Description of the creative mini workshop in kindergarten. Organization of a pedagogical workshop on the problem of children's play in dow. Creative activities in kindergarten are not only modeling. The course also includes various other techniques.

Organization of creative workshops in preschool educational institutions.

Parents, grandparents - these are the main people who are with the baby at the beginning of his life. The child grows and develops thanks to their support, love and care. This connection with the family should not weaken even with the arrival of the child in kindergarten. In addition, for its full development, the participation of parents in the educational process of the preschool educational institution is extremely important, which is also dictated by modern requirements.

According to GEF DO, approved by order of the Ministry of Education and Science of Russia dated 10/17/2013. No. 1155, in order to implement the educational program in the preschool educational institution, an educational environment should be created that will ensure the openness of preschool education, create conditions for the participation of parents in educational activities.

One of the main principles of the GEF DO is the personality-developing and humanistic nature of the interaction between adults (parents, pedagogical and other employees of the DOO) and children.

The principles of preschool education are:

Assistance and cooperation of children and adults, recognition of the child as a full-fledged participant (subject) of educational relations;

Collaboration of the preschool with the family;

Introducing children to socio-cultural norms, traditions of the family, society and the state.

GEF DO solves a number of important tasks:

Combining training and education into a holistic educational process based on spiritual, moral and socio-cultural values ​​and rules and norms of behavior accepted in society in the interests of a person, family, society;

Providing psychological and pedagogical support for the family and increasing the competence of parents in matters of development and education, protection and promotion of the health of children.

Given this, it is relevant for the teaching staff of preschool educational institutions to search for effective forms of involving parents in the educational process. One of these forms was the organization of creative workshops with the participation of teachers and their parents.

The main goal of the creative workshops is strengthening parent-child relations through the organization of joint creative activities.

Creative workshops are aimed at solving the following tasks:

Acquaintance of children and parents with various artistic techniques and their possibilities for decorating and decorating premises both in the preschool and at home;

Development of creative and design abilities;

Formation of an interested attitude to the process and result of joint activities, the ability to coordinate their actions, to negotiate with each other.

A creative workshop is organized in the art studio of the kindergarten once a quarter. The topic of each upcoming meeting, the features of the work are communicated to parents through invitation posters, which are distributed in groups and hung out in the lobby of the preschool. On average, the meeting lasts from 40-60 minutes

As a rule, meetings in creative workshops require preliminary preparation, which involves educators conducting conversations with children, looking at illustrations, doing homework together with parents (preparing a speech, preparing natural material, etc.)

When preparing for creative workshops, it is also necessary to organize the workspace so that children and parents have free access to all the basic and auxiliary materials necessary to create an expressive image of a future craft. During the organization of such meetings in the preschool educational institution, an approximate list of necessary materials was formed.

An indispensable condition for the organization of creative workshops is the creation of a positive emotional atmosphere, when children and parents feel free, relaxed, comfortable and can create. The presence of mom or dad next to the child helps him feel confident and calm, which is especially important during preschool childhood.

Traditionally, the first workshops are held at the beginning of the school year and are aimed at revealing the beauties of autumn, the possibilities of using natural materials in design.

Subsequent meetings are dedicated to the New Year and Christmas. As part of these meetings, participants make Christmas decorations, holiday souvenirs for their friends or relatives.

The last creative workshop in the academic year is connected with the Easter holiday. I would like to note that it is visited by children and adults not only from Orthodox families, but also from Muslim families. In the course of creative activity, the participants of the meeting make souvenirs on the Easter theme.

The work of creative workshops is organized in such a way as not only to teach children and their parents certain skills, but also to provide an opportunity to reveal the creative abilities of each participant, to experience a sense of satisfaction from the performance of work.

Each meeting solves not only practical, but also educational and educational tasks, which allows you to comprehensively develop the child's personality.

Before the start of practical activities, the teacher introduces the participants of the meeting with the history and capabilities of the technology in which they will work. This can be decoupage, quilling, handling polymer clay, etc. Then he shows and talks about the stages of work.

Traditionally, creative workshops are accompanied by a colorful presentation that illustrates the words of the teacher. After that, the upcoming work, possible difficulties, difficulties and ways to overcome them are discussed.

The next stage is the direct joint parent-child activity. In the process of interaction, the teacher provides individual assistance: helps with the definition of the main idea of ​​the craft, reminds the technology of its manufacture.

At the final stage, the results are summed up and reflection is carried out. Positive emotions from creative workshops are reinforced by additional gifts - this can be, for example, a booklet that tells about the technique studied at this meeting, as well as new ideas or handicrafts.

This form of involving the families of pupils in the educational process of the preschool educational institution helps to establish partnerships between teachers and parents, allows them to combine their efforts in raising children, create an atmosphere of common interests, and activate the educational skills of parents.

You can organize such meetings with the participation of pupils and their parents on any topic. Assistance in this will be provided by the algorithm for preparing and conducting creative workshops in preschool educational institutions.

Municipal budgetary preschool educational institution kindergarten of a general developmental type No. 28 "Fairy Tale" of the Bugulma municipal district of the Republic of Tatarstan.

Speech on the topic

"Organization of creative workshops in preschool educational institutions, as one of the forms of interaction with the families of pupils" at the pedagogical meeting No. 3

on the problem "Educational system of preschool

educational organization

under the conditions of GEF DO".

Educator:

Aleshina O.N.

Bugulma

2016

Marina Demur

IN kindergarten №4"Pearl" is created creative workshop. IN creative workshop there is a circle of visual activity called "Colored palms". Twice a week I conduct classes with children of middle, older and preparatory age. I decided to use non-traditional ways of visual activity in my work. Children are very surprised at the use of palms and fingers for drawing stamps and stencils. The non-traditional organization of visual activity delights and surprises, causing a desire to engage in an interesting business.

The purpose of my work in creative workshop is the preservation in the child creativity, assisting in the realization of its capabilities, promoting the development of independence and creative initiative. The work is built in stages, where each stage conditionally corresponds to the age period.

Unconventional drawing reveals creative possibilities of children, allows you to feel the colors of their character and mood. This develops fine motor skills of the fingers, concentration, and prepares the hand for writing. In development creative abilities of children with me are actively involved parents.

I invite them, together with their children, to draw or make crafts on a certain topic, this helps to unite the child with their parents. And it’s not at all scary if your little artist gets dirty, the main thing is that he gets pleasure from communicating with paints and is happy with his results.

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Creative workshop with parents "Gift for Family Day" Objectives: 1 to make parents active participants in the pedagogical process, assisting them in the implementation of responsibility for education and.

The family is a society in miniature,

on the integrity of which depends

the safety of everything

human society.

Felix Adler.

The family for the child is both a habitat and an educational environment. According to Article 18 of the Law "On Education" of the Russian Federation, it is the parents who are the first teachers. It is in the family that the foundations of education are laid, and it depends on it how a person will grow up, and what character traits will form his nature. In the family, the child receives primary skills in the perception of reality, learns to recognize himself as a full-fledged representative of society.

At a certain stage, the family unites with the kindergarten and constitutes the main educational space for the child. Consequently, the importance of family education in the development of children determines the importance of interaction between the family and the preschool institution. Both the family and the preschool institution convey social experience to the child in their own way. But only in combination with each other they create optimal conditions for the entry of a small person into the big world.

The main goals of interaction between the kindergarten and the family are:

• to make parents active participants in the pedagogical process, helping them to exercise responsibility for the upbringing and education of children,
• ensuring the holistic development of the personality of a preschooler,
• increasing the competence of parents in the field of education.

How to achieve this? How to draw the attention of parents to the importance of communication, mutual understanding with their child, teach them to see an adult personality in a child?

I came to the conclusion that the most suitable form for me is a creative workshop. A creative workshop can be attributed to a non-traditional educational and leisure form of organizing the relationship between teachers and parents.

Why still a creative workshop? This form of work with parents helps to solve several problems at once:

1. Such meetings provide an opportunity to expand the ideas of the parents of pupils about creative activity, to acquaint them with art; show working methods (traditional and non-traditional) with various materials (salt dough, plasticine, paints, sand, cereals, paper, etc.)
2. The creative union of the parent and the child, their close communication in a creative atmosphere makes it possible to look at the relationship with your child in a new way. Develops and improves parent-child relationships based on substantive joint activities.
3. Develops the emotional sphere of children:

• teaches to rejoice in the success of others;
• joy when giving hand-made crafts;
• tolerance.

1. It helps to establish emotional contact between teachers, parents, children, the relationship between generations.

Thus, a creative workshop, as one of the forms of interaction between a kindergarten and parents, helps not only to establish emotional contact with parents, improve child-parent relationships based on substantive joint activities, but also become a kind of club for children and parents.

Jointly performed works of children together with their parents are used in the design part of other meetings, exhibitions, as gifts for adults and children, in organizing competitions and more.

The motto of our creative workshop is "Learning to create together with children." I will give examples of topics for the meeting of our creative workshops.

Theme: "Magic Dough"

They got acquainted with the techniques of modeling from salt dough and during the work on the project "Kiss, kiss, meow" held an exhibition of crafts of cats from salt dough. The crafts were made at home together with their parents, and the children defended their work already in the group.

Topic: "Cold and hungry birds in winter"

They made bird feeders from waste material and hung them on trees around the kindergarten. Many continued the theme of the house and jointly made real palaces, hung them under their windows and fed the birds all winter.

We often end our meetings with tea.

I have always been interested in the development of children's creative abilities. Why does someone grow up as a creatively developed personality, full of creativity, and someone ...

Of course, we all come from childhood and the answer to this question must be sought in kindergarten. The development of artistic creativity of preschoolers contains great potential opportunities for the comprehensive development of the child. However, these opportunities can only be realized when children feel joy and satisfaction from what they have created, if the creative process causes a good mood in them.

Theatricalization is a powerful source of emotions, feelings and moods; develops children's imagination, ease and joy of communication between themselves and others.

Thus, the most effective way to develop the creative abilities of preschoolers is the integration of theatrical, gaming, visual activities and a well-built educational environment.

In the process of creating a developing object-spatial environment for the disclosure of creative abilities and the development of the theatrical culture of children, we opened a creative workshop "Young Apprentices". Children, parents and employees of the kindergarten took part in creative workshops. A creative workshop is a model of a child's interaction with others, the acquisition of social experience through creative activity.

The purpose of working in a creative workshop is to preserve the child's creativity, to assist in the realization of his abilities and desires, to promote the development of independence and creative initiative.

Features of the creative workshop as a form of work with children:

The improvisational nature of the activity.

The play style of behavior of all participants, including the teacher.

Partnership between teacher and child.

The impossibility of detailed planning and building perspectives.

Organization and stimulation of improvisational creative activity of the child.

The discovery of a new meaning of the learning process - the child teaches himself, relying on his creative potential.

A quick and effective way of acquiring skills and abilities, a way of learning that is invisible to the child himself.

The child realizes his interests through his own initiative.

The atmosphere of psychological freedom and security, reasonable permissiveness, play, spontaneity. Even the most shy child finds an opportunity to express himself, to show his individuality.

The absence of patterns - the child feels like a creator. He enjoys the fact that he can realize himself in creative activity; that expand the boundaries of what is permitted.

The teacher needs to be able to:

Do not interfere with the child to create;

To be by his side in this process;

Accept and understand his position;

Trust the child in moments of creative search, as he (the child) himself feels and knows what he needs;

To be a creator yourself;

Carefully treat the results of children's creative work.

I started working in the creative workshop by introducing children to the history of the theater, the process of making attributes and professions, thanks to which the fairy-tale world of theater exists. The children were presented with presentations and photo albums about the work of the masters "Making dolls", "Different masks", "World of scenery". After getting acquainted with the works of specialists, I suggested that the children make scenery for the table theater: houses, trees, bushes, clouds, the sun. With the help of our parents, we designed the screen. How graphic designers drew posters for performances. Made invitation cards for performances. In their work, children showed creativity, fantasy, and imagination.

Now in the workshop "Young apprentices" we make scenery, maquettes, different types of theaters: from cones, from cups, on sticks, from origami, on disks, from kinder surprises; masks for games, fairy tale characters.

This year, the creative workshop produced:

Model of an apartment with furniture. Parents were given homework to make mock-ups of different furniture with their child on the weekend. In the workshop, we made a model of an apartment with rooms from a large box. We got a wonderful game "Housewarming".

The model for applied art was made for the Russian folk tale Morozko. Parents made a stand and a house for Baba Yaga. The children molded the characters of the fairy tale from plasticine and decorated the entire layout with cotton wool and waste material. Children really like to play with the layout, periodically add other characters and beat other fairy tales.

Road safety layout. During the “My Village” theme week, each parent and their child made a model of their house. In the road safety corner, we designed and glued a road with markings from colored paper, placed mock-ups of houses and installed road signs.

For the day of the preschool worker, we added a model of a kindergarten made from a box, designed our walking area from waste material, plasticine, and colored paper.

Together with their parents, they took part in the competition of the kindergarten "Theatre Stages" by making a shadow theater and attributes for it. The screen turned out to be multifunctional, if you remove the white screen, which is attached to the lindens, and leave only the curtain, you can play in other theaters.

Work in the workshop is structured in such a way that children gain experience in communication, activities with each other and with adults, interaction in pairs, subgroups, groups, teams, so that everyone is interested and comfortable.

This form of work covers such educational areas of the Federal State Educational Standard as: social and communicative, cognitive speech and artistic and aesthetic development.

In the process of creative activity: inventing, manufacturing and directly theatricalization, the assimilation of the norms and values ​​\u200b\u200baccepted in society, including moral and moral values; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, nature.

At first, this form was used spontaneously, at the request of children or out of necessity. To date, we have created a long-term planning of classes in a creative workshop in accordance with the educational program, thematic planning of the organization and the age characteristics of children. Planning is exemplary, since the wishes of children and parents are taken into account during the educational process. In the future, I plan to write a program for additional education

Basic requirements for organizing the activities of a creative workshop in a preschool educational institution

The organization of productive activity as a partnership with an adult (with the selection of content in accordance with the identified cultural and semantic context and types of work) is associated with a number of methodological issues related to the frequency and frequency of work, the style of behavior of the educator, etc. These issues can be clarified as follows.

Productive activities are organized twice a week, on certain days and times. This creates a habitual routine of life and contributes to the emergence of children's mood for the upcoming work. Classes are held not in addition, but instead of traditional (training); approximately the same number of productive activities (including drawing, modeling, construction) are usually set by educational programs for children of older preschool age.

For children, it is advisable to designate these activities as work in a “workshop” (which a group room turns into for a while) - in a specially organized space where things that are beautiful, interesting and necessary for children's life are purposefully created. The entourage and spirit of the "workshop" as a special cultural space distinguishes it from the "class" - the space of compulsory training sessions that require a completely different style of behavior, both from children and adults.

It is advisable to devote the morning hours to work in the "workshop" - after breakfast and reading fiction, which, by the way, can partly determine the direction of the work, its specific subject matter, creating a semantic background for it.

The voluntary inclusion of children in productive activities with an adult (on the principle: “I also want to do this”) presupposes, in addition to the selection of interesting content, a number of essential conditions: 1) organization of a common workspace, 2) the ability to choose a goal from several - according to strengths and interests , 3) an open time end of the session, allowing everyone to act at their own pace.

First of all, it is necessary to organize a common space for work: a large desktop (or several desktops) - it can be arranged by moving ordinary desks with the necessary materials, tools, samples, etc. Places should be provided for all potential participants at the desktop including for the educator. He does not separate himself from the children by the teacher's table, but is located next to them.

Places of children are not assigned to them rigidly (as in a training session). Everyone can settle down where he wants, from time to time choosing his neighbors himself. Children can move freely around the room if they need some kind of tool, material. The position of the educator is also dynamic. At each lesson, he is located next to one or another child who requires more attention, is weaker than others in this type of work or with these materials and tools.

The common working space organized in this way provides an opportunity for each participant to see the actions of others, to easily discuss goals, the progress of work and the results obtained, to exchange opinions and discoveries (“Look how I am!”, “I understand how it's done!”).

Starting a lesson, an adult does not oblige or force children to it, but draws their attention to the prepared materials, puts forward interesting ideas for work.

Children should be offered several goals (samples, schemes) or different materials for the realization of one goal, which provides a choice according to interests and opportunities. For example, if the task of the educator is to practice children in working on samples, and he planned to make boats, you can present 3-4 samples that differ in external design, contain a different number of details (operations). This will allow children to choose a job to their liking and will not alienate the weaker ones. In such a situation, they will be able to choose a simpler sample.

The educator is included in the activity on a par with the children - having chosen a goal for himself, he begins to act, becomes a living example of a systematic organization of work. He does not instruct or control children (this is the style of the lesson), but discusses ideas, analyzes samples with them, comments on the steps of his work; By its very active presence and desire to obtain the final product, it also supports this desire of the other participants.

An adult behaves at ease, explaining his actions, accepting children's criticism and not preventing commenting aloud, discussion by preschoolers of their own work, exchange of opinions and assessments, and spontaneous mutual assistance.

The work offered to children should be designed by the educator for 25-30 minutes, necessary to achieve the final goal (based on the pace of work of the “average” child of the group). At the same time, it is necessary to have some reserve of time so that everyone can, without haste, get involved in the work, cope with it, acting at their own pace. In this regard, the occupation assumes an open time end; in the daily routine, a total of 40-45 minutes are reserved for him (actually, until the morning walk). As the work is completed (achieving the goal accepted by each), the children move on to free activities of their own choice. An adult does not leave the "working field" until everyone has completed work, encouraging slow children with his presence.

Since the teacher always deals with a group of preschoolers, it is necessary to take into account their possible co-organization. As mentioned above, children should be offered work that involves the achievement of their own (personal) holistic product by each of the members of the group. End products of all participants, without losing independent value. They can eventually form a common product - we would call it a “second order” product (a collection, a layout, a large panel, etc.). In other words, all members of the group can work in a common semantic field, but each affirms himself in his own result. Joint activities should be avoided, where the common product is achieved through separate operations divided between the participants (conveyor-type work), since under such conditions the preschooler’s desire to achieve is reduced (a partial result is not a sufficient incentive to work, and the common product is psychologically too far away from the child) .

It is advisable to plan the content of productive activities for a month in advance, selecting specific content based on cultural and semantic contexts and types of work; The plan may be amended in connection with any change in the situation.

The question of the frequency of use of certain cultural and semantic contexts is decided by the educator independently, depending on the events taking place in the environment (seasons, holidays, anniversaries), literary texts being read at a given time, current children's play and cognitive interests.

It is possible to offer approximately such a variant of addressing various cultural and semantic contexts. The contexts “objects for play and cognitive research activity” and “art gallery” (gravitating towards the poles of pure constructive and visual materials) are used more often than others, in a balanced alternation. The contexts "layout", "collection", "book", "theater" can be timed to the content of other cultural practices (reading a large literary text, the subject of cognitive research activity, inventing game) and used less often than the first two. The context “decorations-souvenirs” occupies a special place in this series; it is naturally tied to generally significant events (holidays) or to local events (themed matinees, birthdays, etc.).

In choosing the types of work for the senior group during the academic year, one must adhere to the following direction: from work on finished samples and unfinished products, mainly at the beginning of the academic year (September - November), to a gradual increase in the proportion of work on diagrams and verbal descriptions in the middle year (December - February) and to a balanced combination of all types of work by the end of the year (March - May).

The trend in the choice of types of work for the preparatory group during the school year is as follows: from work on finished samples and work in progress, mainly at the beginning of the year, to a balanced combination of all types of work in the middle of the year, and to a predominant use of work from diagrams and verbal descriptions towards the end. of the year.

The work of selecting specific content for productive activities can be facilitated by the compilation and constant replenishment of a general card file for kindergarten (a description of the lesson, taking into account two bases: the type of work and the cultural and semantic context), so that the successful experience of each of the educators can become the property of all.

Productive activity, in accordance with the model we have adopted, is present in two components of the educational process: as a joint partner activity of an adult with children and as their independent free activity.

Much of what preschoolers do in a free situation is a reproduction, continuation and creative development of what they did with an adult.

The relationship between the two components of the educational process in relation to productive activity is carried out mainly through the materials and samples that the child deals with.

Despite the fact that by the older preschool age, the productive activity of children is to a certain extent freed from being oriented towards the process and the child begins to set productive goals for himself (to do exactly what is planned), so far it is to a large extent connected with the plot game and carries contains elements of practical experimentation with materials: "internal" productive goals are still episodic and unstable.

The plot content unfolds and accompanies the productive activities of older preschoolers (design game and drawing game) very often, especially if the child works in a common field with a peer - and this is a typical situation in kindergarten. Just as often, there are actions on the principle of "What happens if ...", leading away from the original intent. These are endless rearrangements and redrawings, as in a story game, when the starting point of the story does not reveal any linear connection with the final one, passing through a whole chain of associative displacements.

On the one hand, this free associative movement, slipping into the process, seems to be necessary to put up barriers in order to orient the child to achieve results with some pre-established quality standards, but on the other hand, it is this freedom of transformation of the goal that contributes to the development of imagination and creativity.

The presence of productive activity in the two components of the educational process makes it possible to reconcile both directions of movement and not to reduce its developmental functions to one pole. It must be said that already in organizing the joint productive activity of an adult with children, we tried to take into account both these trends through various types of work: work on ready-made samples and graphic schemes (stabilizing goals) and work with unfinished products and verbal descriptions (to a large extent allowing for transformation goals in the process).

The subject environment for independent productive activity of children should also contribute to the creative movement in working with the selected material, and the stabilization of goals (emphasizing the moment of effectiveness for the child).

Therefore, it is necessary to provide preschoolers not only with the materials themselves, but also with samples for possible work (the latter often fall out of the attention of the educator).

Materials and samples used by adults in joint activities with children should be at their free disposal for some time, so that they can continue the work they like if they wish. To do this, it is necessary to allocate a certain place in the group room (a table at which two or three children can work, a rack).

The lifespan of these materials and samples depends on how often and enthusiastically preschoolers work with them in their free time. If the frequency of access to them is low, they are replaced by new ones after the next cycle of work, but if children often use them, the next portion of materials is added to them.

Conducted by psychologist N.A. Short experimental work showed that three categories of children most often turn to these materials and samples in their activities:

- those who did not have time to complete their work during the period of joint activity with an adult;

- who acted as observers of the joint activities of an adult with children and realized in the course of observation that, perhaps, it is worth taking a risk and trying; psychologically, it is easier for them to do this outside of class, without critical attention from their peers;

– enthusiasts who liked the work initiated by an adult so much that they voluntarily turn to it again, reproducing or creatively developing it.

According to N.A. Korotkova, “by inertia” the free activities of children most often turn into works of a creative-experimental type: the development of unfinished products offered to adults (graphic and pictorial sketches, constructive modules), as well as work on ready-made samples (designing toys from various samples using new, attractive according to their capabilities of the tools proposed by adults in joint work - compasses, plastic patterns, carbon paper).

The educator must ensure that the children have a sufficient supply of appropriate materials - for everyone who wants to continue the work.

It is also necessary to provide materials for preschoolers' favorite free productive activities that are not directly related to the content of joint activities with an adult, but supplement its developmental effect.

The teacher, as a rule, specially prepares the material for each lesson. This is, so to speak, a material for one-time use, it turns into finished products (into finished things that cannot be reversed), which the children then dispose of at their own discretion. In free activities, it is possible and necessary to use reusable factory-made materials. The product obtained from them does not become the personal property of the child, but is again disassembled, turning into the source material that other children can take up.

As part of productive activities, drawing and design are the most popular among preschoolers. There are much fewer lovers of modeling and appliqué. However, care must be taken to ensure that plastic materials for modeling, colored paper, old illustrated magazines as raw materials for collages-appliqués are available to children who still want to do them.

You should also always have on hand waste and natural materials, combining which, of your own choice, the child can make various things. These are pieces of cardboard, polystyrene, small cardboard boxes, wire, pieces of fabric and string, old cases from felt-tip pens, cones, acorns, small dry twigs, etc., placed in different containers (baskets, boxes). These materials need albums or separate sheets with graphic examples of possible crafts that children can rely on when planning their work.

To store graphic and pictorial materials, it is advisable to allocate a rack where gouache paints, palettes, brushes, water jars, simple and colored pencils, wax crayons, oil pastels, various patterns for working on ornaments, a supply of drawing paper of different sizes are located.

Drawing supplies should be supplemented with collections of graphic patterns for ornaments, albums of reproductions (drawings, paintings, decorative arts), which children can freely consider and use as prototypes for their work. We also need unfinished contour and color sketches for creative development, specially prepared by the teacher specifically for free children's activities, as well as albums or separate sheets for coloring.

Preschoolers love not only to create according to their own design, but also to copy, especially if the task of copying is not imposed on them, but freely chosen. They need to have a variety of patterns to copy. There are numerous options for such tasks for children, among which the most suitable are: 1) reproduction of a graphic sample by reference points; 2) reproduction of a graphic sample by cells; 3) reproduction of a given element of the ornament in the finished contour; 4) graphic samples of the sequential increment of characteristic details to a simple geometric contour, turning it into a recognizable object image (for example, how to turn a simple oval into a bird, a lamb, a person).

The place of storage of junk, graphic, pictorial materials and samples for them should be close to the area of ​​\u200b\u200bdesktops, where children are located for independent activities, individually or in the company of peers (during free time from classes).