Steps of creativity or educational games. steps of creativity. Educational games. Who needs creativity
BBK 74.900.6
Reviewer
Teacher-methodologist of the Pedagogical School of Nikopol A. I. Perepadya
Nikitin B.P.
H62 Steps of creativity, or Educational games. - 3rd ed., add. - M .:
Enlightenment, 1990.—160 pp.: ill.—ISBN 5-09-003932-1
Only in our country, but also abroad, talks about the experience of applying and using
Special games. enabling the successful development Creative skills
Child.
The book contains a description of games that are a kind of "mental gymnastics",
Methodology for their implementation and advice on manufacturing. This edition has been updated
New games. The 2nd edition was published in 1985 under the title Educational Games.
For kindergarten teachers, elementary school teachers, parents.
BBK 74.900.6
C Publishing house "Pedagogy", 1981
ISBN 5-09-003932-1 With Nikitin B.P., 1989. with changes
WHAT IS THIS BOOK ABOUT
This book is about games, but unusual games. You can't buy them in the store yet.
And you have to do it yourself. You can’t just give them like a toy to a child
And say: "Play!" The game may not run. They should not be shown to children.
All at once, but only one at a time; and the next, maybe not earlier than in
A week or a month later, and some even a year later.
They have an unusually wide range of tasks, both in difficulty and in variety.
Character, so a preschooler, a student, and an adult can get carried away with them
Student.
Of these, you can make a test to check intelligence and design
Ability or development of mathematical thinking.
They can be played alone, and together, and the whole family, and the company, and the whole
group in kindergarten or class in primary school, and even spend
Olympiad for the championship, as in chess or checkers.
They can be called a sports complex, but ... for the mind, for development
Child's abilities. Such complexes are not yet produced. They apparently
They will only appear in the 21st century.
In the meantime, unfortunately, modern education develops in children only one
Side - performing abilities, and a more complex and important side -
The creative abilities of a person are given to the will of chance, and for the majority
They remain at a deplorable level. This is our weakness and our misfortune, especially now,
When saving glasnost revealed a lot of problems and more and more
Mighty creative minds to drive real change and move forward
Science, technology and especially social life.
In principle, every healthy child can be made creatively developed,
But ignorance and tradition do not allow this. Creative minds while big
book of this plan. Who is not afraid of business - try it!
Written back in 1973, this book did not appear for a long time, and even
The brochure "Steps of Creativity" (M.: Knowledge, 1976. - No. 1) did not open the way for her.
It was first published in German in Cologne (Germany) in 1980, and after
Year in Moscow in the publishing house "Pedagogy".
The games were well received by parents and family clubs, but circulation
It was small, and even after the second edition (1985) there were not enough books.
Therefore, they rewrote the book, made notes and sent a lot of letters with requests
The fight is about publishing it in large numbers.
Abroad, the popularity of the book also grew rapidly. In 1986 she left
In Japan, translated to the USA.
In the third edition, the book is published without abridgements, significantly supplemented:
The chapter "A Little Bit of Theory" has been restored in it, other chapters have been supplemented; complex
The game "Unicube" was enriched with tasks, the number of tasks for the game was doubled
"KB SAM", included "Table of hundreds", "Table of Pythagoras", "Fractions", "Plan
And the map”, “Clock”, “Thermometer”, “Knots” - what can rather be called not games,
BUT game aids creating a "developing environment" for the child. These
Additions greatly expand the possibilities of understanding "non-traditional
Education", give more material, but also impose on parents, of course,
More creative worries. It is necessary not only to feel what each gives
The game and each benefit, but also to learn the intellectual capabilities of their
Toddlers to choose and dose, and especially the time when to enter the game or
Benefit and then observe and of course stimulate creative achievement
Your kids.
The book is designed to work with her, ie. for the production of individual games, sometimes in
Several copies, so let the readers forgive the author and repetition, and,
On the contrary, different approaches and solutions in a different environment and with other children.
This is inevitable if you are looking for the best options.
And here is what is important to understand from the very beginning: educational games are not at all some
That is the elixir of talent, taking which "every other day, a tablespoon"
You can achieve the desired results. They cannot replace "dirty pieces of iron"
And a workbench with tools can't free you from the need for creativity
approach to any life situations. This is just one of the means of development
abilities, and it will be the more effective and useful, the less contradictions
Between the principles that formed the basis of these games, and the principles on which
Which is built the whole system of communication with children in the family. Where the baby is not
They are in a hurry to isolate him from life and save him from difficulties, where they try to give him
Space for research and activities, there are educational games organically
They will become part of the family way of life and will be able to become a powerful stimulus for the development of creative
Child's abilities.
A LITTLE THEORY
If you are not very interested in the theoretical side of the issue of creative
Abilities and features of their development, then you can skip this chapter
Books and go directly to the description of the games and the methods of their conduct.
For those who want to get to know this issue better, who want to understand
WHY it is possible and necessary to develop the child's abilities and WHY you need to start
To this AS EARLY AS POSSIBLE - we advise such comrades to read
This chapter of the book carefully. It not only serves as a key to understanding
Many patterns used in educational games will not only give
you the basis for your own creativity in the field of creating new children's games, but
It is these pages of the book that will give you food for serious thought about
What should be the role of parents and educators in the most responsible business
Formation and development of children's intelligence.
About creative abilities, or about creativity and performance
The essence of creativity lies in predicting the result of a correctly set
Experience, in creating by the effort of thought a working hypothesis close to reality,
In what Sklodowska called the feeling of nature; mathematicians call
Mathematical sense...
Building a hypothesis, creating an artistic image, a person falls into either the tone
And tact to nature, or takes a false note ... Those who fall into the tone - succeed,
Those who take a false note fail. This is the essence of creativity. These words
They belong not to a psychologist or a teacher, but to a metallurgist V. E. Grum—Grzhimailo
(1864-1928), they very figuratively characterize the degree of scientific character of each hypothesis.
We, like most parents, did not build hypotheses, but, carried away by the development
They developed their seven kids, and especially their creative abilities, for
Twenty years your view, your approach and your idea of this process,
Which differs in many respects from the generally accepted. These discrepancies confuse
At first, we were objected to by scientists, but ... led to high results
In the development of children, and we have not abandoned our views. And now it seems to us
That we “fell into tune and tact with nature”, that our ideas were the main
What led to success, and we have no right to hide them from other fathers and mothers. Otherwise
The development of the abilities of their children will continue to be engaged only
Some parents, those who suspect that their children have certain inclinations.
And parents will generally not understand why it is necessary to start developing abilities.
As soon as possible, and most importantly - what is needed for the development of abilities
Another method of communicating with a child, something fundamentally different from the usual
Showing, telling, explaining, repeating to everyone, i.e. learning. Then and
Features of educational games, their dissimilarity to ordinary toys will
Understandable and will bring parents not only pleasant moments together with the baby
creative play, but also serve as a key for their own creativity, for
Inventing new tasks and even new games. And parents will see how
You can make the conditions for the development of the baby in the family richer and how it can grow
The fruitfulness of parental efforts.
WHAT IS CREATIVITY?
People do a lot of things every day: small and big, simple
And complex. And each case is a task, sometimes more, sometimes less difficult. But with everything
Their external diversity, and sometimes incomparability, all things can be divided
Into two groups, if you approach them with one measure - is this an old task or a new one.
Here is a typist typing or a driver driving a bus down the street. At
This is how they solve their professional tasks. How to solve them, each of them
Knows well. First they studied, and then they practiced over the years of work.
Professional "tasks" are old, well-known for them, and the usual
The work is called performance. Learning a profession, a person
Develops his performing abilities: attention, memory, ability to copy
The actions of others, repeating what they saw or heard, the ability to bring
Professional skill to automatism, etc. These abilities allow
A person to engage in any habitual activity once and for all
An established rule or pattern—sometimes even mechanically. not without reason
Typists, for example, typing and without even slowing down the pace of work, can
Talk to each other; the driver, continuing to drive, announces
Stops, makes comments to passengers on the microphone and can even joke.
But now they put a manuscript in front of the typist - a long text that
It is necessary to arrange on one sheet the most economically or in some unusual way.
way. This is unusual, she had not had to deal with this before: it
A new challenge for her. Or the driver, who came to the garage in the morning, does not start
Motor. A malfunction may be in the power supply system, and ignition, and electrical wiring,
And in various parts. No textbook and instructor can
Foresee all possible breakdowns and malfunctions and teach this to the driver,
How is it done when learning to drive a car. So this is also a new challenge.
You have to think for yourself, find a solution. And, although it is not very complex, it
It can already be attributed to creative tasks.
Range creative tasks unusually wide in complexity - from finding
Malfunctions in the motor or solving a puzzle before the invention of a new one
machines or scientific discoveries, but their essence is the same: when they are solved,
Special qualities of the mind are required, such as observation, the ability to compare
And analyze, combine, find connections and dependencies, patterns
And so on - all that in the aggregate constitutes creative abilities.
Creative activity, being more complex in nature, is available
Only to a person. And a simpler one - a performing one - can be transposed
And on animals, and on machines, for her and the mind, not so much is required.
In life, of course, everything is much more difficult, to separate different types activities are not
It is always possible, and most often, human activity involves and
Performing and creative components, but in different proportions. Worker at
Conveyor or stamping press almost eliminates the need for creative
Activities, he must accurately perform the operations known to him, and the locksmith
An automatic line adjuster or an inventor is almost always busy with it, and
Any of their activities is “impregnated” with creativity, since new tasks in the Big
Quantity puts work, and they themselves find them in life.
WHO NEEDS CREATIVITY?
And no matter how strange it may seem at first glance, more complex, until
Everyone is feasible and often requires real asceticism creative
Activities attract people, and not only young people. Apparently these are big
Difficulties can also give great joys, and the joys of a higher, human
Order is the joy of overcoming, the joy of discovery, the joy of creativity. Maybe,
That this is both natural and highly symptomatic: after all, we live
In the age of a scientific and technological revolution unprecedented in the history of mankind; and
Life in all its manifestations becomes more varied and more complex; she than
Sanctified by centuries-old traditions, and the mobility of thinking, fast
Orientation, creative approach to solving large and small problems. Especially
This became acutely felt during the period of perestroika, when glasnost began to open
All eyes and allowed to see the sea of problems that the limited
The mind of an obedient performer in the years of stagnation. How to deal with red tape
Overcome percentage mania in schools? What to do to make scientists out of ardent opponents
Innovations turned into its supporters?
Mobility is also required by modern production, where literally before our eyes
New professions appear and those that require heavy, monotonous,
Performing work. A person with a creative mindset is easier not only
Change profession, but also find a creative "zest" in any business, get carried away
Any job and achieve high productivity.
The acceleration of scientific and technological progress will depend on the number and
The qualities of creatively developed minds, from their ability to ensure rapid development
Science, technology and production, from what is now called the rise
The intellectual potential of the people.
And before our state, school, educators and parents grows
A task of the utmost importance: to ensure that each of those who are now
Goes to kindergarten and who else has yet to be born, grow up not only
A conscious member of socialist society, not only a healthy and strong
A person, but also - necessarily! - an enterprising, thinking worker, capable of
On a creative approach to any business, for which he would not undertake. and active
A life position can have a basis if a person thinks creatively, if
He sees an opportunity for improvement around him.
It turns out that everyone should become creators? Yes! Let alone at least
Others - to a greater extent, but necessarily all. Where do you get so many talented and
Capable? Nature, everyone knows, is not generous with talents. They meet like diamonds
IS NATURE GENEROUS FOR TALENTS?
Fortunately, humanity sets itself only solvable problems.
Although diamonds are rare, but having learned the natural patterns of their appearance in
Nature, people have learned to make diamonds. Penetrating into one of the great mysteries
Nature - the secret of the emergence and development of creative abilities, people
Learn to grow... talents! No wonder in all developed countries of the world there are
Scientific and practical research in this direction. And the results of these searches
Amazing.
Biologists believe that among the 15 billion brain cells actively
Only 3-5% work. Psychologists also recognize that the human brain carries
In itself, a huge, yet far from being used, redundancy of natural possibilities
And that genius is not a deviation, not an anomaly of the human mind,
Exposure of natural possibilities.
It turns out that nature has generously endowed every healthy child with opportunities.
Develop. And every healthy baby can climb the most
Great heights of creative activity! But in life we see something completely different:
How many more tears are shed by children who find it difficult to learn, how many bitter
Thoughts fall to the share of the father and mother, when the study of children is bad!
Perhaps, after all, those who say that you have to be born smart are right? Now
It is known that much of what the future will be is encoded in the genes of the embryo.
Man: and the color of the skin and hair, and the shape of the eyes, and the nose, and lips, and much more. But
Is his mental development coded? For many years they thought so, and some
He still thinks: yes, a person’s abilities depend on his inclinations, that is, genetically
Conditioned. But here are the Soviet geneticists N. P. Dubinin and Yu. G. Shevchenko
It is argued that spiritual development is not recorded in the genes. It is fixed in
The social program, which is transmitted through education, becomes more complicated
And develops with each new generation.
What does practice show? Those guys do not experience difficulties in their studies,
Which already BEFORE school had a high level of development. Enough to give
For children just entering school, several psychological tests
(assignments) to say: these will be good and easy to learn, these will be average, and
These are difficult; some already have the "makings" of researchers, while others do not; some
The creative potential is already noticeable, while in others you will not find it in any way.
ways.
Where does such a difference in the level of development come from? Scientists have researched
preschoolers younger ages and made sure: the younger the children, the closer
They were in development, the less they differed from each other. So if you
If you want to achieve high results, start early - with the newborn ™.
And what kind of development of creative abilities is available to the baby?
When they began to teach newborns to swim, naturally, they did not think about mental,
And about their physical development. Even the slogan appeared: "Swim before
Walk!". And the babies swam. 8 month old could dive to the bottom of the pool for
A toy, 9 minutes to stay in the water without the help of elders. But what really was
Unexpectedly, little swimmers were more intelligent
Medium.
American scientists conducted an experiment with the education of newborns
Walking, it was attended by six brave mothers. Before feeding the baby
Each of them put it on the table and watched in surprise as he rearranged
Legs - the so-called "stepping reflex" worked. And scientists again
What was more surprising was not that this six went on their own not at 12, as usual,
And at 6-7 months, but how much higher than the rest of the children they were intellectually developed.
We did not yet know about all these experiences, but by chance, too, "hit the tone and beat
Nature ", very early including" gymnastics "in the life of kids. newborn
We stuck our fingers into clenched fists and marveled at how tightly he held on,
How easy it can be planted, put on legs and even lifted
Above the bed. At a 3-month-old in a stroller and a crib, I strengthened the crossbar, for
Which he himself took, sat down and tried to get up, and if I held out two
Fingers to the baby, he immediately tenaciously grabbed them with his little hands and, jumping up, "flew"
Into my arms.
And when the babies began to crawl (from 4-6 months), we released them from
Cramped beds and allowed to "travel" throughout the house. "Great distances
", which had to be overcome in order to get to my mother in the kitchen or
To the father in the workshop, a mass of unfamiliar objects, the properties of which are necessary
It was recognizable, especially sports equipment and facilities that occupy an entire
room, provided such a rich and varied food for research that we
They were no longer surprised when they later met the lines that early and free
Crawling is considered by some scientists to be a "powerful factor in intellectual
Development".
Apparently, other factors were also important: early acquaintance with letters
And numbers (from one and a half to two years old) on cubes, with letters bent from wire
And carved from linoleum and plastic, with an alphabet and a primer, with chalk and a blackboard
For drawing, with pencil and paper, as well as with tools and materials
In our workshop.
Watching how quickly our children develop, how much earlier
The ordinary people are mastered by different skills, we were convinced again and again that
The first years of life are characterized by wealth, which was not previously suspected,
And the balance point between birth and adulthood falls on the age of 3 years.
This means that the first years of a child's life are the most valuable for his future and must be
Make the most of them. But it is in these years that the baby is most
It depends on mom and dad, on what they will do to develop it, what
DON'T MISS THE BEST TIME
Unfortunately, most parents, focusing on the early years
The life of the baby to care for him, nutrition, regimen, clothes, do not attach much
Values to what conditions they create for it to develop. "Who cares,-
They think - sooner or later he will go, sooner or later the baby will start
Play with blocks, hold a pencil and draw when he starts reading and counting. What
Hurry with this? The time will come - learn everything.
In reality, this is far from the case. Toddlers who have learned to read before
Schools that learn much better than others and learn them, as a rule, very easily,
And he does it playfully and with pleasure, while the older ones have the process of learning to read
It is much more difficult and usually under pressure from adults.
How does a child acquire native language? If the baby hears the conversation of adults
From the day of his birth, if he is constantly spoken to, prompting him to babble in response,
Repeating words, then for about a year he begins to pronounce the first words,
A year later, it is already easy to compose simple phrases, and from two to five (according to
K. I. Chukovsky) every child is a brilliant linguist. But it applies
Only for normally developing children. If up to a year the child rarely hears
Speech addressed to him, if no one causes him the need for speech
Communication (this can be observed in children's homes, where children see only peers
And few adults), he begins to speak not only 2-3 years later, but -
The main thing! - mastering his native language is going on with great difficulty, very
Slowly, and then it affects the overall development. Long years him and at school
It can be difficult to study, and even with great diligence, it becomes chronically
lagging behind.
Science knows more than 50 cases when babies fell into the lair of wild animals.
Animals and grew up among animals. Sometimes it was possible to return such children to
Human society, but this return usually turned out to be tragic.
If the child was more than 6-8 years old, then by no means could he
To make a man, they could not even teach to speak like a human being. Why? Where
What happened to his universal human ability to master speech?
It turns out that the opportunity to develop does not remain unchanged! baby brain,
Constituting only 25% (by mass) of the adult brain at birth, especially
It grows rapidly and "ripens" in the first months and years of life (by 9 months it
Doubles, triples by 2.5 years, and by 7 years is already 90%). But
The quantitative growth of the brain, i.e. the number of new cells and their size is relatively
Little depends on the nature of the child's activities. Both the highly developed and the laggards
In the development of head circumference differ slightly. quality
The same differences, and hence the difference in the productivity of mental work of developed and
Retarded children can be huge.
This can be explained by the number of connections "involved" between
Brain cells. Every child is born with the richest fibrous
A network connecting brain cells, but these are only potential, possible connections.
They become real, effective only when they are launched into action.
Certain neural structures, when certain ones begin to function
Abilities and through the "lines of communication" begin to pass biocurrents. And the younger
The child, the easier the formation of connections, and with age it becomes more and more difficult and
Harder. We called this phenomenon nuvers - Irreversible Extinction of Opportunities.
Effective Ability Development. In the works of the Swedish neuroscientist
Holger Hiden has a purely biological confirmation of it: experiments,
Conducted at the "molecular level", they say that the brain requires for
of its full development, especially in the early stages, not only corresponding
Nutrition, but also stimulation. Neurons lacking any of these factors
Particularly stimulating "learning" environment, can not form a rich network
Fibrous connections, they become, figuratively speaking, empty bags and in
Eventually they atrophy.
That's why it was not possible to teach children who grew up in animal dens to speak,
That is why, on the contrary, we see cases high development children. One example:
Five-year-old Englishwoman Verina Greenway speaks and reads English,
In French and in Italian. She writes as well as a ten year old
Children, and does not make grammatical errors. She knows about math
Three classes ahead. She swims, plays the piano, skates and
Dancing ... The girl's mother is convinced that most children can be like
And her daughter, if the parents create certain conditions for them. And on time -
We will add.
But if the life of a child is reduced to the wretchedness of biological existence
(fed, watered, put to bed), then only a small part of it is realized
Opportunities, a limited number of connections between brain cells is formed.
Depriving the child, due to ignorance and traditions, of a timely and complete
development in infancy and preschool childhood, we thereby doom him to
Low rates of development, huge expenditures of time and effort, and low
Final result. And we consider this development normal!
That is why it is necessary to start development as early as possible, that is why the first years
Life is the most fertile time when the reasonable cares of dad and mom will give
The richest fruits, fruits that will remain for life and which, with all
Desires cannot be so successfully cultivated later.
HOW TO DEVELOP CREATIVITY
So, the first condition for the successful development of creative abilities is: early
Start. More precisely, the first impulses to the development of abilities begin with
Early swimming, early gymnastics, early walking or crawling, i.e. with
Very early, according to modern ideas, physical development. Yes
And later, early reading, early counting, early acquaintance and work with all sorts of
Tools and materials also give impetus to the development of abilities, and the most
different. But when exactly to start developing the creative abilities themselves?
And how to do it?
It is interesting that no one has a similar question when teaching a child
Speak. No one thinks about whether or not it's time to start talking to him.
They just talk to him - from the day he was born, when he still does not perceive,
It seems nothing. Five, ten months pass, the moment comes - said
First word! The conditions for this to happen were provided
IN ADVANCE, they were ahead of the development of speech, continuously stimulated it, and
The maturation of the corresponding parts of the brain proceeded successfully. Isn't it for this reason
In the families of musicians, where a child hears music from infancy and very early
Tries his hand in this area, children tend to have highly developed
Musical ability? And in the families of artists - fine
Abilities, mathematicians - mathematical, etc. And what if in development
Other abilities to do so: as far as possible,
To surround the child in advance with such an environment and such a system of relations that would
Stimulated his most diverse creative activity and gradually
We would develop in it exactly what at the appropriate moment is capable of the most
Develop effectively? This is the second important condition.
Effective development of abilities.
When Alyosha, our first-born, was one year old and was just beginning to speak,
Someone gave him cubes with letters. Imagine our surprise when we
They found that by the age of 2 Alyosha already knew half the alphabet, by two and a half
- all letters, and at the age of 2 years and 8 months I read the first word! Our role in this process
It boiled down, basically, to the fact that we called letters to our son if he asked, and
They rejoiced when he showed familiar letters in newspapers, on signs, in books.
And for all the following children, we have already prepared not only cubes with letters,
But also the alphabet on the wall, a board and chalk for writing, primers and books with large
Letters. And it turned out that all of them are easy, without pressure and special classes,
The most diverse information, but also great pleasure, from
Which is now difficult to tear them off.
We have tried in other ways to create an atmosphere in our family
Outstripping the development of children: a wide variety of books and cards, sports
Shells (rings, horizontal bars, ladders, ropes, etc.) and a workshop with materials
And tools, building materials - cubes and bricks, measuring
Devices and our educational games that encourage solving difficult creative
Tasks, long trips, where children were given a lot to do on their own,
Up to planning and carrying out the campaign itself, all this is essential.
Expanded the world of children, expanded their ability to know reality and
Show yourself in a wide variety of activities. At the same time, we deliberately
(because we are convinced: coercion is the enemy of creativity) provided the guys
Greater freedom in the choice of activities and their sequence, in time and methods
Works. And they themselves tried only not to miss the opportunity to play or
Do something with the kids, and, of course, rejoiced with them
Every step forward, every success.
The results surprised us too: the guys grew up independent and inquisitive*
Strong and hardy, quick-witted and skillful. Studying at school
It was easy for them, they walked ahead of their age by 2-3 years. Anton, for example,
He graduated from the 10th grade at the age of 13, the chemical technical school - at 16.5 (diploma with honors)
And then he entered the chemical faculty of the Moscow State
University; Anya graduated from 10 classes at the age of 15, and the youngest daughter Lyuba
She graduated from the library technical school and began to work, having not yet received a passport.
This helped them find time for different activities outside of school, including
For their sports improvement: 13-year-old Anya and 11-year-old Yulia received
1st junior category in acrobatics.
And this did not prevent them from remaining children - lovers of noisy games and adventure games.
Films, organizers of all sorts of pranks, grateful listeners
Magic tales.
Now we know other families, and entire clubs of young families in different
Cities where parents provide their children with favorable
conditions for development and achieve amazing results even in difficult
The conditions of a modern apartment. Already many refuse some varnished
Conveniences in the apartment, they install sports complexes and at least partly
Give your child the precious opportunity of timely and
Complete development.
The third, extremely important, condition for the successful development of creative
Ability stems from the very nature of the creative process, which
Requires maximum effort.
It turns out that abilities develop the more successfully, the more often in their
In activity, a person reaches the ceiling of his capabilities and gradually
Raises this "ceiling" higher and higher. This has long been known, for example, by chess players,
Who always hold training meetings only with strong or
Even by superior opponents. Paradoxically, this condition
The maximum tension of forces is most easily carried out when the child
He's already crawling, but he hasn't started talking yet. The process of knowing the world at this time is going on
Very intense, but you won’t use the experience of adults - to explain to such
Little one can't do anything! At this time, the baby is more than ever,
Forced to engage in creativity, solve many, completely new for him,
Tasks, independently and without prior training (unless, of course,
Adults allow it to be done, not decide for them.)
The ball rolled under the sofa. 10-month-old baby wants to get it: lies down on
Belly and looks under the sofa. The ball is far away, near the wall, but it's all the same
He stretches out his little hand and ... does not get the ball. And the head does not crawl under the sofa -
The legs of the sofa are short. After making several unsuccessful attempts to get the ball
In front, the baby comes in from the side, and here is a low bench on the way. Kid sticks out
A hand in a narrow gap between the wall and the bench. And again failure
Fingers only scratched the ball with nails, but it is impossible to take it. More
And another attempt, and again to no avail. But, already upset by failure, the kid with
Resentfully, he abruptly pulls his hand out of the gap and ... moves it away from the wall
Small bench. The gap immediately became wider, the ball is already clearly visible through it, and now
A whole passage, you can squeeze in there, and the baby immediately crawls there, on the go
The kid, ready to ask a revak, is already smiling.
Watch the baby during this, at first glance, simple
Actions: how concentrated and intense his mind is working at this time and how
It's growing fast! It is this intense mental activity
Allows in a surprisingly short time the silly slider to turn
And overwork, if one more - the fourth - important condition is observed, oh
Which has already been mentioned before: the child should be given more freedom
In the choice of activity, in the alternation of cases, in the duration of one lesson
Interest, emotional upsurge serve as a reliable guarantee that even
Great tension of the mind will benefit the baby.
But the freedom granted to the child not only does not exclude, but on the contrary,
Assumes unobtrusive, intelligent, benevolent help from adults - here
The last (fifth) important condition for the successful development of creative
Turn freedom into impunity, and help into a hint.
You can’t do for the child what he himself can do, think FOR him,
When he can figure it out. Unfortunately, the hint is common.
A form of "help" for children, but it only HARMS the cause!
Here is 2-year-old Alyosha, who has a saucepan of milk in his hands, approaches
A closed door and stops in bewilderment: how to open it? To him on
Help hurries grandmother. She's about to open the door herself...
- Wait, grandma! Let your grandson figure out what to do here.
Do not deprive him of the difficulties and pleasures of making a small, but discovery!
- Open the door - open? Well well! Okay, open your own
Opening, just put the saucepan on the floor, fool ...
Oh, grandmother, grandmother, caring grandmother! I never let my grandson think.
And there was no opening. Caution: such "care" can destroy
Root all sprouts of creativity!
No, we won't do that. But as? Let's start all over again: 2-year-old Alyosha needs
Open the door, and both hands are busy. Dad is not far away, but he is in no hurry to help, only
He remarks: “I wonder how Alyosha will open the door?” Alyosha tries to open
Door with a foot - it does not work. He tries to press the saucepan to his chest - milk
It splashed out a little. What if you hold it with one hand? Out! Saucepan something
Little at all. But now it's hard to reach the door handle. What an annoyance! BUT
Dad is still encouraging: “Come on, come on, figure it out!” Finally, I thought, put
On the floor, but again very close to the door - I had to move it aside.
Hooray! Got it! - radiant face, general jubilation. Still would! Now opening
Happened!
There is a great formula of the "grandfather" of astronautics K. E. Tsiolkovsky,
Opening the veil over the secret of the birth of the creative mind: “First I
He discovered truths known to many, then began to discover truths known to
Some, and finally began to reveal truths unknown to anyone. Apparently
This is the path of the formation of the creative side of the intellect, the path of development
Inventive and research talent. Our duty is to help
Child embark on this path. This is exactly what educational games serve.
YOU BUY A GAME OR TOY. FOR WHAT?
Huge department store "Children's World" - a real kingdom of games
And toys. It seems like there is nothing here! For all tastes, for all ages: both desktop,
And electrified, and mechanical, and musical ... A sea of \u200b\u200bcolors
And - the ocean of childish desires:
Mom, buy...
"Dad, please...
"Mommy, I really, really want to...
-- Grandmother...
Oh, those pleading children's eyes! What parental heart does not tremble!
And now the hand reaches for the wallet ... Just a minute! Let's try
Understand: what are you guided by when buying another nursery
Toys or games? The desire of a child? To not come up? At the neighboring Vovka
Yes, but mine is worse? What would a child be happy about? Useful or... just trendy?
Well, they have already bought: something expensive, sparkling and very, very like
Real... "Thank you, mommy!" A new toy is always a joy, but...
Half an hour passes, an hour, and at best a day or two, and she is already abandoned, already
Not interesting. Who is to blame here: a toy, a child, or ... dad and mom? This question
Very, very difficult. “Understanding the atom is child's play compared to
Understanding children's play "- in this figurative statement of the physiologist
X. Hoagland expressed both great respect for the problem of children's play, and a clear
An idea of the extreme complexity of this problem.
A lot of books have been written about games, large teams of specialists work
Entire industries are engaged in the creation of new toys, their production
Industry. All this, of course, not only to give children more
Joy and fun. Toys and games are one of the strongest educational
Funds in the hands of society. The game is called the main activity
Child. It is in the game that different sides of his personality are manifested and developed.
Many intellectual and emotional needs are met
Character develops. Do you think that you are just buying a toy? No you
You are designing the human personality!
SOCIAL ORDER FOR... CHILDREN'S TOYS
Toys and many games one way or another, but always in an accessible, interesting
Forms model life itself. Naturally, each era, the interests of different
The classes of society are reflected in the games of children in their own way, as if realizing in them
Your social order for certain personality traits that you need to
Educate the next generation. Our time, the time of scientific and technical
progress and perestroika put forward an unprecedented demand: the development
The creative potential of each future member of society. How is this
Social order is implemented in modern games and toys? What is most often
Buy, for example, for girls? All kinds of dolls, dishes and furniture for them,
Sewing and washing machines, needlework, i.e. reduced
Models of that family life with which a woman will have to deal with all
Life. Of course, no one will mind that preparing for a future family
Life, to domestic work should be reflected in the games. This is good.
Another thing is bad: most often this circle of games for girls is limited (board
Entertainment games do not count.) Constructors? This is considered
For some reason, an occupation for boys. Well, mosaic, cubes - that's all right.
But constructors? Why should she?
The boys were more fortunate: in addition to pistols, rifles, cars and planes,
They are intended for building materials, and prefabricated models, and
Controlled toys, and all kinds of constructors, the value of which for
The intellectual development of children is unlikely to be disputed by anyone. Through games
Type "Designer" can certainly develop many aspects of creative
abilities, but, in our opinion, they are often used by far from the best
In a way (for more details, see the description of the game "KB SAM"). Except
Moreover, games of this type are designed for an older age, at least for
School. After all, dad will not buy a constructor for a 2- or 3-year-old baby?
NEW GAME TYPE REQUIRED!
Designers usually begin to look closely when children are already
They grew up, that is, by the age of 8-9. But what about the most favorable for development
Age? What to give a child in a year, two, three? To benefit no less than
From the designer, and so that the game captivates the baby, gives him a healthy and interesting
"Food" for the mind, and at the same time quite complex. And it is very important that this
The complexity increased with the growth of the baby, ahead of his development, and not a day,
Why is it so often possible to see a picture: the baby has a lot of toys, and he
Doesn't play with them? Of course, there is not one reason for this, but most often the main reason
The fact that the toys have already "exhausted" themselves. The element of novelty is gone. And he and
Attracts the child in the first place. Give him a task for the mind, a long
The intellectual load of the finished toy is not able to. In this respect
The author of the book, an innovative teacher, whose pedagogical views are widely known not only in our country, but also abroad, talks about the experience of applying and using special games to successfully develop the creative abilities of the child. The book contains a description of games that are a kind of "mental gymnastics", the methodology for their implementation and tips for making. This edition is updated with new games. The 2nd edition was published in 1985 under the title "Educational Games". For kindergarten teachers, elementary school teachers, parents. WHAT IS THIS BOOK ABOUT This book is about games, but not games. You can't even buy them in the store, but you have to make them yourself. You can’t just give them to a child like a toy and say: Play! - The game may not run. They cannot be shown to the child all at once, but only one at a time; and the next, maybe not earlier than in a week or in a month, and some even in a year. They have an unusually wide range of tasks both in terms of difficulty and variety of character, so a preschooler, a student, and an adult student can get carried away with them. Of these, you can make a test to test intelligence and design abilities or to develop mathematical thinking. You can play them alone, and together, and the whole family, and the company, and the whole group in a kindergarten or a class in an elementary school, and even hold an Olympiad for the championship, like in chess or checkers. They can be called a sports complex, but ... for the mind, for the development of the child's abilities. Such complexes are not yet produced. They, apparently, will appear only in the XXI century. The games were well received by parents and family clubs, but circulation was small and even after the second edition (1985) there were not enough books. Therefore, the book was rewritten, summaries were made and a lot of letters were sent with a request to publish it in a large edition. Abroad, the popularity of the book also grew rapidly. It was released in Japan in 1986 and is being translated into the United States.
Preface from the Nikitin family to the 7th edition, corrected and enlarged
You are holding a book in which the methodological and creative experience of Boris Pavlovich Nikitin is concentrated for more than 35 years - in fact, from 1962 to 1998.
Boris Pavlovich attached great importance to the invention and methodological study of educational games and worked with children different ages and adults literally until their last days. He was convinced that such games were the future. And he turned out to be right.
Today, you can find "developers" in almost every kiosk. But "Nikitinsky games" occupy a special place in an endless series of educational aids. First of all, because behind them lies half a century of constant practice, analysis, and refinement.
It all started with the fact that two smart and observant parent teachers, Boris Pavlovich and Lena Alekseevna Nikitin, began to make fundamentally new games and manuals for their seven children with their own hands. All of them had a certain applied value, some of them were based on well-known psychological tests. However, their goal was not only to measure, a and develop the child's intellect by tasks of increasing, "gradual" complexity.
The first six games - "Fold the Pattern", "Unicube", "Attention", "Attention - Guess!", "Bricks", "KB SAM" - showed excellent results in practice and were described in a brochure published in 1976 . The number of games began to grow actively, and the book about them began to be widely reprinted. Thousands of young dads and moms throughout the Soviet Union actively studied educational games, processed, cut, painted and glued cubes, plywood and cardboard, drew tasks for them and worked with kids. Since the 90s of the twentieth century, "Nikitinsky games" have been successfully introduced into the practice of kindergartens in Japan and Germany. In the last lifetime edition (1998), Boris Pavlovich already describes 17 games and various manuals.
At the same time, all games and manuals did not stop being tested in our family: with children and grandchildren, children of numerous friends, acquaintances and guests, with teenagers and adults. Both children and adults not only played with enthusiasm, but also came up with new tasks and passed special tests compiled by Boris Pavlovich on the basis of some games. Over the decades, Boris Pavlovich has accumulated a huge statistical and research base, constantly improving the methods of training. He himself masterfully played with the kids, emphasizing: “Do not turn educational games into a boring teaching aid!”
Children who grew up with these games became adults. Our own children have also grown up. Now the great-grandchildren of Boris Pavlovich and Lena Alekseevna play "grandfather's cubes" with enthusiasm. And as before, these games continue to turn to us with new facets and opportunities. Preparing this edition, for the first time without the participation of Boris Pavlovich and Lena Alekseevna, we made many unexpected discoveries, taking a completely new look at such seemingly familiar cubes. In addition, since 2015, eleven games have been released under our control, which also teaches us a lot.
Therefore, in the 7th edition of the book “Steps of Creativity. Developing games” comes out seriously revised and supplemented.
This included the entire author's text by Boris Pavlovich, which Lena Alekseevna once helped to write and edit. Including restored interesting illustrative examples from the very first brochure in 1976. We deliberately left detailed descriptions of "How to make a game yourself" - and not only in memory of those thousands of enthusiasts who have been making these games with their own hands for decades. Some allowances are not yet commercialized and some parents use their own resources. The book also includes the work of Boris Pavlovich "26 factors in the formation and development of creative abilities" - a kind of summary of his many years of reflection, an invitation to parents and teachers to co-create.
There are also many new things.
We can see from our own kids that the tricks and stories that worked great in games twenty, thirty, forty years ago are no longer so effective. We observed, analyzed, tried - and found what works today.
Therefore, the book "grown" with new methodological techniques. Sometimes the additions were organically integrated into the author's text, sometimes they are listed as "Additions to the new edition". BUT new tasks to games, as we believe, have well supplemented the idea of "stairs", made up for some gaps in the previous versions of tasks. In "Unicube" and "Bricks" the level of complexity now increases more smoothly, and quick wit, imagination, attentiveness "grow up" in the students just as rhythmically - that is, the creative aspects of the intellect, which Boris Pavlovich was so concerned about.
We are glad that great-grandchildren, who managed to take a completely new look at "Dice for All" and "Fold the Square", joined the family creativity. This revealed the incredibly interesting possibilities of the "Nikitinsky games" and presented a whole series of fundamentally new tasks.
In addition, for busy young parents who prefer a summary, we have developed several compact checklists that are included in the appendices.
Boris Pavlovich was convinced: if you start with early age, then it is possible for a person to develop absolutely all abilities. Our life - the life of B.P.'s children and grandchildren - both confirms and refutes this categorical position. We grew up in the same conditions, but we all grew up very different in inclinations, hobbies, and professions. Someone successfully “hit” the periodic table, while the other can’t stand chemistry all his life, although the table hung on the wall for everyone. It's the same with educational games: some are still passionate about Cubes for All, others fondly remember Fractions, and some never tire of admiring the Table of Hundreds. At the same time, apparently, it was the “early start” that helped everyone to become infected with curiosity for life.
On the other hand, it is worth recognizing that among all the Nikitins, perhaps the most inventive inventors are still Boris Pavlovich and Lena Alekseevna themselves - who have special conditions for " early development” was not in childhood. And we continue to argue both with each other and with Boris Pavlovich: what is “invested” in a person before birth, and what is brought up after?
But all of us, the Nikitins, have in our blood - to love and want to do something together with children, trust them and respect their independent decisions. We are sure: it came from our parents and largely due to the diverse “developing” home space that they invented and created. An important part of this multidimensional space were those same games and manuals. They really prepare well for school, especially for mathematical disciplines, they give everything to “feel” with their hands - numbers, numbers, dates, parts of a whole, fractions and negative numbers, geometric shapes and lines. After them, everything is assimilated easily in the classroom - just as it was at home, together with dad and mom. And technology developing games, and the games themselves can be mastered by anyone who wants to - this is the whole book.
But there are no identical children, just as there are no identical fathers and mothers. Technologies are technologies, but Boris Pavlovich all the time urged to carefully observe the child, take into account his reactions and learn from him - then any joint activities of an adult and a child will yield rich results. And educational games provide a whole range of opportunities for this.
Let this book help you find the individual pace of development of your child and ways to overcome the most difficult “steps”. You will be better able to see and study his personality: character traits, inclinations, hobbies. And along the way, your own character will definitely manifest itself - and the zones of your internal questions: what am I doing right and what is wrong? Why here I and my child do not understand each other? Where can and should I help, and where should I feel and keep the boundary of his responsibility and independence?
Educational games are a great tool in your smart hands. Invent, observe, try, create in games and in life! I wish you success!
Nikitin family
July 2016
From the author. What is this book about
This book is about games, but unusual games. They were born in communication with children and with their direct participation, they were tested in our large family and in other families, in experimental studios, in the lessons of enthusiastic teachers. And invariably aroused interest not only in children, but also in adults. The very first attempt to introduce educational games, even in a small dose (2-3 times a week for half an hour) into the practice of working with senior group kindergarten showed that the pace mental development babies can almost double in size.
They have been produced in Germany and Japan since 1990, and in Russia since 1997. If you didn’t manage to buy them ready-made, then do it yourself, the author cites detailed description in the book. But you can’t just give them like a toy to a child and say: “Play!” - the game may not work. They cannot be shown to the child all at once, but only one at a time, and the next, perhaps not earlier than in a week or a month, and some even in a year.
They have an unusually wide range of tasks, both in terms of difficulty and variety of character, so a preschooler, a student, an adult, and a student can get carried away with them. Of these, you can make a test to test intelligence and design abilities or to develop mathematical thinking.
They can be played alone, and together, and the whole family, and the company, and the whole group in a kindergarten or a class in an elementary school. And you can even hold an Olympiad for the championship, like in chess or checkers. And in competitions between adults and children in fairness - on an equal footing! - in an intellectual duel, the little ones often win. And in these "battles" the eye, attentiveness, observation, ingenuity, mathematical and spatial thinking and many other qualities of human intelligence are actively developed.
Therefore, they can be called a sports complex - but for the mind, for the development of the creative abilities of the child. Modern education basically develops only one side in children - performance skills, but the more complex and important side, Creative skills, are left to chance and remain at a deplorable level for the majority.
In principle, every healthy child can be made creatively developed, but ignorance, and sometimes the traditional approach, does not allow this. Creative minds are still a rarity.
But here the experience of life overtook science and offers the first practical book of this kind. Who is not afraid of business - try it!
Written back in 1973, this book did not appear for a long time, and even the brochure "Steps of Creativity" (M .: Knowledge, 1976. - Series People's University. Pedagogical Faculty, No. 1) did not open the way for her. It was first published in German in Cologne (Germany) in 1980, and a year later - in Moscow, by the Pedagogika publishing house.
The games were well received by parents and family clubs, but circulation was small and even after the second edition (1985) there were not enough books. Therefore, the book was rewritten, summaries were made and a lot of letters were sent with a request to publish it in a large edition.
Abroad, the popularity of the book also grew rapidly. It was released in Japan in 1986 and had gone through 17 editions there by 1995.
In the 5th edition (1998; the last lifetime edition prepared by the author. - comp.) the book comes out significantly supplemented: the chapter “A Little Theory” is restored in it, other chapters are expanded; difficult tasks the game “Unicube” was enriched, the number of tasks for the game “KB SAM” was doubled, the “Table of hundreds”, “Table of Pythagoras”, “Fractions”, “Plan and Map”, “Clock”, “Thermometer”, “Knots” were included - what can rather be called not games, but game aids that create a “developing environment” for the child.
These additions greatly expand the concept of "non-traditional education", provide more material, but also impose on parents, of course, more creative concerns. It is necessary not only to feel what each game and each allowance gives, but also to find out the intellectual capabilities of your kids - in order to choose the dose, and especially the time when to introduce the game or allowance. And then observe and, of course, stimulate the creative achievements of their children.
The book is designed to work with her, to make individual games, sometimes in several copies. Therefore, let the readers forgive the author for repetitions, and, conversely, different approaches and solutions in a different setting and with other children. This is inevitable if you are looking for the best options.
And here is what is important to understand from the very beginning: educational games are not at all some kind of elixir of talent, taking which “every other day, a tablespoon”, you can achieve the desired results. They cannot replace "dirty pieces of iron" and a workbench with tools, they cannot relieve you of the need for a creative approach to any life situations.
This is only one of the means of developing abilities, and it will be the more effective and useful, the less contradictions there are between the principles that formed the basis of these games, and the principles on which the entire system of communication with children in the family is built.
Where they are not in a hurry to isolate the baby from life and save him from difficulties, where they try to give him room for research and activity, there educational games will organically enter the family's way of life and can become a powerful stimulus for the development of the child's creative abilities.
B. P. Nikitin, 1973–1998
A bit of theory
If you are not very interested in the theoretical side of the question of creativity and the peculiarities of its development, then you can skip this chapter and go straight to the description of games and the methodology for their implementation.
For those who want to get to know this issue better, who want to understand WHY it is possible and necessary to develop the child's abilities and WHY you need to start this ASAP, – We advise such comrades to read this chapter of the book carefully.
It will not only serve as a key to understanding many of the patterns used in educational games, not only will it give you the basis for your own creativity in the field of creating new children's games.
It is these pages of the book that will give you food for serious reflection on what the role of parents and educators should be in the most responsible matter of the formation and development of children's intellect.
About creative abilities, or about creativity and performance
“The essence of creativity is in predicting the result of a correctly set experiment, in creating a working hypothesis close to reality by the effort of thought, in what Sklodowska called a sense of nature; mathematicians call mathematical flair<…>. Building a hypothesis, creating an artistic image, a person either falls into the tone and time of nature, or takes a false note.<…>. Those who hit the tone succeed, those who take the wrong note fail. This is the essence of creativity."
These words belong not to a psychologist or a teacher, but to a remarkable inventor, metallurgical engineer V. E. Grum-Grzhimailo, they very figuratively characterize the degree of scientific character of each hypothesis.
We, like most parents, did not hypothesize. Fascinated by the development of our seven kids and especially their creative abilities, over thirty years we have developed our own view, our own approach and our own idea of this process, which in many respects differ from the generally accepted ones. The discrepancies confused us at first and provoked objections from scientists. But. this approach has consistently led to high results in the development of children, and we have not abandoned our views.
And now it seems to us that we “fell into the tone and tact of nature”, that our ideas were the main thing that led to success, and we have no right to hide them from other fathers and mothers. Otherwise, only some parents, those who suspect that their children have some natural inclinations, will continue to develop the abilities of their children. And parents will generally not understand why it is necessary to start developing abilities. as soon as possible; and most importantly - what is needed for the development of abilities another method of communication with the child, something fundamentally different from the usual show, story, explanation, repetition, that is, learning.
Then the features of educational games, their dissimilarity to ordinary toys will be understandable and will not only bring parents pleasant moments together with the baby creative play, but will also serve as a key for their own creativity, for inventing new tasks and even new games. Yes, and parents will see how much richer the conditions for the development of the baby in the family can be made and how the fruitfulness of parental efforts can grow.
What is creativity?
People do a lot of things every day: small and large, simple and complex. And each case is a task, sometimes more, sometimes less difficult. But with all their external diversity, and sometimes incomparability, all cases can be divided into two groups, if you approach them with one measure - is this an old task or a new one.
Here is a typist typing or a driver driving a bus down the street. At the same time, they solve their professional problems. How to solve them, each of them knows well. First they studied, and then they practiced over the years of work. Professional tasks are old, well-known for them, and the usual work is called performing activity. By learning a profession, a person develops his performing abilities: attention, memory, the ability to copy the actions of others, to repeat what they saw or heard, the ability to bring a professional skill to automatism, etc. These abilities allow a person to act in any habitual activity according to a once and for all established rule or pattern, sometimes even mechanically. It is not for nothing that typists, for example, while typing and without even slowing down the pace of work, can talk to each other; the driver, continuing to drive the bus, announces stops, makes remarks to passengers on the microphone, and may even joke.
But here they put a manuscript in front of the typist - a long text that must be arranged on one sheet in the most economical way or in some unusual way. This is unusual, she had not had to deal with this before: for her, this new a task. Or the driver, who came to the garage in the morning, does not start the engine. A malfunction can be in the system and power, and ignition, and wiring, and in a variety of parts. Not a single textbook and instructor can foresee all possible breakdowns and malfunctions and teach the driver how it is done when learning to drive a car. So this is also new a task. You have to think for yourself, find a solution. And although it is not very complicated, it can already be classified as creative.
The range of creative tasks is unusually wide in complexity - from finding a malfunction in a motor or solving a puzzle to inventing new car or scientific discovery. But their essence is the same: when they are solved, act of creativity, a new path is found, or something new is created. This is where the special qualities of the mind are required, such as observation, the ability to compare and analyze, combine, find connections and dependencies, patterns, etc. - all that together makes up Creative skills.
Creative activity, being more complex in nature, is available only to man. And the simpler one - the performing one - can be transferred both to animals and to machines, for it and the mind not so much is required.
In life, of course, everything is much more complicated, it is not always possible to separate different types of activity, and most often human activity includes both performing and creative components, but in different proportions. The worker at the assembly line is almost deprived of the need for creative activity: he must accurately perform the operations known to him. But a mechanic-adjuster of an automatic line or an inventor is almost constantly busy with it, and any of their activities is “impregnated” with creativity, since work in large quantities puts them new tasks Yes, and they themselves find them in life.
Who needs creativity?
And no matter how strange it may seem at first glance, more complex, yet not feasible for everyone and often requiring real asceticism, creative activity attracts people, and not only young people. Apparently, these great difficulties can also give great joys, and joys of a higher, human order - the joy of overcoming, the joy of discovery, the joy of creativity.
It is possible that this is both natural and highly symptomatic: after all, we live in an age of a scientific and technological revolution that has not yet been seen in the history of mankind. Life in all its manifestations becomes more varied and more complex; the more it goes on, the more it requires from a person not stereotyped, habitual actions, consecrated by centuries-old traditions, but mobility of thinking, quick orientation, creativity to solve big and small problems.
Mobility is also required by modern production, where new professions appear literally before our eyes and those that require heavy, monotonous, performing work are on the wane. It is easier for a person with a creative mindset not only to change professions, but also to find a creative “zest” in any business, get carried away with any work and achieve high labor productivity.
The acceleration of scientific and technological progress will depend on the quantity and quality of creatively developed minds, on their ability to ensure the rapid development of science, technology and production, on what is now called the increase in the intellectual potential of the people.
And before our state, school, educators and parents, a task of extreme importance is growing: to ensure that each of those who now go to kindergarten and who are yet to be born, grow up not only as a conscious member of the new society, not only as a healthy and strong person , but also - for sure! - an initiative, thinking employee, capable of a creative approach to anyone work that he would take on. And an active life position can have a basis if a person thinks creatively, if he sees around him an opportunity for improvement.
It turns out that all should become creators? Yes! Let some - to a lesser extent, others - to a greater extent, but necessarily all. Where to get so many talented and capable? Nature, everyone knows, is not generous with talents. They are rare like diamonds...
The author of the book, an innovative teacher, whose pedagogical views are widely known not only in our country, but also abroad, talks about the experience of applying and using special games that allow successfully developing the child's creative abilities.
The book contains a description of the games, which are a kind of "mental gymnastics", the methodology for their implementation and tips for making. This edition is updated with new games.
The 2nd edition was published in 1985 under the title Educational Games.
For kindergarten teachers, elementary school teachers, parents.
What is this book about
A bit of theory
What is creativity?
Who needs creativity?
Is nature generous with talents?
Don't miss the best time
How to develop creativity
What are educational games
You buy a game or a toy. For what?
Social order for ... children's toys. .
New type of games needed!
Essence and feature of educational games
We invite mom and dad to work
How to play with children
Rejoice in success, but do not praise
No satiation, no coercion!
On your own - without prompting! But what about errors?
You won't be forcibly sweet, but the forbidden fruit is sweet
What game to start with?
By the will of the waves
Icebreaker method, or step back - two steps forward
With the help of a fairy tale and without it
Relaxed environment
When do games run out?
Rules of the game
Description of educational games
Lay down the pattern (SU)
Frames and inserts Montessori (M)
Unicube (U)
monkey
Plan and map
Fold the Square (SC)
Attention (V, VU)
Attention - guessing game (VU)
Hundred table
Dots (T)
Hours (H)
Thermometer
Bricks (K)
Cubes for All (KB)
KB SAM (Design Bureau of Independent Active Thinking)
Fractions (D)
Pythagorean table
nodules
Conclusion
This book is about games, but unusual games. You can't even buy them in the store, but you have to make them yourself. You can’t just give them to a child like a toy and say: “Play!” - The game may not run. They cannot be shown to the child all at once, but only one at a time; and the next, maybe not earlier than in a week or in a month, and some even in a year.
They have an unusually wide range of tasks both in terms of difficulty and variety of character, so a preschooler, a student, and an adult student can get carried away with them.
Of these, you can make a test to test intelligence and design abilities or to develop mathematical thinking.
You can play them alone, and together, and the whole family, and the company, and the whole group in a kindergarten or a class in an elementary school, and even hold an Olympiad for the championship, like in chess or checkers.
They can be called a sports complex, but ... for the mind, for the development of the child's abilities. Such complexes are not yet produced. They, apparently, will appear only in the XXI century.
In the meantime, unfortunately, modern education develops only one side in children - performing abilities, and a more complex and important side - the creative abilities of a person are given to chance and for the majority remain at a deplorable level. This is our weakness and our misfortune, especially now, when the saving glasnost has revealed a mass of problems and more and more powerful creative minds are needed to carry on real restructuring and advance science, technology, and especially social life.
In principle, every healthy child can be made creatively developed, but ignorance and traditions do not allow this. Creative minds are still a rarity. The experience of life here has overtaken science and already offers the first practical book of this kind. Who is not afraid of business - try it!
Written back in 1973, this book did not appear for a long time, and even the brochure "Steps of Creativity" (M .: Knowledge, 1976. - No. 1) did not open the way for her. It was first published in German in Cologne (Germany) in 1980, and a year later in Moscow by the Pedagogy publishing house.
The games were well received by parents and family clubs, but circulation was small and even after the second edition (1985) there were not enough books. Therefore, the book was rewritten, summaries were made and a lot of letters were sent with a request to publish it in a large edition.
Abroad, the popularity of the book also grew rapidly. It was released in Japan in 1986 and is being translated into the United States. In the third edition, the book is published without abbreviations, significantly supplemented: the chapter “A Little Theory” is restored in it, other chapters are supplemented; the game "Unicube" was enriched with complex tasks, the number of tasks for the game was doubled
"KB SAM", included "Table of hundreds", "Table of Pythagoras", "Fractions", "Plan and map", "Clock", "Thermometer", "Knots" - what can be called not games, but game aids creating a "developing environment" for the child. These additions greatly expand the possibilities of understanding "non-traditional education", provide more material, but also impose on parents, of course, more creative concerns. It is necessary not only to feel what each game and each allowance gives, but also to find out the intellectual capabilities of your kids in order to choose the dose, and especially the time when to introduce a game or allowance, and then observe and, of course, stimulate the creative achievements of your children.
The book is designed to work with her, ie. on the production of separate games, sometimes in several copies, so let the readers forgive the author for repetitions, and, conversely, different approaches and solutions in a different environment and with other children.
This is inevitable if you are looking for the best options. And here is what is important to understand from the very beginning: educational games are not at all some kind of elixir of talent, taking which “every other day for a tablespoon” you can achieve the desired results. They cannot replace "dirty pieces of iron" and a workbench with tools, they cannot relieve you of the need for a creative approach to any life situations. This is only one of the means of developing abilities, and it will be the more effective and useful, the less contradictions there are between the principles that formed the basis of these games, and the principles on which the entire system of communication with children in the family is built. Where they are not in a hurry to isolate the baby from life and save him from difficulties, where they try to give him room for research and activity, there educational games will organically enter the family's way of life and can become a powerful stimulus for the development of the child's creative abilities.
Conclusion
The book could be continued with a description of our other developmental aids. Here, for example, are cubes with letters (48 pieces), where the letters are drawn with the frequency of their occurrence in our speech. Then the kids can make trains out of them - the words "mom", "dad", "Nadya" and go to the station "Moscow" or "Tokyo", and not be aware that they are learning to write and read. There are a lot of words that can be added from such cubes, not like from the alphabet, where all the letters are only one at a time and even “mother” cannot be assembled.
You can add a set of bags (15-20 pieces) made of dense tent fabric. Bags - different in size, filled with small river or sea pebbles and weigh from 1 to 20 kg. Each bag has two comfortable, soft handles on opposite sides, and the bag can be taken with one hand, and two, and one, and put together on a bench or lifted, like a barbell, above the head, because a large beautiful figure, and everyone sees how many kilograms lifts "bogatyr Petya". In addition, these bags are an amazingly handy building material. From them you can build a wall, and a barricade, and even islands in the Pacific Ocean, and so jump from island to island so as not to fall into the water.
And if next to the bags there is a set of building bricks of 150-200 pieces (from boards, 40x80x160 mm in size), then small architects and builders can fantasize as much as they like, and immediately translate any of their fantasies, any project into a palace, into a tower up to the ceiling or in spaceship. But, continuing to expand the range of educational games and toys, we must not forget that by doing this we improve the action of just one of the factors that develop the child's creative abilities. And there are quite a few of these factors.
And start as early as possible more different innate reflexes (grasping, supporting, stepping, crawling, etc.), and greater freedom to explore the world, when the slider is not locked in a cramped bed or in an arena, but is allowed to crawl all over the apartment, and a sports complex in the room, and early reading and writing, and hammer and nails from 2 years of age.
And in order to cover and put into action as many of these factors as possible, it will not be enough to create an ideal children's room at VDNKh, even if the best sports complex was installed in it, all educational games and manuals were collected, and a work area was made with a vice, tools, materials for work of children and adults.
In such a room, parents can only see how little they have cared about the development of their children until now. But, in order to correct their mistakes, something more serious is needed and - most importantly - a deep acquaintance of parents with the methods of non-traditional education. Where can they find out about them?
While there were no books, parents simply went to the Nikitin family for the "experience of education." This flow was first tens, then hundreds, and after the publication of the book "We and Our Children" (1979) it exceeded a thousand people a year. And at first we received everyone at home, then it became crowded at home, we moved to school, and now on the first Sunday of the month people from different cities come to the village of Balashikha, Moscow Region, st. Solnechnaya, 9 (and school number 25), where the creative association "Creation" created the consulting "Nikitin Center". The time has come to create a "Center for the People's Experience of Education" and send this living stream of parents there, although, of course, this is the business of the Academy of Pedagogical Sciences, if it followed the public pulse.
So you need:
- a large hall (for 500-600 seats) for lectures, discussions, debates, with film and video equipment;
- a modern children's room with its ideal equipment and opportunities to get advice on any issues of education;
- separate playroom for children preschool age, also with a sports complex, tables with educational games and aids, where kids will play while their parents are busy;
- a working room (workshop) with workbenches, tools and materials for adults, where you can make sports complex details, copies of games, manuals, task drawings, photograph, sketch, record on a tape recorder, etc .;
- a library on non-traditional education with manuscripts and books of innovators not only on the stands, but also for reading, taking notes;
- photo laboratory and photocopying room with duplicating equipment to provide visitors with the necessary manuscripts, abstracts, photocopies;
- a kiosk organized on a cooperative basis to serve the Center and its visitors.
When such a Center is born, when it has funds, its connection with the masses will become on a business basis and parents who have come up with a new educational game will not have to look for a manufacturer, it will immediately be appreciated at its true worth in the Center, where, as the author dreams, a design bureau of toys will be organized first, and then a pilot plant. Then the business of developing the creative side of the intellect of kids will receive the scope that he has dreamed of for many years.
Natalia Konovalova
For many years I have been using educational games Nikitin Boris Pavlovich, an innovative teacher. He is known not only in our country, but also abroad. He has such a book « Steps of creativity or educational games» ,
in which he talks about the use of special games that allow develop children's creativity. Today I want to introduce you to one of his games "Fold the Pattern". The game consists of 16 identical cubes. All faces of each cube are colored differently: white, yellow, red, blue, yellow-blue, red-white. This allows you to make a huge number of patterns from them. Patterns resemble contours various items. In the game, children perform three types of tasks.
The first - according to the patterns-tasks, exactly the same patterns are added from the cubes. (At the beginning of training, we put the cubes on the pattern with the task, and then, looking at the pattern with the task, lay out the pattern on the table.)
The second is to look at the cubes and draw the pattern they form.
The third is to come up with new patterns.
The game can be played alone, and if you make several sets games, then you can organize competitions.
The game can be made more difficult way: if the pattern on the card consists of red and white edges, then you can suggest making the same, but yellow and blue pattern and vice versa. Children perceive such changes as a pattern of a new type.
In order to learn how to draw patterns from cubes, children need to learn how to draw straight lines, draw squares with colored pencils.
When we have learned to do all this, we can proceed to the compilation of new patterns. It is important that it be beautiful, symmetrical, resembling an object in its appearance.
During this games set is solved tasks: familiarity with color, shape, geometric shapes, orientation in space, orientation on a sheet of paper, development of creative abilities, the ability to analyze, synthesize, combine, purposefulness, thinking, vision of a holistic image, and so on. I wish you success in development of creativity in children.
