Leading:To successfully prepare children for schooling, it is not so much certain knowledge that is needed as the ability to think consistently and logically, guess, mentally strain. Teaching mathematics to preschool children is unthinkable without the use of entertaining games, tasks, and entertainment.

Tasks for ingenuity, puzzles, entertaining games make children big interest. Children can, without being distracted, practice for a long time in transforming figures, shifting sticks or other objects according to a given pattern, according to their own plan.

In these classes, children:

• activate mental activity;
• interested in new mathematical material; develop the mind;
• expand, deepen mathematical representations;
• consolidate the acquired knowledge and skills;
• exercise in the application of this knowledge in other activities, a new environment.

And in order to better understand all this, we will go together to the country of logical knowledge and conquer logical mountains. (A drawing of a mountain with two ledges and a top - a warm-up, an obstacle course, a presentation of logic games).

During our trip, you can actively express yourself, as well as learn a lot of new and useful things.

And we will go on an unusual vehicle. What is it called, I think you all together will tell me.

Suma O (letter z v o)

That's right, this vehicle- umaboz. So, we are going to umavoz. Are you ready for this?

Then let's stand in a circle, hold hands tightly. Look at your neighbor on the left, think and say: “Why are you taking each other on a trip? And start the answer with the words “I take you with me because you ...”

The game "I'm taking you with me because you ..."

Leading: What a wonderful team we have! Get tickets and take seats according to their colors. Keep your tickets until the end of your trip. (Tickets of 2 colors divide everyone into two teams). Parents are seated at tables depending on the color of their ticket.

Well, that's it. Sit comfortably. But something is missing. What else do we need to take with us on the road?

Parents: Well, of course, a smile, good mood etc.

Leading: Our journey begins. While we're driving, you can quickly come up with the name of your team.

Music sounds. Teachers come up with a team name.

Leading: Attention! We are at the base of logical mountains. To overcome the first step, we, of course, need a warm-up.

Warm up: Solving logical problems. Each team solves two logical tasks. (Logic tasks series "Smart kid").

Leading: Well done, you've done your job. But climbing to the second step is even more difficult. To do this, you need to relax a bit.

Musical pause (teachers take turns singing songs with numbers in their words)

Leading: After such a rest, you can again go on the road. To climb to the second step, you need to overcome the obstacle course. Each person completes one task.

1) What figure should be in an empty cell? draw her (p. 6, 16 E. Bortnikova "We develop attention and logical thinking")

2) Spot a pattern and continue (track from geometric shapes)

3) Draw the last picture (p. 7, 24 E. Bortnikova "Developing attention and logical thinking")

4) What subject is superfluous here? Why? (p. 5, 14 E. Bortnikova "Developing attention and logical thinking")

5) Competition of captains. What lines should be removed? (p. 5, 11 E. Bortnikova "Developing attention and logical thinking")

Leading: Well done! So we climbed with you to the top of logical mountains. Here we will get acquainted with logic games.

The teacher makes a presentation of the games that are in the group.

Review of literature on the topic.

Display of notebooks for development logical thinking for kids.

Leading: We had a wonderful time, but it's time for us to go back. Please have your tickets ready. I propose to make a note about the trip in them: write what you liked most today and what seemed important and necessary for you. Your wishes. (teachers write their statements)

Leading: And now I ask you to firmly hold hands, we are returning back. Teachers stand in a circle, music sounds.

Leading: Our journey is over, but so that you don't forget about it, we have prepared small prizes.

educator MBDOU Kindergarten No. 1

With. Yakshur-Bodya, Udmurtia, Russia

More interesting information you can read and discuss on the forum

Marina Vladimirovna Morozova

Business game with preschool teachers

"I CAN DO EVERYTHING AND CAN DO EVERYTHING"

Target:

Using game form interactions to identify the level of competence of teachers on issues of health protection, age characteristics of preschool children in the context of the introduction and implementation of the Federal State Educational Standard.

Tasks:

Activate the mental activity of teachers;

Creation of a favorable socio-psychological climate in the team;

Develop the ability to work in a team;

To identify the level of competence of teachers in the given areas.

Equipment:

television; a bag with objects (su-jok ball, grass pad, audio CD, lemon, soap bubbles, fairy tale book, glove, flower); a wooden barrel with small barrels (from the loto) inside with numbers; handout for teams (sheets with crossword puzzles, with proverbs and sayings, pictures with a balloon).

GAME PROCEDURE:

Leading: Good afternoon! Dear colleagues! Today I want to invite you to participate in a business game called (slide number 1) "I can do anything and I can do anything." The name was not chosen by chance, since it is these words that characterize the profession we have chosen. opening speech: (parable) (slide number 2) “A long time ago, the gods lived on Mount Olympus. They got bored, and they decided to create a man and populate the planet Earth. For a long time they thought about what a person should be. One of the gods said: "A man must be strong", another said: "A man must be healthy", the third said: "A man must be smart." But one of the gods said this: "If a man has all this, he will be like us." And, they decided to hide the main thing that a person has - his health. They began to think, decide - where to hide it? Some suggested hiding health deep in the blue sea, others - behind high mountains. Where do you think the gods hid health?

One of the gods said: "Health must be hidden in the person himself."

(slide number 3) This is how people have been living since ancient times, trying to find their health. Yes, not everyone can find and save the priceless gift of the gods! This means that health is hidden in me, and in each of us, and in every child. And health care is the most important work of educators.

I invite you to play

And solve problems.

Something to remember, repeat,

What we do not know, learn.

(Before starting the game, we need to split into two teams.)

Leading: To create an atmosphere of trust and comfort, I suggest that you set yourself up for positive cooperation and, for a start, conduct the greeting exercise “Joyful meeting”.

Exercise progress:

Do you know how foreigners greet? Foreigners greet like this: (slide number 4) Europeans shake hands when they meet, Ethiopians touch their cheeks, Africans rub their noses. I suggest that all participants in the game (guests can also join) greet the neighbor on the left in European style, with the neighbor on the right like Ethiopians. Well done!

So we start.

(slide number 5)

STATION #1 WARM-UP "FINISH YOUR THOUGHT".

Team members should continue the proverbs about health:

TEAM #1

Where health is ... (there is beauty)

AT healthy body- (healthy mind)

Move more... (you'll live longer)

Take care again, ... (and health from a young age)

Eat garlic and onions - ... (will not take the disease)

TEAM #2

You will be healthy - ... (you will get everything)

You will ruin your health... (can't buy new)

Who chews for a long time, ... (he lives for a long time)

It is easy to get sick, ... (to be cured is difficult)

Health is in order - ... (thanks to charging)

(slide number 6)

STATION №2 HEALTH SAVING "MAGIC SACK".

It is necessary to get an item out of the bag and answer:

“What health-saving technology does it reflect?”

1) su-jok ball - su-jok therapy

2) pad with grass - herbal medicine

3) audio CD - music therapy

4) lemon - aromatherapy

5) soap bubbles - breathing exercises

6) a book with fairy tales - fairy tale therapy

7) glove - finger gymnastics

8) flower - color therapy.

(slide number 7 and number 8)

STATION No. 3 INTELLIGENT "CROSSWORD".

Crossword number 1

Horizontally:

5. The most important thing in a person's life.

6. The ability of a person to overcome external resistance or resist it due to muscle tension.

Vertically:

1. Cyclic movement carried out through the alternate movement of the arms and legs.

2. The main type of movement that the child masters after the ability to crawl.

3. The leading activity in the preschool educational institution.

4. The ability to cope with any motor task that has arisen.

Crossword number 2

Horizontally:

3. An exercise that contributes to the development of the eye and the accuracy of movements.

6. Motor activity (in a word).

Vertically:

1. Immunity, body resistance to infectious diseases.

2. Fast, with repulsion, movement of the body.

4. The state of rest or vigorous activity leading to restoration of strength and performance.

5. The main type of movement that a child masters after he learns to walk confidently.

(slide number 9)

STATION No. 4 PRACTICAL "EXERCISES".

One team is invited to demonstrate two original finger games, the second - two original physical training minutes.

Leading: We work not only with children, but also with parents.

(slide number 10)

STATION № 5 FAMILY "INTERACTION".

Name the forms of work with parents on the formation of a healthy lifestyle.

(teams take turns calling who is more)

Example: Parent meetings with the involvement of honey. employee;

Joint sports holidays and entertainment;

Website kindergarten(groups);

Consultations;

Health Library;

Open days;

Information corners of health;

Thematic exhibitions;

Joint walks and excursions;

Meetings for the round;

Questioning of parents and other forms of work.

(slide number 11)

STATION № 6 ACTUAL "TROUBLES FROM A BARREL".

The participants of the game take out kegs with numbers and answer the questions:

1. The daily duration of a walk for children is at least ...

(3 – 4 hours)

2. What should be done in the middle of the session?

(physical education minute)

3. How many times a week do physical education classes take place with children aged 3-7?

(3 times a week)

4. What is the duration of the lesson in the senior group?

5. How many minutes is the break between classes?

(at least 10 minutes)

6. How long does sleep last for children 1, 5 - 3 years old?

(at least 3 hours)

7. What is the duration of the class in the middle group?

8. Name the main types of movement

(walking, running, jumping, throwing, climbing)

And I would like to finish our business game with the Balloon exercise.

(slide number 12)

Exercise "Balloon"

(about the value of health for a person)

In the picture you see Balloon that flies above the ground. Draw a man in a balloon basket. It is you. The sun shines brightly around you blue sky. Write down 9 values ​​that are so important to you that you would take them with you on a trip (for example, money, health, family, work, love, etc.). Now imagine that your balloon has begun to descend and is threatening to fall soon. You need to get rid of the ballast in order to climb up. Dump, that is, cross off 3 (and then 3 more) words from the list. What did you leave on the list?

Everyone read out their life values ​​in a circle. Supervisor creative team writes them down on the board. If the words are repeated, then the head of the creative team puts pluses. Then the rating is determined life values by the number of pluses and by importance for those present. For example, 1st place - health, 2nd place - family, etc.

Scene-study:

Enter Little Red Riding Hood and her grandmother. The following dialogue takes place between them:

Grandma, grandma, why do you have such a wrinkled face:

This is because I did not like to wash my face in the mornings and evenings, my granddaughter.

Grandma, why do you have such yellow teeth?

Because I didn't clean them and smoked them, just like your grandfather.

Grandma, grandma, why are your eyes so dull?

Because I didn't like eating carrots, my granddaughter.

Grandmother, grandmother, why are you all trembling and walking slowly?

This is because, my baby, that I didn’t do exercises in the morning

Here is our setup today.

(slide number 13)

Target: find out what educators know about the preschool institution where they work, how they can convey this information to parents and children; how much they have information about the profession, how they can present themselves to parents, children, colleagues.

Requisites: team names, paper sheets, felt-tip pens, pencils.

Roles: parents (jury), representatives of preschool institutions (teams), presenter.

Participants: teachers of a preschool institution, head, deputy. head in OD, teacher-psychologist.

Leader (V.). Today, the business problem sounds like this: “The competitiveness of a preschool institution in modern conditions or how to involve parents in preschool? We will try to solve this problem with the participation of preschool institutions and parents. So, how to attract parents to preschool? What is the purpose of involving parents in preschool? What does competitiveness mean to you? What kind of kindergarten can be competitive in our difficult times?

All participants give their answers-hypotheses.

AT. We listened to different opinions and views. I propose to recall the tale of the Frog Princess, how Ivan Tsarevich fired an arrow that fell into a swamp, and he got a frog as a bride. Don't you think that the problem of the frog is similar to the one we are discussing? Just as Ivan Tsarevich cannot see a beautiful princess in a frog, so the customer - the parent - cannot immediately see all the best qualities, originality and originality of the preschool institution to which he brought his child. But the Frog Princess was not at a loss. She began to actively advertise herself. Remember how?

And, in the end, the frog actually turned out to be a beautiful princess. So it is in life - a kindergarten should attract the attention of parents in a variety of ways, so that customers can immediately see that they are in the best institution. And today we will try to determine these very paths.

You are divided into three teams - three competing preschools. The jury is the parents who competitive basis they will choose in which kindergarten their children will be most comfortable, etc.

Competition 1.« How to involve parents in preschool?»

On sheets of paper, teams should write as many ways as possible to involve parents in the nursery. At this time, parents write under what conditions they would send their child to kindergarten. The ways and conditions are read out, and then it is discussed which of the three preschool institutions will be able to provide the necessary conditions.

Competition 2.« Team presentation».

AT. You have already said that the kindergarten needs advertising,. You need to present your institution: the motto, the main qualities, abilities, the uniqueness of the teaching staff and each teacher individually, areas of activity.

Runtime - 7 min. The jury evaluates the competition on a 5-point system.

Competition 3.« What? Where? When?»

Our preschool also needs an introduction. What do we know about our preschool child development center? Now let's check. I will ask the teams in turn questions (from the history of the preschool institution).

For each correct answer - 1 point.

Competition 4.

Parents offer teachers to solve pedagogical situations.

The jury evaluates the competition on a 5-point system.

Competition 5.« advertising poster».

Runtime - 10 minutes. Then - the presentation.

The results of the competition are being summed up. Parents announce the winner. Rewarding.

N. Bocharova

Introduction

The study of the Federal State Standard of Preschool Education puts before teachers the need to analyze a large amount of theoretical and legal literature.

For educational purposes, the most successful form of methodical work with the teaching staff is trainings and business games, because. It is in the course of such work, according to Belchikov Ya.M., "that there is not a mechanical accumulation of information, but an active deobjectification of some sphere of human reality."

Target: activation of the mental activity of teachers in the knowledge of the main provisions and principles of the Federal State Educational Standard; creation of conditions conducive to the development of creative and creative thinking.

Materials: projector, music with sea noise, wind noise

Dear colleagues! Once we went on a sea voyage. Suddenly the ship crashed and we ended up on a desert island. The senior educator only managed to grab a suitcase with a federal state standard.

We had to sit on the island, around only sand and palm trees. We decided to loosen up a bit.

Introductory stage

1. Exercise "Ordinal count »

Everyone sits in a circle, one person says “one” and look at any participant in the game, the one he looked at says “two”, etc.

2. Exercise "You and I are similar"

The participant throwing the ball to another must name the psychological quality that unites him with the person to whom he throws the ball. At the same time, he begins his phrase with the words: “I think that we are united by ...”, and calls this quality, for example: “You and I are equally sociable”; “I think we both tend to be a bit blunt.” The one who receives the ball answers: “I agree”, if he really agrees, or: “I will think”, if he does not agree. The one to whom the ball hit continues the exercise, passing the ball to someone else, and so on until everyone gets the ball.

Leading.“Suddenly a storm hit the island, the sand was a wall - nothing was visible! (The host raises the participants, blindfolds them, spins them.) Educators go, they can’t say anything - so that dust doesn’t get into their mouths ( the rule is not to speak). That's bad! They began to feel their way, looking for a comrade ( thus, the leader pushes the participants together and forms teams).

And so, on our island, two tribes formed - one on one side of the island, the second - on the other. Suddenly, out of nowhere, negro children come running, look so plaintively and say: “Educators, teach us, educate us!” What to do - such a recognition we have!

They began to equip themselves, to establish each kindergarten.

The facilitator distributes materials: two Jungian sandboxes, pebbles, natural materials, animal figurines, etc.

Assignment to the participants: give a name to your tribe - a kindergarten, structure the space on a tray, etc. Next, the teams present their work.

Leading. You have constructed the building and territory. But, perhaps, they managed to run wild on the island during this time. Now the teams will compete in professional skills. For each correct answer in the quiz, the team gets additional building materials that we will need later.

Quiz game

You must choose the correct answer.

1. In junior preschool age role-playing game is characterized by:

• the implementation of game actions (roll the car, feed the doll);
• the plot phase: children can invent, combine and develop the plot of the game based on personal experience;
• objective actions (knocking with a spoon, opening lids).

2. Leading activities of children from 1 year to 7 years:

• role-playing game;
• personal communication with an adult;
• educational activity;
• there is no correct answer.

3. The parent asks to advise the game for the development of voluntariness (will) of the child. Choose the correct option:

• Joint role-playing game of an adult and a child;
• Individual role-playing game (one child with toys);
• Joint role-playing game with peers;
• The game does not affect the development of arbitrariness.

4. Name the direction of development and education of children missing according to the Federal State Educational Standard:

a) social and communicative development;

b) speech development;

c) artistic and aesthetic development;

d) physical development.

Answer: cognitive development

5. What is the purpose of the DO Standard?

a) formation of knowledge, skills;

b) the formation of the integrative qualities of the individual;

c) targets for preschool education;

6. What are the targets for preschool education?

a) these are the social and psychological characteristics of the child's possible achievements at the stage of completion of preschool education;

b) this is the knowledge and skills that the pupil must master, such as: the skill of writing, counting, reading;

c) these are the achievements of the teacher, evaluated as diplomas, prizes, victories in competitions.

7. Eliminate the excess

Educational environment according to GEF:

1. guarantees the protection and strengthening of the physical and mental health of pupils;
2. ensures the emotional and moral well-being of pupils;
3. contributes to the professional development of teaching staff;
4. creates conditions for developing variable preschool education;
5. assessed by diagnosing specific achievements of pupils;
6. ensures its openness and motivating character.

8. According to the Federal State Educational Standard, the parent:

1. becomes an active participant in the educational process;
2. excluded from the educational process;
3. there is no correct answer.

Leading. We see that professional skills have not been lost. You have built a kindergarten, now it's time to organize a subject-spatial developing environment.

Game "Developing environment"

Exercise: arrange the premises of the kindergarten in such a way that the developing object-spatial environment complies with the Standard

Carrying out procedure:

The host distributes the material at hand (natural materials, various building materials, small toys, etc.).

Teachers are given visual material as a support (see annex 1), which provides a list of requirements for the subject-spatial environment. The teacher's task is to structure and present the created environment in accordance with the requirements.

Leading. Now you can not worry about the educational process of children, because next to them are real professionals! On this, dear colleagues, our unusual adventure ends. Let's stand in a circle and share our impressions about today's event: what did you like about group work which was difficult, which was interesting.

Bibliography.

1. Methodical work in the preschool educational institution. Effective forms and methods: method. Benefit / N.A. Vinogradova, N.V. Miklyaeva, Yu.N. Rodionov. - M .: Iris-press, 2008. - 192 p. (s - 4-8, 21, 24-26, 29, 30, 34-36, 47-51).
2. Federal state educational standard for preschool education. Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155.
3. Personality and profession: psychological support and support: textbook. manual for universities / Mitina L.M., Yu.A. Koryakov, G.V. Shavyrin. – M.: Academy, 2005.
4. The energy of business training. Warm-up guide. Manual for a practicing business coach / Zh.Zavyalova, E. Farba, E. Kadenillas-Nechaeva, electronic edition.

Moroko Natalya Yurievna

YaNAO Shuryshkarsky district S. Gorki

MBDOU "Kindergarten "Severyanochka"

Preschool education

Business game for teachers with training elements

Topic: "Creativity - as one of the components of the professional competence of a modern preschool teacher"

Explanatory note

Any update of the pedagogical process of an educational institution requires not only the reconstruction of the content of education, but also a certain progress in terms of personnel. These lines develop in parallel. A non-developing, infantile teacher cannot, only by applying new programs, technologies, educate a creative, constructive personality. That is why increasing the competence and professionalism of educators is one of the most important conditions for improving the quality of preschool education. And this can be achieved not only by applying the forms of individual work with teachers, but also by properly organizing pedagogical events using interesting interactive forms.

Your attention is invited to an event for preschool teachers in an unconventional form using elements of the training. This form of work with allows you to activate teachers in activities, involve teachers in collective activity, to develop the ability and desire to interact with each other to solve non-standard situations.

Implementation plan

Introduction to the theme of the business game.

Organizing time.

Exercise 1 - fix on the sheet, in your opinion, those personality traits that characterize her creativity / creativity.

Task 2- exercise "Announcement".

Task 3 - changelings.

Task 4 - TRIZ - technology.

Task 5 - creative.

Task 6–"Musicians".

Task 7– come up with the largest number options for using the item.

Task 8– exercise "Friendly hand"

Task 9 - exercise "Rhyming"

Closing remarks by the moderator.

Business game scenario.

What will they be, our children!

After all, it all depends on us,

And on the threshold of future centuries

Perhaps they will be better than us.

A. Shershunovich, T. Chukasova

Target: actualization of the creative, creative development of the teacher, as one of the components of the professional competence of the educator.

Tasks:

To improve the professional skills of teachers, to form the need for creativity among teachers, to develop resourcefulness, ingenuity, non-standard thinking.

Involve teachers in collective activities, develop the ability and desire to interact with each other to solve non-standard situations.

To create favorable conditions for communication and interaction of teachers.

move business game:

Good afternoon, dear colleagues!

AT translated from English "creativity" means- create, create. It is not necessarily associated with activities traditionally referred to as "creative", such as drawing, writing poetry or music, acting on stage, etc. It manifests itself when one has to act in situations of uncertainty, lack of clear algorithms, uncertainty of the essence and methods of solving problems facing a person, unpredictably changing conditions. Creativity implies a system of creative abilities.

« And Thus, creativity is presented as an ensemble of characteristics that every human being has, characteristics that can develop and enable their owner to think independently, flexibly, and with imagination. Whatever the differences that can be established, creativity is inherent in all individuals ... ”(Donson, 1997).

Creativity is the leading component of pedagogical activity and is a decisive factor in the promotion of the teacher to the heights of pedagogical skill. The creative product of a creative teacher can be new educational technologies, forms, methods of teaching and education.

AT last years the statement “A creatively working teacher has creatively developed children” took root. Even V. O. Sukhomlinsky emphasized that only a creative teacher is able to ignite a thirst for knowledge in children, therefore, each teacher needs to develop creativity, which is the main indicator of his professional competence.

And so, today, as part of a business game with elements of training, I suggest you learn how to look for non-standard ways out of standard situations, think creatively and thereby raise your professional level.

Organizing time: On the tables, divided into 2 teams, there are colored circles. Teachers are invited to choose a color and take the appropriate place.

Dear teachers, today we will address each other in an unusual way. I suggest that you name yourself, associating the chosen color with some object or phenomenon.

I chose for myself ... a color. And I invite you to call me today ....

AT Do you consider yourself creative? I will give a short story, the hero of which has a pronounced ability to be creative (During the First World War, a certain Mr. Harrigan's wife sent a desperate letter. "There doesn't seem to be a single able-bodied man left in all of Ireland," she wrote, "and I have to dig up the garden myself." In response, Harrigan wrote: “Don't dig up the garden. There are weapons buried there." The letter was opened by the censors, soldiers raided his wife's house and dug up the entire garden to the last inch. “I don’t know what to think, dear,” Mrs. Harrigan wrote to her husband, “the soldiers came and ransacked our entire garden. “Now plant potatoes,” Harrigan replied.)

Task 1. P Initially, I will ask each team to fix on the sheet, in your opinion, those personality traits that characterize their creativity / creativity (which I summarized on the basis of a large number of existing featuresDavis):

mindfulness - perception of oneself as a creative person, capable of creating something new.

Originality - flexibility in ideas and thoughts, resourcefulness, willingness to challenge proposals, act on the basis of the principle "What if?".

Independence - self-confidence, managing one's behavior based on internal values ​​and criteria, the ability to resist external requirements.

risk appetite - willingness to try something new, even if it may lead to adverse consequences, resistance to failure, optimism.

Energy - absorption in actions, enterprise, enthusiasm, spontaneity, "easiness to rise."

Artistry - expressiveness, aesthetic interests.

Interest - breadth of interests, curiosity, a tendency to experiment and ask questions.

Sense of humor - playfulness.

Craving for complexity - interest in the incomprehensible and mysterious, tolerance for ambiguity, confusion, the combination of the incompatible.

open-mindedness - susceptibility to the new, to other points of view, liberalism.

The need for solitude - introspection, reflexivity (a tendency to self-awareness), the ability to work alone, the presence of internal needs that are usually not disclosed to others.

Intuitiveness - insight, the ability to see implicit connections and relationships, observation.

Tolerance towards uncertainty - comfortable behavior of a person in a situation where there is no comprehensive information, there are no exact rules of action, the prospects for further development of events are not quite clear. People who have no or weakly expressed creative, Creative skills, experience severe discomfort and anxiety in such situations, tend to avoid them.

Teachers analyze what qualities were not named.

Team assignment 2. In order to be known and appreciated for your professional qualities, you must be able to present yourself in some way.

Exercise "Announcement"

Within 5 minutes, each team must write a short job advertisement that reflects professional uniqueness and includes something that no other specialist can offer. This announcement is then read to everyone. We can ask any questions about the content of the ad in order to make sure that it is really worth using this service.

Team assignment 3.

- Dear colleagues, the next task is -"Shifters" . Children do not always clearly know how to express their thoughts, so in any case, you must learn to understand them.

You need to guess the name of a famous movie or a proverb by the “shifter”.

Team task 1.

Vasily Ivanovich remains at work - "Ivan Vasilyevich is changing his profession."

Sad adults - "Funny guys."

You stand louder - you won’t be closer - “You go quieter - you will continue.”

The cry of the rams - "Silence of the lambs."

A man on a cart - it’s harder for a gelding - “A woman with a cart is easier for a mare.”

Team task 2.

With laziness, you can’t even put a bird in the sea - “Without labor, you can’t even catch a fish from a pond.”

Cold feet - "Hot heads".

Don't be afraid of the bike - "Beware of the car."

There are not only boys in the symphony orchestra - "Only girls in jazz."

Manual cactus - "Wild Orchid".

Team assignment 4. Now I suggest you show the wonders of resourcefulness, ingenuity, non-standard thinking, based on fixing the technology that we are familiar with, which we use in working with children, let's try to remember it (TRIZ technology - technology for solving inventive problems).

1. "Properties are anti-properties". Name as many pairs of words as possible that have opposite properties, for example: light - heavy. Teams call pairs of words in turn, the team that names the pair of words last wins.

2. In this task, you are presented with a system. It is necessary to choose as many words as possible from this system. For the blue team, the FOREST system, for the red team, the RIVER. (Forest - hunter, wolf, trees, bushes, trail; River - shore, fish, fisherman, water, mud).

3. "Guess a riddle." Each team comes up with a riddle according to the scheme “what it looks like - what is different” and makes it to the opposing team. For example: Round, not a ball, it rattles, not thunder, they go to the parade with it, but this is not a flag. (Drum).

4. Write an advertisement for a newspaper so that all words start with the same letter. For example: for sale singing fluffy parrot Goody, five years old, half green. Prefers to eat cookies, drink Pepsi-Cola. Please come see.

Team assignment 5.

You need to draw « what does a rainbow smell like? . The second team -what the stars dream about.

- Tell us about your drawing, was it difficult to complete such a task. What was the difficulty?

Team assignment 6 .

I suggest you become musicians. Two people from the team each have a musical instrument in their hands, the rest sing a melody (without words). The task of the opposite team is to guess it and ask another one.

Task teams 7 .

And now I propose the following task. You need to offer as many use cases as possiblefirst team - buttons , the second team - an empty bottle of perfume.

8. Exercise "Friendly palm".

Participants are given pieces of paper.

Leading : In front of you are the contours of the palms, write pl. it has your name on it. Then pass the hand outline sheet to your groupmates and have everyone leave their wish or compliment on one of the fingers of the hand. The message should have creative content, personal appeal, in any way mention strengths specific person. And I will gladly join you.

The final game is aimed at comprehending the experience gained during our meeting and summing up the results.

9. I offer you the exercise "Rhyming".

You need to complete in rhyme a few phrases regarding the last meeting.

We met, we played, we developed creativity...

We came to the game, where you and I were taught ...

Creativity - what kind of bird?

We remember so vividly...

Our meeting is over...

Closing remarks by host - Do you know what difference Guilford (the author of one of the classic studies) made between creative people and everyone else? Creatives are looking for many answers to one question, while everyone else is looking for the only correct answer of all possible. So I wish you to find many non-standard answers to the only possible answer. And teach this to your students.

In conclusion, I would like to give you small booklets that will help you in your work.

List of used literature:

1. Shmonina L.V. Innovative technologies in methodical the work of the preschool educational institution. M.: Publishing house "Teacher", 2009

2. Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers. Moscow: Creative Center, 2004

3. Belaya K.Yu. 300 answers to the questions of the head of the kindergarten. M., 2001.

4. Belaya K.Yu. Innovative activity in the preschool educational institution. Toolkit. M.: Creative center "Sphere", 2004.

5. Miklyaeva N.V. Innovations in kindergarten. Handbook for educators. Iris Press, M., 2008.

6. Selevko G.K. Modern educational technologies: Textbook. M., 1998.

7. Falyushina L.I. Quality management of the educational process in a preschool educational institution. M.: Arkti, 2004

Application.

Methodology "Assessment of the level of creative potential"

Purpose: method allows you to determine self-esteem personal qualities or the frequency of their manifestation, which characterize the level of development of the creative potential of the individual.

Instruction: On a 9-point scale, rate each of the 18 statements. Circle the rating you have chosen.

p/n	Test questions	Rating scale
	How often do you manage to bring what you started to its logical end?	1, 2, 3, 4, 5, 6, 7, 8, 9
	If all people are mentally divided into logicians and heuristics, that is, generators of ideas, then to what extent are you a generator of ideas?	1, 2, 3, 4, 5, 6, 7, 8, 9
	To what extent do you consider yourself a decisive person?	1, 2, 3, 4, 5, 6, 7, 8, 9
	To what extent does your final “product”, your creation, most often differ from the original project, idea?	1, 2, 3, 4, 5, 6, 7, 8, 9
	To what extent are you able to be exacting and persevering so that people who promised you something would fulfill their promises?	1, 2, 3, 4, 5, 6, 7, 8, 9
	How often do you have to speak critically of someone?	1, 2, 3, 4, 5, 6, 7, 8, 9
	How often does the solution of your problems depend on your energy and assertiveness?	1, 2, 3, 4, 5, 6, 7, 8, 9
	What percentage of people in your team most often support you, your initiatives and proposals? (1 point - about 10%)	1, 2, 3, 4, 5, 6, 7, 8, 9
	How often do you have an optimistic and cheerful mood?	1, 2, 3, 4, 5, 6, 7, 8, 9
	If all the problems that you had to solve over the past year are conditionally divided into theoretical and practical, then what is the share of practical ones among them?	1, 2, 3, 4, 5, 6, 7, 8, 9
	How often have you had to defend your principles and beliefs?	1, 2, 3, 4, 5, 6, 7, 8, 9
	To what extent does your sociability and sociability contribute to solving problems that are vital for you?	1, 2, 3, 4, 5, 6, 7, 8, 9
	How often do you have situations when you have to take the main responsibility for solving the most complex problems and affairs in the team?	1, 2, 3, 4, 5, 6, 7, 8, 9
	How often and to what extent did your ideas, projects manage to be implemented?	1, 2, 3, 4, 5, 6, 7, 8, 9
	How often do you manage, having shown resourcefulness and even enterprise, to at least somehow get ahead of your rivals at work or study?	1, 2, 3, 4, 5, 6, 7, 8, 9
	How many people among your friends and relatives who consider you a well-mannered and intelligent person?	1, 2, 3, 4, 5, 6, 7, 8, 9
	How often in your life have you had to undertake something that was perceived even by your friends as a surprise, as a fundamentally new thing?	1, 2, 3, 4, 5, 6, 7, 8, 9
	How often have you had to radically reform your life or find fundamentally new approaches to solving old problems?	1, 2, 3, 4, 5, 6, 7, 8, 9

Processing and interpretation of results. Based on the total number of points scored, determine the level of your creativity.

Sum of points. The level of the creative potential of the individual.

18-39 - Very low level.

40-54 - Low.

55-69 - Below average.

70-84 - Slightly below average.

85–99 - Medium.

100-114 - Slightly above average.

115-129 - Above average.

130-142 - High level.

143-162 - Very high level.

Information for the production of booklets.

Creativity. Analysis of basic concepts

Let us give an interpretation of the main definitions. The meaning of the concepts of "creativity" and "pedagogical creativity" was revealed to us by our colleague. Let's consider other concepts.

Creativity (from the English create - create, create) - the creative abilities of an individual, characterized by a willingness to accept and create fundamentally new ideas that differ from traditional or accepted thinking patterns and are included in the structure of giftedness as an independent factor, as well as the ability to solve problems that arise inside static systems. According to the American psychologist Abraham Maslow, this is a creative orientation, innately characteristic of everyone, but lost by the majority under the influence of the established system of upbringing, education and social practice.

At the everyday level, creativity manifests itself as ingenuity - the ability to achieve goals, find a way out of a seemingly hopeless situation, using the environment, objects and circumstances in an unusual way. In a broad sense, a non-trivial and ingenious solution to a problem (and, as a rule, with scarce and non-specialized tools or resources, if the need is material). As well as a bold, non-standard, as they say, non-stamped approach to solving a problem or meeting a need that is in an intangible plane.

Creativity from the point of view of psychology. According to Alice Paul Torrance, creativity includes an increased sensitivity to problems, to a lack or inconsistency of knowledge, actions to identify these problems, to find solutions based on hypotheses, to test and change hypotheses, to formulate the result of a solution. To assess creativity, various divergent thinking tests, personality questionnaires, and performance analysis are used.

Expert and experimental assessments of a person's ability to produce knowledge show that a person's creative abilities are not very great. By involving all employees in the continuous improvement of the organization (Kaizen method), the creativity of the organization increases dramatically.

Criteria for creativity:

 fluency - the number of ideas that arise per unit of time;

 originality - the ability to produce unusual ideas that differ from the generally accepted ones;

 flexibility - the importance of this parameter is determined by two circumstances: firstly, this parameter makes it possible to distinguish individuals who show flexibility in the process of solving a problem, from those who show rigidity in solving them; secondly, it makes it possible to distinguish individuals who solve problems in an original way from those who demonstrate false originality;

 receptivity - sensitivity to unusual details, contradictions and uncertainty, willingness to quickly switch from one idea to another;

 metaphorical - readiness to work in a completely unusual context, a tendency to symbolic, associative thinking, the ability to see complex in simple, and simple in complex;

 satisfaction is the result of the manifestation of creativity, with a negative result, the meaning and further development of feelings are lost.

There are several hypotheses on the emergence of creative abilities. According to the first, it is believed that the creative abilities arose in a reasonable person gradually, over a long time and were the result of cultural and demographic changes in mankind - in particular, population growth, by adding the abilities of the most intelligent and gifted individuals in populations, followed by fixing these properties in the offspring. .

According to the second hypothesis, put forward in 2002 by anthropologist Richard Kline of Stanford University, the emergence of creativity was spasmodic. It arose as a result of a sudden genetic mutation about 50,000 years ago.

Creativity of the teacher it is the leading component of the structure of pedagogical giftedness. Core of Giftedness: Abilities (general and/or special) developed at an above-average level.

Ability to implement creative approach in pedagogical activity (creativity):

 speed of thinking (the number of ideas that arise per unit of time);

 the ability to quickly and without internal effort to switch from one idea to another;

 the ability to generate ideas that differ from the generally accepted ones, to paradoxical, unexpected solutions (for the teacher - the search for new forms, methods, means of educational and educational activities);

 the ability to be surprised; openness and interest in everything new; the ability to make decisions in situations of uncertainty, not be afraid of one's own conclusions and bring them to the end, risking personal success and reputation;

 the ability for flexible imaginative thinking, which can manifest itself in the construction of a new original visualization; flexibility of verbal thinking, vivid figurative language, the ability to ignite children with their story; selectivity in learning new things; search-transforming style of thinking; creative imagination, developed imagination; problematic vision of the situation; the ability to "disturb the peace"; immerse yourself in your favorite activity; desire for inventions, creativity; interest in riddles, paradoxes, improvisation; the ability to make decisions independently; switch attention quickly.

The ability to constantly develop creative pedagogical experience, competence:

 the desire to improve professional competence, gain new knowledge, develop relevant skills, teaching skills; the ability to quickly find and acquire new knowledge in a creative search, to expand one's professional horizons;

 the ability to purposefully study a question or problem related to pedagogical activity;

 a sense of satisfaction from enriching the experience of pedagogical activity and, at the same time, creative dissatisfaction with the level of achievements as a condition for the subsequent growth of professional competence.

The ability to form and implement a creative strategy of pedagogical activity:

 a persistent need for a systematic enrichment of the experience of pedagogical activity;

 the ability to independently form deep and systematic knowledge in solving key educational and educational problems; the ability to develop a flexible strategy for creative pedagogical activity based on the definition of a goal and the construction of an appropriate program;

 ability to mobilize own experience or quickly acquire additional competence in order to solve an important and complex pedagogical problem;

 a sense of responsibility in the performance of creative professional tasks.

The pedagogical creativity of the teacher develops throughout the entire pedagogical activity and is a decisive factor in his advancement to the heights of pedagogical skill. Even V. O. Sukhomlinsky emphasized that only a creative teacher is able to ignite a thirst for knowledge in children, therefore, each teacher needs to develop creativity, which is the main indicator of his professional competence. Any activity is considered creative if its product is characterized by novelty, which can be both objective and subjective. In pedagogy, such a product can be new educational technologies, forms, methods of training and education, the growth of the teacher's pedagogical skills.

Professionally significant qualities of a teacher's personality

An important factor influencing the effectiveness of the teacher's activity is his personal qualities. A young person, regardless of the choice of his future profession, should be aimed at developing in himself such personal qualities that would allow him not only to communicate with other people on the basis of universally recognized norms of human morality, but also to enrich this process with new content. However, each profession imposes specific requirements on the personal qualities of a potential employee who must carry out professional activities successfully.

As early as the end of the 19th century, P.F. Kapterev, an outstanding Russian teacher and psychologist, showed in his research that one of the important factors in the success of pedagogical activity is the personal qualities of the teacher. He pointed out the need for a teacher to have such qualities as purposefulness, perseverance, diligence, modesty, observation, and Special attention he paid wit, oratory, artistry. The most important personality traits can and should include readiness for empathy, that is, for understanding the mental state of students, empathy and the need for social interaction. In the works of scientists, great importance is attached to pedagogical tact, in the manifestation of which the general culture of the teacher and the high professionalism of his pedagogical activity are expressed.

When considering the qualities of a teacher as a subject of activity, researchers sort of distinguish between professional and pedagogical qualities, which can be very close to abilities, and actually personal ones. A. K. Markov considers important professional qualities of a teacher: erudition, goal-setting, practical and diagnostic thinking, intuition, improvisation, observation, optimism, resourcefulness, foresight and reflection, and all these qualities in this context are understood only in the pedagogical aspect (for example, pedagogical erudition, pedagogical thinking). The professionally significant qualities of a teacher's personality in A. K. Markova are close to the concept of "ability". For example, “pedagogical observation is the ability to read a person by expressive movements like a book” (perceptual abilities) (Markova A.K. Psychology of teacher’s work. M., 1993. P. 24). Considering, like A. K. Markov, the professionally significant qualities of a teacher (pedagogical orientation, goal-setting, thinking, reflection, tact), L. M. Mitina correlates them with two levels of pedagogical abilities - projective and reflective-perceptual. In the study by L. M. Mitina, more than fifty personal qualities of a teacher were identified (both professionally significant qualities and personal characteristics themselves). Here is a list of these properties: politeness, thoughtfulness, exactingness, impressionability, good breeding, attentiveness, endurance and self-control, flexibility of behavior, citizenship, humanity, efficiency, discipline, kindness, conscientiousness, goodwill, ideological conviction, initiative, sincerity, collectivism, political consciousness, observation, perseverance, criticality, logicality, love for children, responsibility, responsiveness, organization, sociability, decency, patriotism, truthfulness, pedagogical erudition, foresight, adherence to principles, independence, self-criticism, modesty, justice, quick wit, courage, desire for self-improvement, tact , a sense of the new, self-esteem, sensitivity, emotionality (Mitina L. M. Teacher aspersonality and professional.M., 1994. S. 20). This general list properties constitutes the psychological portrait of the ideal teacher. Its core, its core are actually personal qualities - orientation, level of claims, self-esteem, the image of "I".

One of the main professionally significant qualities of a teacher's personality ispersonal orientation . According to N. V. Kuzmina, personal orientation is one of the most important subjective factors in achieving the top in professional and pedagogical activity. In the general psychological sense, the orientation of a person is defined as a set of stable motives that guide the activity of a person, characterized by interests, inclinations, beliefs, ideals, in which a person’s worldview is expressed. Expanding this definition in relation to pedagogical activity, N.V. Kuzmina also includes in it an interest in the students themselves, creativity, the teaching profession, a tendency to engage in it, awareness of their abilities.

The main motive of a truly pedagogical orientation is an interest in the content of pedagogical activity (more than 85% of students of a pedagogical university, according to N. V. Kuzmina, are characterized by this motive). The pedagogical orientation (as its highest level) includes a vocation that correlates in its development with the need for the chosen activity. At this highest stage of development (vocation), “a teacher cannot imagine himself without a school, without the life and work of his students” (N. V. Kuzmina).

The individual style of the teacher's activity is determined not by professionally significant qualities in themselves, but by the unique variety of their combinations. The following types of combinations of professionally significant qualities of a person can be distinguished in relation to the level of productivity (efficiency) of his activity:

 the first type of combinations (“positive, without reprehensible”) corresponds to the high level of the teacher's work;

 the second type (“positive with reprehensible, but excusable”) is characterized by the predominance of positive qualities over negative ones, the productivity of work turns out to be sufficient, the negative, according to colleagues and students, is recognized as insignificant and excusable;

 the third type (“positive, neutralized by negativity”) corresponds to an unproductive level of pedagogical activity. For teachers of this type, the main thing in work is focus on oneself, self-expression, and career growth. Due to the fact that they have a number of developed pedagogical abilities and positive personal qualities, they can work successfully in certain periods. However, the distortion of the motives of their professional activity, as a rule, leads to a low final result.

Thus, knowledge of the professionally significant personal qualities of a modern teacher, their role in professional activities contributes to the desire of each teacher to improve these qualities, which ultimately leads to qualitative changes in educational work with children.

Pedagogical creativity as a development factor
personality of the educator

Creativity is an activity that generates something new, not previously existing, based on the reorganization of existing experience and the formation of new combinations of knowledge, skills, products. Creativity has different levels. One level of creativity is characterized by the use of already existing knowledge and the expansion of the scope of their application; at another level, a completely new approach is created that changes the usual view of an object or field of knowledge.

V. I. Andreev, defining creativity as a type of human activity, notes a number of features that characterize it as an integral process:

 the presence of a contradiction in a problem situation or a creative task;

 social and personal significance and progressiveness that contributes to the development of society and the individual (anti-social activity, even in its most inventive form, is not creativity, but barbarism);

 the presence of objective (social, material) prerequisites, conditions for creativity;

 the presence of subjective (personal qualities - knowledge, skills, especially positive motivation, creative abilities of the individual) prerequisites for creativity;

 novelty and originality of the process or result.

If it is meaningful to exclude at least one of the named signs, then creative activity either will not take place, or the activity cannot be called creative.

Signs of levels of creativity	 Mastering new knowledge, methods, techniques;  rethinking one's own work in the light of new knowledge;  development of new methods, techniques, forms, means;  modification of methods, techniques, means;  the ability to effectively use best practices;  the ability to find an original solution to a problem in non-standard situations;  the ability to change strategy and tactics depending on the specific situation, the highest level is the creation of a new system of training, education, development orphanage
Sources of creativity can be	 Analysis of the educational process, identification of "bottlenecks" and "sinking" problems;  studying the experience of colleagues;  reading scientific literature;  file cabinet interesting facts, statements;  children's questions that the teacher writes down and analyzes; communication with colleagues, friends, pupils;  a system of perspectives in work that replace each other, become more complex, updated
Creativity can be	 The moral and psychological climate of the team (the atmosphere of goodwill, respect for personal opinion, the creative search of each teacher);  stimulation to non-standard solutions (for example: organizing competitions of creative works, holding days and weeks of creativity, organizing methodological exhibitions, establishing special diplomas);  scientific organization of labor;  enrichment of the general culture, outlook, informativeness;  availability of free time to replenish intellectual baggage;  material security, material base;  freedom of criticism, holding creative discussions;  using the teacher's need for self-expression and self-assertion;  the influence of the personality of the head of the institution

And now let's look directly at pedagogical creativity itself and everything connected with it.

Pedagogy is one of the most interesting social disciplines that deals with the broadest social processes. And behind all this cosmos of feelings, dialogues - real people, real children, real educators. Pedagogical work cannot be uncreative, and indeed cannot be, because the students, the circumstances, the personality of the teacher himself, any pedagogical solution should come from these always non-standard factors. Pedagogical creativity, representing a special phenomenon, with all the specifics, has much in common with the activities of a scientist, writer, artist.

Therefore, pedagogical activity is a processpermanent creativity. In modern literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Turning to the solution of an innumerable set of typical and non-standard tasks, the teacher, like any researcher, builds his activity in accordance with the general rules of heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks.

Creativity is conditioned by the creative potential of the individual, which, if we talk about a teacher, is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, skills and abilities that allow finding and applying original solutions, innovative forms and methods, and thereby improve the performance of their professional functions. On the other hand, experience convinces that creativity comes only then and only to those who are characterized by a value attitude to work, who strive to improve professional qualifications, replenish knowledge and study the experience of both individual teachers and entire teaching teams.

The creative potential of any person, including a teacher, is characterized by a number of personality traits, which are called signs of a creative personality. At the same time, the authors give different lists of such signs. They highlight the ability of a person to notice and formulate alternatives, to question the obvious at first glance, to avoid superficial formulations; the ability to delve into the problem and at the same time break away from reality, to see the future; the ability to refuse orientation to authorities; the ability to see a familiar object from a completely new perspective, in a new context; willingness to abandon theoretical judgments, dividing into black and white, move away from the usual life balance and stability for the sake of uncertainty and search.

Pedagogical creativity is characterized by different levels:

 the level of reproduction of ready-made recommendations, that is, the level of elementary interaction, the teacher uses feedback, corrects his influences according to its results, but he acts “according to the training manual”, “according to the template”, according to the experience of others;

 the level of optimization of activities (starting with planning), when creativity is manifested in the skillful choice and expedient combination of content, methods and forms of education already known to the teacher;

 heuristic, when the teacher uses the creative possibilities of live communication with the child;

 higherlevel (personal-independent), which is characterized by complete independence, the use of ready-made techniques, but in which a personal principle is invested, therefore they correspond to his creative individuality, the characteristics of the personality of the pupil, and the specific level of development of the group.

The manifestation of pedagogical creativity

Let us consider the sphere and conditions conducive to the manifestation of pedagogical creativity. The creative activity of the teacher, according to V. V. Kraevsky, is carried out in two main forms: the use of known means in new combinations to those arising in educational process pedagogical situations and the development of new tools in relation to situations similar to those with which the teacher has already dealt with before. At the first stage, the creative pedagogical process is the establishment of new connections and combinations of previously known concepts and phenomena and can be implemented on the basis of a special methodology. The optimal ways of its implementation can be determined by means of an algorithm or with the help of a heuristic system of rules, following which it is easier to find a solution. Instructions for pedagogical activity, the norms of this activity are the necessary scientifically based guidance for the teacher in his work. The fulfillment of these prescriptions (if they are accepted precisely as a guide, and not as a dogma) opens up scope for the teacher to truly creative work.

The area of ​​manifestation of pedagogical creativity is determined by the structure of pedagogical activity and covers all its aspects: constructive, organizational, communicative and gnostic. However, for the implementation of creativity in pedagogical activity, a number of conditions are necessary (N. V. Kuzmina, V. A. Kan-Kalik):

 temporal compression of creativity, when there are no long periods of time between tasks and ways of solving them;

 conjugation of the teacher's creativity with the creativity of students and other teachers;

 delay of the result and the need to predict it;

 atmosphere of public speaking;

 the need for constant correlation of standard pedagogical techniques and atypical situations.

Oftensphere manifestations of the teacher's creativity are involuntarily narrowed, reducing it to a non-standard, original solution of pedagogical problems. Meanwhile, the creativity of the teacher is no less manifested in the decision communication tasks acting as a kind of background and basis of pedagogical activity.V. A. Kan-Kalik,highlighting, along with the logical and pedagogical aspect of the teacher's creative activity, the subjective-emotional one, he notes the presence of communicative creativity in the teacher's activity (search and finding new communicative tasks, new means of mobilizing interpersonal interaction of students in the classroom, creating new forms of communication in the group work of students).

In the sphere of personality, pedagogical creativity manifests itself as a teacher's self-realization on the basis of self-awareness as a creative individuality, as the definition of individual ways of one's professional growth and the construction of a self-improvement program.

The teacher always creates in collaboration with the pupils. This allowed the scientists-teachers V. A. Kan-Kalik and N. D. Nikandrov to describe the options for co-creation of a teacher with children:

 the teacher does not correlate his creative process with the activities of pupils; creates for himself and from himself (example: rearranging furniture in a group on the initiative, according to a plan and under the steady guidance of a teacher);

 the teacher correlates his creativity with the activities of the group, manages the overall creative process (the same rearrangement of furniture, but not under dictate, but with the complicity of educators and children);

 the teacher takes into account the nuances of the activities of individual pupils;

 the teacher creates a general concept of educational activities (cases, classes), takes into account the characteristics of individual children, provides them with an individual approach and at the same time receives the best result.

Not without reason, in recent years, the statement “A creatively working teacher has creatively developed children” has taken root in pedagogy. A creatively working teacher with his personal qualities stimulates the development of creative activity among pupils. The qualities of such a teacher include: focus on the formation of a creative personality (social choice of content, methods, techniques, forms and means of pedagogical activity); pedagogical tact; the ability to sympathize, empathy; artistry; developed sense of humor; the ability to pose unexpected, interesting, paradoxical questions; creating problem situations; the ability to raise children's questions; encouragement by the educator of children's imagination; children's knowledge of the creative abilities and inclinations of their educator.