conditions, the time of the highest and most wide opportunities to development. This is the most favorable period to start the development of the whole manifold of human abilities. But the child is beginning to develop only those abilities for the development of which there are incentives and conditions for the "moment" of this ripening. The more favorable conditions, the closer they are optimal, the more successful development begins. If the ripening and start of operation (development) coincide in time, they are synchronously, and the conditions are favorable, then development is easily with the highest possible accelerations. Development can achieve the greatest height, and the child can become capable, talented and ingenious.

However, the possibilities of developing abilities, reaching a maximum in the "moment" of ripening, do not remain unchanged. If these possibilities are not used, that is, the corresponding abilities do not develop, do not function if the child does not work as necessary activities, then these opportunities begin to be lost, degraded and the faster than weaker functioning. This is a fussing opportunity to develop an irreversible process. Boris Pavlovich Nikitin, for many years engaged in the problem of the development of the creative abilities of children called this phenomenon of Nouverts (irreversible extinction of opportunities for the effective development of abilities). Nikitin believes that Nouveras particularly negatively affects the development of creative abilities. Time break between the moment of ripening structures, the necessary formation of creative abilities and the beginning targeted development These abilities lead to a serious difficulty of their development, slows down its pace and leads to a decrease in the final level of development of creative abilities. According to Nikitin, it is the irreversibility of the process of degradation of development opportunities that caused the opinion of the innateness of creative abilities, since nobody suspects that in until school age The possibilities of effective development of creative abilities were missed. And a small number of people in society with high creative potential is explained by the fact that in childhood only very few were in the conditions conducive to the development of their creative abilities.

1.3 The patterns of development of creative abilities during preschool childhood

Research L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontiev show that in the older preschool age, compared with early childhood, appears new Type Activities are creative. The originality of this type is that it gives rise to the opportunity to go from thought to the situation, and not the opposite, as it was before. However, describing the features of creative activities of children of senior preschool age, teachers and psychologists emphasize its specificity. So, many of the components of creativity at this age are just beginning to develop, although subjective child constantly opens something new. N. N. Podyakov noted that childhood Creativity should be understood as a mechanism for the development of various activities of the child, accumulation of experience, personal growth . According to L. S. Vygotsky, the main law of children's creativity is that its value should be seen not as a result, not in the product of creativity, but in the process of such activities.

It is known that the psychological basis of creative activity is the imagination - a mental process, which consists in creating images of objects and situations based on the results of their perception and understanding. The main properties of the imagination include: the vision of the integer before parts, the transfer of the function from one item to another. Significant indicators in the development of imagination - support for visibility, the use of past experience, the presence of a special internal position, which allows, without adapting to the situation, subordinate it to themselves, master its meaningful features.

The imagination functions at various levels: according to the degree of severity can be passive and active, in turn, the active is divided into recreative and creative.

The recreation imagination is to restore objects, phenomena, events in their image or verbal description.

Creative imagination is due to the definition of possible results of actions discovering or creating new objects, phenomena, situations. At the same time, in creative imagination, there are views that differ in the degree of originality and realism. Originality as a peculiar representation creative imagination - This is the degree of their novelty, dissimilar to what has already been known, and realism is determined by how much the presentation created by imagination is close to reality.

L. S. Vygotsky, V. V. Davydov, E. E. Kravtsova, V.T. Kudryavtsev call the imagination to the most important neoplasm of preschool childhood and associate the processes of the origin of a creative person.

The first manifestations of imagination include the second half of the third year of life, when the child begins to act in an imaginary situation with imaginary objects. This is the first stage of development. IN early childhood It is passive, recreating character - the child is coming from action to thought. In preschool age, starting with fourth year Life, the ability to go from thought to action is developing, the imagination becomes targeted. On average, at the beginning of a senior preschool age, the imagination takes place its second stage of development, which is characterized by step-by-planning. At the third stage, the child masters the ability to integrate its activities, which implies a fairly high level of development of imagination. In the process of creating images, the preschooler enjoys different receptions, including the combination of previously received representations, as well as their transformation.

2 . INrelations with parents as the basis of developingi am creative abilities of children

2.1 Features of interaction with parents

The term "interaction" involves the exchange of thoughts, feelings of experiences, communication.

The interaction of teachers with parents implies mutual assistance, mutual respect and mutual act. It also implies the mutual desire of parents and teachers to maintain contacts with each other.

The purpose of the interaction is to establish partnerships of participants in the pedagogical process.

New approaches in the system of modern education to the interaction of teachers and parents are to transition from cooperation in the exchange of information and promoting pedagogical knowledge to cooperate as interpersonal communication of the teacher with the parents of a dialogic.

The interaction involves the excrelable style of relationships. Invalidness of the analysis of the identity of the parent according to its pedagogical "literacy-illiteracy", "passive activity", "ready-to-unprepareness" to cooperate.

Based on the foregoing, the following principles of interaction with parents can be distinguished:

· The principle of positive without acceptance. Positive setting Communication is the fastest foundation on which all the work of teachers with parents are being built.

· An individual approach is needed not only in working with children, but also in working with parents. The teacher, communicating with his parents, should feel the situation, take into account personal experience of parents.

· Cooperation, not mentoring. The position of the instructions and simple propaganda of pedagogical knowledge today is unlikely to bring positive results. Much more efficient will be the creation of an atmosphere of mutual assistance and family support in complex pedagogical situations, Demonstration of teachers' interest to understand the problems of the family and sincere desire to help.

· Dynamic. Teacher must take into account educational needs Parents and educational queries. Depending on this, the shapes and directions of the teacher with parents should vary.

2.2 Forms of interaction with parents

Analysis of psychological and pedagogical literature, our observations showed that, as a rule, parents are focused on the development of children's skills (letter, reading, account), and the development of creative abilities consider a secondary task.

Sometimes parents do not even know how tactfully, correctly refers to the products of children's fine creativity (allow jokes, non-useful statements, coarse replicas, unpleasant comparisons), which ultimately can lead to dissatisfaction with the results of their creativity, passivity, reluctance to be included in Creative process. "I can not. I do not want "- can become a motto for a child.

In this connection, we consider it important to establish the convergence between the child, the teacher and the parent. And it is also necessary to teach parents consciously refers to children's creativity through various forms of collaboration.

Table 1 Forms of interaction with parents

As can be seen from the table, the interaction with parents has several directions:

· Educational activities aimed at increasing the psychological and pedagogical culture in matters of creative development of children (memo for parents, group and individual conversations, individual exhibitions of creative works).

· Developing activities aimed at creating conditions for joint creativity of children and parents (open classes, master classes, special courses).

It should be noted that developing activities based on open occupations And master classes, where there is a close communication and mutual mutual opinion, allows parents to understand all the fragility and vulnerability of the child's soul. Wrong in the situation of the creative process, adults themselves begin to feel a sense of doubt: will it work out or not? How to do it better? What else to come up with? What are the means and materials to choose? The child becomes closer and its experiences are more understandable.

Working together with the parents work gives children sincere joy and delight, the desire to do something else. And these emotions, in turn, are an important stimulus for the development of the creative abilities of preschoolers.

Conclusion

Thus, having studied the problem of the development of creative abilities. You can draw conclusions:

Creative abilities are individual features, human quality, which determine the success of the work of creative activities of various kinds.

For the development of abilities, it should be initially a certain base that makes deposit. Undercuts are understood as the anato-physiological features of the nervous system, which constitute the natural basis for the development of abilities. The development of abilities depends on many social conditions. These include the characteristics of the education, the need of society in a particular activity, features of the education system.

According to B.P. Nikitin exist a certain time and certain conditions For the most efficient development of abilities. The child is developing only those abilities, for the development of which there are incentives and conditions for the "moment" of this ripening. If there is no child required species Activities, these opportunities begin to be lost, degraded and even faster than weaker functioning. This is an irreversible extinction of the possibilities of effective development of abilities.

Preschool age - a favorable period for the development of creativity. It is at this time that there are progressive changes in many areas, improving mental processes (attention, memory, perception, thinking, speech, imagination) are actively developing personal qualities, and on their basis - abilities and inclinations.

Creative abilities are actively developing in artistic species Activities: musical and rhythmic, theatrical, musical and game, drawing and modeling, artistic and speech. The age sensitivity and the reaction characteristic of preschoolers to the immediate impressions delivered by the senses, sensitivity to the figurative-emotional moments, typical for this period The ratio of the first and second signal systems contributes to the attractiveness of artistic creative activities in preschool childhood, the development of creative imagination.

The child needs to help develop the activity he begins to engage. The child himself will not find all the means, he will be able to open only the most primitive of them, and his work is doomed to stay at the lowest stage.

However, the pedagogical installation of parents, first of all, to give knowledge to children, turns the development of the creative abilities of the child into secondary value. Therefore, the main task in the activities of the teacher is the organization of interaction with parents, in order to increase the psychological and pedagogical culture of parents in the development of the creative abilities of children, which is the basis for the formation of a mature and successful personality.

Bibliographic list

1. Vygotsky L. S. Imagination and creativity in childhood: Psychological essay: KN. for teacher. M.

2. Concept of pre-school education [Text] / Ed. V.V. Davydov. M., 2005. - 54 p. Bibliography: 53 s.

3. Kotova E. V., Kuznetsova St., Romanova T. A. Development of creative abilities of preschoolers: a methodological manual. M.: TC Sphere, 2010. - 128 p. - (library of the educator).

4. Kravtsova, E.E. Wake up a wizard in a child. [Text] / E.E. Kravtsov. M., 1996. 118 p.

5. Kudrina, G.A., Kovaleva, E.B. Psychological protection from preschoolers. Diagnosis and correction. [Text] / G.A. Kudrina, E.B. Kovaleva Irkutsk, 2000. - 350 s. Bibliogr.: 338-348 p.

6. Kuzin, M. V. Children's psychology in matters and answers [Text] / M. V. Kuzin. - 2e ed. - Rostov N / D: Phoenix, 2006. - 253 p.

7. Maklakov A.G. General psychology St. Petersburg: 2008 - 583 p.

8. Mezhieva, M.V. Develop creative abilities in children 5-9 years old [Text] / M.V. Mezhieva. - Yaroslavl, 2002.

9. Nomov, R.S. Psychology. Book 2: Age-related psychology. Pedagogical psychology. [Text] / R.S. Nomov - M.: Enlightenment, 2003. - 442 p.

10. Podkakov N. N. Creativity and the consideration of children of preschool age. Volgograd, 1994., 1991.

11. Pravdov, M. A. Features of the organization of motor and cognitive activities of children of preschool age [Text] / M. A. Pravdov. - M.: Canon +, 2006. - 183 p. - Bibliographer.: 182 p.

12. Psychology of education: allowance for methodologists of pre-school and primary school education, teachers, psychologists. [Text] / Sub. V.A. Petrovsky. M.: Aspect Pred, 1995.152c.

13. Repin, TA Psychology of the preschooler. Reader. [Text] / TA Repina M.: Academy, 2005. - 248 p. Bibliogr.: 238-246 p.

14. Sabbotsky, E.V. The child opens the world. [Text] / E.V. Sabbotsky M.: Enlightenment, 1991. - 207 p.

15. Fadeeva, E.M. Differentiated approach B. methodical work Doe [Text] / E.M. Fadeeva // Dow Management. - 2006. №7. - P.70-76.

16. Schweiko, G.S. Council of Pedagogues [Text] / G.S. Schweiko // Baby in kindergarten. - 2004. №1. - P. 24-29.

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The problem of creativity and creative abilities in modern pedagogy and psychology. Components of creative abilities. The problem of optimal deadlines for the development of creative abilities. Development of creative thinking and imagination.

One of the most important factors of creative development of children is to create conditions that contribute to the formation of their creative abilities. Based on the analysis of the works of several authors, in particular, J. Smith, B.N. Nikitina, and L.Karrol, we allocated six basic conditions for the successful development of the creative abilities of children.

The first step towards the successful development of creative abilities is early physical development Toddler: Early swimming, gymnastics, early crawling and walking. Then early reading, account, early acquaintance with various tools and materials.

The second important condition for the development of the child's creative abilities is to create a situation that is leading the development of children. It is necessary as far as possible to surround the child in advance with such a medium and such a system of relations that would stimulate its most diverse creative activity and the urgent would develop in it exactly that at the appropriate moment can be most effectively developed. For example, long before learning to read annoyed child You can buy cubes with letters, hang the alphabet on the wall and bring the letter to the child during the games. This contributes to the early mastering reading.

The third, extremely important, the condition for the effective development of creative abilities follows from the very nature of the creative process, which requires the maximum voltage of the forces. The fact is that the ability to develop the more successful than more often in their activities, the person gets "to the ceiling" of its capabilities and gradually raises this ceiling higher and higher. Such a condition for the maximum voltage of forces is easiest to be easier when the child is already crawling, but still can not speak. The process of knowing the world at this time is very intensively, but the baby can not take advantage of adults, as it is not yet possible to explain this small yet. Therefore, during this period, the baby is forced more than ever, engage in creativity, solve many completely new tasks for him independently and without preliminary learning (If, of course, adults allow it to do that, and do not solve them for him). The child rolled away under the sofa ball. Parents should not hurry to get it this toy from under the sofa if the child can solve this task itself.

The fourth condition for the successful development of creative abilities is to provide a child with great freedom in the choice of activities, in alternating cases, in the duration of classes in one way, in the choice of methods, etc. Then the desire of the child, his interest, the emotional rise will serve as a reliable, guarantee that more voltage of the mind will not lead to overwork, and will a child goes for good.

But the provision of such freedom does not exclude such freedom, but, on the contrary, it assumes unobtrusive, intelligent, friendly assistance of adults is the fifth condition for the successful development of creative abilities. The most important thing here is not to turn the freedom to permissiveness, and help in the hint. Unfortunately, the tip is the "help" of children common among the parents, but it only harms the cause. You can not do anything for a child if he can do himself. You can not think for him when he himself may think.

It has long been known that for creativity it is necessary to comfort psychological setting and the presence of free time, therefore the sixth condition for the successful development of creative abilities is a warm friendly atmosphere in the family and children's team. Adults should create a safe psychological base to return the child from creative search and their own discoveries. It is important to constantly stimulate the child to the creativity to show sympathy for his failures, patiently apply even to strange ideas unusual in real life. It is necessary to exclude comments and condemnation from the consideration.

But the creation of favorable conditions is not enough to raise a child with a high creative potential, although some Western psychologists now believe that creativity is inherent in the child and that it is only not to disturb him freely. But practice shows that such non-interference is not enough: not all children can open the way to creation, and to preserve creative activity for a long time. It turns out (and the pedagogical practice proves it), if you choose the appropriate learning methods, then even preschoolers, without losing the originality of creativity, create works more high levelthan their untrained self-controling peers. It is not by chance that children's circles and studios are now so popular, musical schools and art schools. Of course, there are still many disputes about what and how to teach children, but the fact that the learning should not be in doubt.

The upbringing of the creative abilities of children will be effective only if it is a targeted process, during which a number of private pedagogical problems are solved aimed at achieving the ultimate goal.

The main pedagogical task for the development of creative thinking in preschool age is the formation of associativity, dialecticity and system of thinking. Since the development of these qualities makes thinking flexible, original and productive.

Associativity is the ability to see the connection and similar features in subjects and phenomena, at first glance not comparable.

Thanks to the development of associativity, thinking becomes flexible and original.

Moreover, a large number of Associative bonds allows you to quickly remove the necessary information from memory. Associativity is very easily acquired by preschoolers in the role-playing game. There are also special games that contribute to the development of this quality.

Dialecticity is the ability to see in any contradiction systems that prevent their development, the ability to eliminate these contradictions, solve problems.

Diality is the necessary quality of talented thinking. Psychologists conducted a number of studies and found that the mechanism of dialectical thinking is functioning in folk and scientific work. In particular, the analysis of works by Votheski showed that an outstanding Russian psychologist constantly used this mechanism in its research.

Pedagogical tasks for the formation of dialectivity of thinking in preschool age are:

• 1. Development of the ability to identify contradictions in any subject and phenomenon;
• 2. Development of the ability to clearly formulate the detected contradictions;
• 3. The formation of the ability to resolve contradictions;

And one more quality forming creative thinking - This is a systematicity.

Systemicism is the ability to see an item or phenomenon as a holistic system, perceive any object, any problem comprehensively, in the entire diversity of connections; The ability to see the unity of relationships in phenomena and the laws of development.

Systemic thinking allows you to see a huge number of properties of objects, catch interconnections at the level of system parts and relationships with other systems. Systemic thinking learns patterns in the development of the system from the past to this and applies this in relation to the future.

The systemic thinking develops correctly analyzes and special exercises. Pedagogical tasks for the development of the system of thinking in preschool age:

• 1. The formation of the ability to consider any item or phenomenon as a system developing in time;
• 2. Development of the ability to identify the functions of objects, taking into account the fact that any subject is multifunctional.

The second direction of forming the creative abilities of preschoolers is the development of imagination. Imagination is the ability to design in mind from elements life experience (impressions, ideas, knowledge, experiences) by means of their new combinations to the relationships of anything new, which goes beyond the previously perceived.

Imagination is the basis of all creative activities. It helps a person to free themselves from the inertia of thinking, it converts the memory representation, thereby providing, ultimately creating knowingly new. In this sense, everything that surrounds us and what is done by the hands of a person, the whole world of culture, unlike the world of nature - all this is a product of creative imagination.

Preschool childhood It is a sensitive period for the development of imagination. At first glance, the need to develop the imagination of preschoolers may seem reasonable. After all, it is very common that the imagination of the child is richer, the most original imagination of an adult. Such an idea of \u200b\u200bthe initially inherent preschooler vivid imagination existed in the past and from psychologists.

It follows from this that the creative activity of imagination is directly dependent on the wealth and diversity of the former human experience. Pedagogical outputwhich can be made of everything above, lies in the need to expand the child's experience, if we want to create enough durable bases For his creative activity. Than more baby I saw, heard and survived, the more he knows and learned, the more elements of reality it has in his experience, the more and more productive under other equal terms, will be the activities of his imagination. It is from the accumulation of experience that all imagination begins. But how to convey to the child this experience in advance? It often happens that parents talk to the child, something tell him, and then complain that he, as they say, flew into one ear, and flew out of another. This happens if the kid has no interest in what he is talking about, there is no interest in knowledge at all, that is, when there are no cognitive interests.

In general, the cognitive interests of the child of the preschooler begin to declare about themselves. It is manifested first in the form of children's questions, which the baby is precipitated parents from 3-4 years. However, whether children's curiosity will become a sustainable cognitive interest or it will disappear forever, depends on the adults surrounding the child, primarily from his parents. Adults must in every possible way to encourage the curiosity of children, raising love and need for knowledge.

In preschool aged development cognitive interests The child should go to two main directions:

Gradually, enriching the child's experience, saturation of this experience with new knowledge about various areas of reality. This causes the cognitive activity of the preschooler. The more in front of the children opens the parties to the surrounding reality, the wider the possibilities for the emergence and consolidation of sustainable cognitive interests.

The gradual expansion and deepening of cognitive interests inside the same sphere of reality.

In order to successfully develop the cognitive interests of the child, parents should know what their baby is interested, and then influence the formation of his interests. It should be noted that it is not enough to simply introduce a child with a new sphere of reality to the emergence of sustainable interests. He should have a positive emotional attitude to a new one. This contributes to the inclusion of a preschooler in a joint activity with adults. An adult can ask the child to help him do something or, say, listen with him a beloved record. The feeling of involvement in the world of adults arising from the kid in such situations creates a positive color of his activities and contributes to the emergence of his interest in this activity. But in these situations, the child's own creative activity should be worse, only then can be achieved desired result In the development of his cognitive interests and in the assimilation of new knowledge. You need to ask the child questions encouraging to actively think.

The accumulation of knowledge, experience is only a prerequisite for the development of creative imagination. Any knowledge can be useless load, if a person does not know how to handle them, select it necessary, which leads to the creative solution to the problem. And for this you need the practice of such solutions, the ability to use accumulated information in your activities.

A productive creative imagination is characterized not only by such features as originality and wealth of produced images. One of the most important properties of such an imagination is the ability to send submissions to the right direction, to subordinate them to certain purposes. Inability to manage ideas, subordinate their goal, leads to the fact that the best ideas and intentions are dying, not finding incarnation. Therefore, the most important line in the development of the imagination of the preschooler is the development of the imagination.

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The role of the family in the development of the creative abilities of preschoolers

The family has great potential in the development of the creative abilities of preschoolers. This was pointed to such scientists as P.Towerren, K. TEXEX, V.N. Sprinin, J.Getzels, F.Jackson, M.V. Mezhiev and others.

According to research P.Terrens, hereditary potential is not the most important indicator of future creative productivity. The degree of realization of the creative impulses of the child largely depends on the influence of parents and other adults at home and in kindergarten. Character features contributing to creative productivity can be detected early. That is why a psychologist working with children is very important to draw parents' attention to their development. The results of the development of the creative abilities of the child can be the best when the family and kindergarten work in close contact.

The influence of parents is the first factor that affects the formation of I - the concept of a child. As K. TEXEX writes: "There are many support systems in addition to families who will help in developing a child. But none of them will replace the family in the development of the child's psyche, in creating his image as a deservedly beloved personality, happy and holistic in his surroundings. " Thanks to communication with adults, the child learns what behavior is desirable, and what is not, which is safe, and what risky. Here parents are important to comply with the balance. Positive supports of support and love must necessarily outweigh negative, critical. Thanks to communicating with adults, the child must form "the healthy self-adequation of a person who has something to bring to the world and whom the world meets joy." J. Getzels and F. Jackson compared the conditions that accompanied the development of high creativity and high intelligence in children. During the study, it was found that the level of the material situation of the family does not play roles. A more significant impact is the profession of parents, their social status and position towards children. Parents of creative children found less deficiencies in their children than parents of intellectuals. They showed their favorable location to the individuality of the child and confidence in his ability to do everything right. If the parents of intellectuals focused on the external factors contributing to the child's career, the parents of creatives focused on the internal qualities of the child.

Most researchers detect the following parameters when analyzing family relations:

1. harmonicity is the negarmonicity of the relationship between parents, as well as between parents and children;
2. creative - the non-macan personality of the parent as a sample imitation and a subject of identification;
3. the community of intellectual interests of family members is either her absence;
4. waiting for parents towards the child - waiting for achievements or independence.

In his writings V.N. Druzhinin, referring to foreign researchers, indicates that if the family is cultivated to regulate behavior, the same requirements are presented to all children, there are harmonious relations between family members, this leads to a low level of creativity of children. For example, in studies of D.Martfield (1981), R. Albert and M. Runko (1987), positive correlations were discovered between non-harmonious emotional relations in the family, psychotic parents and the high creativity of children. However, a number of other researchers indicate the need for harmonious relations for the development of creativity, but these conclusions are at least empirically substantiated. It seems that the larger spectrum of permissible behavioral manifestations (including emotional), the smaller definitiveness of the requirements does not contribute to the early education of rigid social stereotypes and favors the development of creativity. Thus, the creative person looks like psychologically unstable. The requirement to achieve success through obedience does not contribute to the development of independence and, as a result, creativity.

D. Syonton, and then a number of other researchers put forward a hypothesis that the medium favorable for the development of creativity should reinforce the creative behavior of children, to provide samples of creative behavior to imitate. From his point of view, the most favorable for the development of creativity is socially and politically not a stable environment.

Among numerous facts that confirm the most important role of family-parent relations, there are also such:

• large chances to show creative abilities, as a rule, the elder or only son in the family;
• there is less chances to show creative abilities in children who identify themselves with their parents (Father). On the contrary, if the child identifies himself with the "perfect hero", then the chance of becoming creative is more creative. This fact is explained by the fact that most children have "medium" parents, non-macatic people, identification with them leads to the formation of non-macatic behavior in children;
• more often creative children appear in families where the father is much older than the mother;
• early death of parents leads to a lack of a sample of behavior with restriction of behavior in childhood;
• it is favorable for the development of creativity increased attention to the abilities of the child, the situation when his talent becomes organizing the beginning in the family.

A number of researchers noted the role of the opposite sex in the development of the child's creative abilities. The results of their work show that the fathers have a greater impact on the creative abilities of girls, and the mother is on the work of boys. Fathers, showing an active interest in the classes of their daughters, expanding the horizons of their future career and strengthening their independence, much more chances to raise daughters with creative personalities than those who claim stereotypically dependent or passive behaviors in daughters. Mothers engaged in creative or business career tend to educate in their sons greater independence of thought and courage. Parents seeking to develop creative abilities and productivity in the child should give place to creativity and in their own life. The competent parent in this case is primarily the competent person, whose perception of new ideas and the joy of its own achievements gives the child a direct and convincing example.

D. Lewis was compiled for parents a list of statements with which parents can assess their participation in the child's classes. Despite the fact that this list is formulated based on the study of extensive sample families of gifted children, it successfully typically typoses approach to stimulating the positive mental child development.

Analyzing the peculiarities of parental influence on the formation of the creativity of children, K. Tekex formulated some recommendations that contribute to the understanding and stimulation of children's creativity. In her opinion, parents need to carefully listen to the child's questions, note what the child prefers to do, follow his natural interests. There is nothing worse than the parent phrase: "You ask too many questions!". It is important to develop a wide variety of interests. For parents, it is important not to make an excessive accent on training activities in kindergarten, as the curriculas pay more considerable attention to the convergent, and not on divergent thinking and rather narrow the child's thinking, and do not expand it. Thinking is an intuitive, associative, more peculiar preschool age, can be suppressed by early, intensive classes using strictly organized materials similar to school textbooks.

So, a family environment, where on the one hand, there is attention to the child, and on the other hand, where various, inconsistent requirements are presented to it, where there is a small external control over behavior, where there are creative family members and is encouraged not stereotypical behavior, leads to the development of creativity The child has.

The hypothesis that the imitation is the main mechanism for the formation of creativity implies that for the development of the creative abilities of the child, it is necessary to have a creative person with whom the child's preschooler, with whom the child would have identified himself. The identification process depends on the relationship in the family: as a sample for a child, not parents and the "perfect hero" can act, having creative features more than parents.

The task of adults seeking to develop his creative potential in the child, to realize its creative abilities, is quite difficult. And if parents will try to create a child with psychologists and teachers with the help of psychologists and teachers, will provide the necessary assistance and emotional support, this task can be solved quite successfully.

In the parenting of the child very important role Play social environment, family, parental authority, family relationships. Much can make a family to develop the abilities of her little member. Who, like not parents, grandmother, grandfather watching daily at the child in different situationsmay notice peculiar indicators of the abilities to what the child is of particular interest to what kind of activity does the child show a tendency? Take care to educate the sustainable interests and the inclined of the child to any activity - it means to contribute to the development of his creative abilities ....

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1. The role of the family in the development of the creative abilities of children

In the education of the child, a very important role is played by the social environment, family, prestige of parents, family relationships.Much can make a family to develop the abilities of her little member. Who, if not parents, grandmother, grandfather watching daily behind the child in different situations, can notice a kind of ability indicators, what the child has a special interest, what kind of activity does the child show a tendency? Take care to educate the sustainable interests and the inclinations of the child to any activity - it means to contribute to the development of its creative abilities.

As already noted, the abilities are formed and developed in activities. Therefore, for the development of abilities, it is necessary to include a child from an early age in the activity available to its age. Already in the preschool age, children learn to draw, do lug, they learn to sing right and dance, recognize melodies. A little later, they begin to design, engaged with a children's "designer".

The creation of interest, the development of abilities to a certain type of activity of the child contributes to the atmosphere of passionism, which is in the family. That is why so often in the family, where they are interested in music, the child also shows interest in her, in the family of passionate needlework - to the needlework, in the family, where the atmosphere of passionate technique is dominated, children also show a tendency to design activities, etc.
The role of the family and in the formation of a tendency to work as a child. Thinking about the future of the child, showing care for the development of his abilities, parents must take care of the formation of hard work, the ability to persistently, systematically work, to overcome laziness, if she managed to put roots. Do not say " the time will come - Whether to work, "there will be no, if we do not teach you and do not teach him to work.

Abilities, including creative, form and develop in the activity in which they find their use. A lackless child, indifferent to whatever work, usually does not show abilities.In an effort to develop the creative abilities of the child, it is necessary to think about the formation of his imagination, without which creativity is impossible. It is necessary to give him the opportunity to express themselves in any activity. Do not suppress independence in the child, trying to do everything for it, and do not disdain from him, referring to your employment, and show your interest in the work of the child, constantly praise and encourage him.

The development of the creative abilities of children should be recognized as one of the most important tasks In the education of the person. Its future depends on this, its place in society.

With admission to school, the possibilities for including a child in one or another creative activity, his interests and abilities are significantly expanding.

Creativity is based on those knowledge, skills, experience that the child acquires. The abilities of the child are associated with his skills, skills. And therefore, parents and teachers should help the child develop and consolidate his creative opportunities.

Rising the abilities of children, it is necessary to develop perseverance in their overcoming difficulties, without which the most favorable deposit and abilities will not give results. Sometimes a schoolboy who has good abilities, lowers his hands with failures, loses faith in his strength, goes to before his beloved classes. In these cases, the teacher and parents must cheer up the child, help him overcome difficulties, help survive the joy of victory over obstacles.
In an effort to develop the ability of children, you need to raise such features such as demanding to, ourselves, the ability to critically take themselves. It is important to form in children the right attitude towards your abilities, successes and achievements. On the contrary, it is not necessary to inspire a capable child that he is an exceptional person, since often such children cannot adequately experience their defeats and failures.

Need to be cappy, the schoolboy understood well that his abilities do not give him the right to put himself in some particular position in relation to others, to impose high demands to them. On the contrary, an increased demand is presented to it, which is capable of it.
The first goal of each teacher is to create conditions for identifying and consistently developing the unique potential of each pupil. At the same time, it is necessary to clearly realize that the main condition for the organization of the modern educational process is based on such a thing as "assistance", that is, the joint action of the teacher, parent and child. Never a family will not give a child what the school and the establishment of additional education can give him, and no, the best social institutions Do not replace the child a family. Therefore, only in the Commonwealth and Common Efforts schools and families are created by the most favorable conditions For the comprehensive development of the creative forces and abilities of children.
Dear Parents, I appeal to you! Do with your children: Knit, leaf, embroidered, cut, cut out, be descended. Teach them what you know or consolidate the skills they received at school. Do not spare at this time. The duty of parents is to create conditions in each family for the comprehensive development of abilities. The ownership of skills and skills in creativity will be beneficial to influence further development the abilities of your son, daughters; On their socialization, in their place in life.

1. The role of the family in the development of the creative identity of the child

No one has doubts that the progress of civilization depends on exclusively gifted people. Despite the fact that the greatest hopes for improving the living conditions and the future of the entire planet are connected with creatively thoughtful young people, as a rule, they usually do not give "to reveal" and show their individuality. Nevertheless, it is not always tragic for any individual, nor for society as a whole. Character features contributing to creative productivity can be found sooner. Parents should pay attention to their development.

A creative gifted child is usually early recognized by parents and is often characterized as "strange." The indestructible thirst for children and the inexhaustible curiosity of such children is often annoyed by adults and drive more socially adapted children into the paint. The more energeticly alternatively, the behavior of the child, the more likely it is like parents and other family members will shout it and limit it.

Torrens, the creator of the system of measurement of creative abilities, reports that hereditary potential is not an essential indicator of future creative productivity. To what extent to the creative pulses of the child turn into a creative character depends more from the influence of parents and other adults at home and at school. The family is able to develop or destroy the creative potential of the child in preschool age. The task of parents in this situation is to perceive as if eccentric ideas and actions as interesting and promising, although sometimes tedious. If the parents tend to consider such unusual manifestations of the child's personality as a reason for irritation, they risk suppressing, and not to develop the creative inclinations of the child.

The society needs people who are able to actively, creatively approaching various tasks and can easily find a way out of the current situation in our ever-changing world. Creative start gives birth to a lively imagination, live imagination. Creativity by nature is based on the desire to do something that they still have not been done before you, or at least that it existed to you, to do in a new way, in your own way, better. In other words, the creative start in man is always the desire forward, for the better, to progress, to excellence and, of course, to the beautiful in the highest and wider sense of this concept.

From a psychological point of view, preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive, they have a lot of desire to know the world around. And parents, encouraging curiosity, informing children knowledge, involving them in different kinds activities contribute to expansion children's experience. And the accumulation of experience and knowledge is the necessary prerequisite for future creative activities. In addition, thinking of preschoolers is more free than thinking more adult children. It is not yet crushed by dogma and stereotypes, it is more independent. And this quality is necessary to develop in every way. Pre-school childhood is also a sensitive period for the development of creative imagination. Of all the above, we can conclude that the preschool age, gives excellent opportunities for the development of abilities for creativity. And on how much these possibilities were used, the creative potential of an adult will be dependent in many respects.

Still all a vital role A special microcoupe in which the child is formed, and, first of all, the influence of family relations. Most researchers detect the following parameters when analyzing family relations:

1) harmony - the non-harmonicity of the relationship between parents, as well as between parents and children;

2) creative - non-macatic personality as sample imitation and identification subject;

3) the community of intellectual interests of family members or its absence;

4) Waiting for the parents towards the child: the expectation of "achievements or independence".

Of particular interest is the study of relationships creatively gifted child With the parent of the opposite sex. A number of researchers noted the role of the parent of the opposite sex in the development of the creative abilities of the child. The results of their work show that the fathers have a greater impact on the creative abilities of girls, and the mother is on the work of boys. The fathers showing an active interest in the classes of their gifted daughters, expanding the horizons of their future career and firm independence, much more chances to raise their daughters with creative personalities than those who claim stereotypically dependent or passive behaviors in daughters.

Mothers, busy business or creative career, often outside the house, tend to educate in their sons greater independence of thought and courage.

Traditionally, the fathers are perceived as the breadwinners responsible for making decisions as carriers of the highest authority. And the mother, on the contrary, is considered a source of attention, care and emotional support and often a kind of buffer between father and child.

Those who explore the relationship between the relationship between parents and children with the creative abilities of the latter, believe that when the fathers show more "female", expressive properties, and the mother is more "male", instrumental, then their opposite children are more developed in creative plan. Gentle, loving fathers, a lot of time paying for children, and mothers who bring up independence, curiosity and flexibility, thus develop in daughters and sons features and motivational components leading to highly productive creativity.

Interestingly, in this regard, it was noted that the mother, very concerned about the development of the creative abilities of their children and paying a lot of effort and time, did not seek noticeable success. Apparently, it is desirable to show not so intense care and not to bind the child with too hard schemes.

The role of family-parent relations is a huge role in the development of abilities of children:

1. Big chances to show creativity is usually the elder or the only son in the family.

2. Less chances to show creative abilities in children who identify themselves with parents (father). On the contrary, if the child identifies himself with the "perfect hero," then he has more chances to be creative. This fact is explained by the fact that most children have "medium" parents, non-macatic people, identification with them leads to the formation of non-macatic behavior in children.

3. More often creative children appear in families where the father is much older than the mother.

4. The early death of parents leads to a lack of a sample of behavior in childhood. This event is characteristic of living as large politicians, outstanding scientists, and criminals and mentally ill.

5. Favorable for the development of creativity increased attention to the abilities of the child, the situation when his talent becomes organizing the beginning in the family.

One of the main conditions for the development of creative abilities is to create an atmosphere conducive to the emergence of ideas and opinions. The first situation on the way of creating such an atmosphere is the development of feelings of psychological security in children. It should be remembered that critical statements to the children and the creation of their feelings that their proposals are unacceptable or stupid - this is the most faithful means to suppress their creative abilities. To the thoughts expressed by children, parents should be respected. Moreover, parents should encourage children in their attempts to take in difficult tasks, thereby developing their motivation and perseverance.

The perception and values \u200b\u200bof a creatively gifted child differ significantly from those inherent social group, whose member he is. Such a child needs to understand and support the parents in order to keep creative abilities and not be asocial. Parents cannot eliminate all obstacles to the child's way, but can help him overcome them and grow a real creative personality.