A gifted person is like a bright star in the sky, requiring special attention. It is necessary to take care of him so that he turns into a beautiful, full of strength star. Creating conditions that stimulate the development of creative thinking is one of the most important goals when working with gifted children.

It remains for us, teachers, to discern, distinguish, reveal the deep meaning of children's insight. And, illumined by their light, consciously return this meaning to the children in order to encourage, push them to further creative insights...

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Orlova Lilia Fedorovna,

senior educator

MBDOU CRR - Kindergarten "Kid"

town Cheryomushki, Republic of Khakassia

Formation of the qualities of a creative personality

Human talent is

small sprout, barely pro-

pecked from the ground and tre-

blowing to himself a huge attention

mania. It is necessary to cherish and cherish, care for him, make

whatever it takes to make you-

grew and gave abundant fruit.

V.A. Sukhomlinsky

A gifted person is like a bright star in the sky, requiring special attention. It is necessary to take care of him so that he turns into a beautiful, full of strength star.

In most scientific concepts, giftedness and the prerequisites for its development are associated with the creative abilities and abilities of the child, defined as creativity. Creativity (from the English create - create, create) - these are the creative abilities of the individual, characterized by a willingness to accept and create fundamentally new ideas that deviate from traditional or accepted patterns of thinking and are included in the structure of giftedness as an independent factor, as well as the ability to solve problems. According to the American psychologist Abraham Maslow, this is a creative direction,inherent in everyonebut lost by the majority under the influence of the existing system of upbringing, education and social practice.

At the household level creativity appears as savvy - the ability to achieve goals, find a way out of various situations, using the environment, objects and circumstances in an unusual way. In a broad sense - an unconventional and witty solution to the problem. And, as a rule, with ordinary tools or resources, if the need is material.

Creativity can be manifested in thinking, communication, in certain activities.

One of the important directions in the development of creativity of preschoolers is the formation of the qualities of a creative personality.This involves solving the following tasks:

1. Formation of independence of thinking, i.e. ability to find own decision, original answers, openly express bold ideas and hypotheses, defending their own opinion.

2. The development of purposefulness and perseverance in the search for problems, the desire to bring the work begun to the end.

3. Formation to accept criticism without offense, from a positive position to express criticism of other people with a desire to help.

4. Development of the desire to sympathize, experience people, animals, plants.

5. Encouragement in the child of initiative, independence, ingenuity.

6. Development of the ability to maintain confidence in one's abilities, despite temporary difficulties and failures.

giftedness - a combination of three characteristics: intellectual abilities above the average level, creativity and perseverance.

Thus, among the necessary signs of giftedness, it is necessary to includethe intellectual development of the child is above the average age level, since only this level provides the basis for creative productivity.

Only whenhigh creativity combined with a high level of intelligence, there is a good adaptation to the social environment, emotional balance, independence, high and prolonged creative activity.

As a rule, gifted children are interested in any field of science. They have many ideas and desires. The task of the teacher is to support them and help them fulfill themselves.

Creating conditions that stimulate the development of creative thinking is one of the most important goals when working with gifted children. According to the results of many studies, the development of children's creativity occurs when organizing directly educational activities of conditions favorable for creativity: the creation of situations of success, incompleteness of the problems under consideration (what happened, what you need to think about, get to the truth, approach heuristic findings), the emergence of more and more new and more difficult questions, a great desire in search activity (to find answers!), creating an atmosphere of understanding. In addition, it is necessary to constantly emphasize responsibility and independence, to focus the attention of parents on the interests of children. At the same time, it is advisable to pay attention to special training in various aspects of creative thinking: searching for problems, putting forward hypotheses of alternativeness and originality.

When working with gifted children, use the followingconceptual provisions:stimulation of individual research interest, group creativity, involvement in productive creative activity.

How to teach? - learn to find unusual non-standard solutions.

The range of a creative task is unusually wide in complexity - from solving a puzzle to inventing new car. To solve these problems, observation, the ability to analyze, combine, etc. are needed. - all that in the aggregate constitutes creative abilities. It is easier for a person with a creative mindset to find a creative zest in business, to achieve high results. But after all, nature is not generous with talents, they are rare, like diamonds, but the same nature has endowed every child with the opportunity to develop. And it is necessary to start such development not when a person has become a specialist, but much earlier. The preparation of an inventor, like that of an athlete, is a lengthy process.How? Enter TRIZ ( individual elements theory and methods for solving inventive problems).

Currently, the techniques and methods of technical TRIZ are successfully used in kindergartens to develop inventive ingenuity, creative imagination, and dialectical thinking among preschoolers.

The purpose of TRIZ is not just to develop the imagination of children, but to teach them to think systematically, with an understanding of the ongoing processes.

Tool for working with children- pedagogical search.

If the child does not ask a question, then the teacher asks it himself: “What would happen if ...”

Occupation - not a form, but a search for truth.

Stages:

I. Search for the essence.

The children are presented with a problem (question) that needs to be solved. And everyone is looking for different solutions, what is the truth.

P. "The Secret of the Double" - identifying contradictions: good - bad (for example: the sun is good and bad. Good - it warms, bad - it can burn). The beginning of thought, intellect is where the child is looking for contradictions.

III. Resolution of contradictions (with the help of games and fairy tales).For example: you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.

Methods for resolving contradictions:

1. Change in the state of aggregation of a substance (water in a sieve - freeze and transfer in a sieve).

2. Change in time (speed up time and grow). Solving fairy tale problems and inventing new fairy tales. How to save Kolobok from the Fox?

1. historical: how was the wheel, the plane, the fork, the pencil, etc. invented?
2. on walks: who is the mother of the wind, who are his friends, what does the wind whisper about, what does the wind argue with the sun?
3. empathy technique: what does this bush feel, does the tree feel pain?

There are ways to resolve conflicts in kindergarten.

Crusher - crushing and combining (combining kids in a fairy tale to cope with a wolf).

Matryoshka - the principle of nesting dolls (one in one).

hasty - the principle of preliminary action and anti-action (Masha climbed into the basket to get to her grandparents).

Parrot - the principle of copying.

Good Wizard- turn harm into good, evil into good.

Fidget - the principle of dynamism.

Nehochuha - the opposite principle.

Modeling methodlittle men, which is used in the classroom to get acquainted with the surrounding objects and their properties.

An important point in the process of organizing developmental activities is the creation in children motivation, which is based on the basic needs of preschool children. Psychologists note that a child develops very earlythe need for awareness of one's significance, recognition, self-affirmation,which the child can realize in a game situation.

It is in the game that the need of a preschooler to act independently, actively, like an adult, is realized. Sometimes they need to solve problemsturn into wizards, artists, tailors, designers etc.

A strong incentive that encourages preschoolers to work is the motive of personal benefit, which cannot be ignored when conducting creative classes. Important for preschoolers isthe need to interact with adults.The process of communication should be accompanied only by positive emotions: the joy of new knowledge, the joy of discovery, the joy of creativity, satisfaction with praise. It is important for the teacher to give up the habit of “telling children”, you need to learntalk to them.

Gradually, the most significant already for older preschoolers becomescognitive need.

Along with cognitive at an older age, there is alsothe need for creation.Its role is especially great in the development of the creative potential of the child.

It remains for us, teachers, to discern, distinguish, reveal the deep meaning of children's insight. And, illumined by their light, consciously return this meaning to the children in order to encourage, push them to further creative insights.

Bibliography:

1. “Working with gifted children: searches and finds / according to Art. L. Golovanova / Journal "People's Education" - 2004. - No. 7.
2. “Learning together” / Art. M. Nefedova / Magazine for parents "Family and School" - 1992. - No. 1-3.
3. “A gifted educator is required” / according to Art. Veronica Sorokina / Journal of caring parents "Health of a student" - 2006. - No. 10.
4. Prokhorova L.N. Journey through Fantasy. Practical materials on the development of creative activity of preschoolers. - St. Petersburg: "Childhood-Press", 2000.

This article is proposed as one of the topics for discussion at the next Skype conference KEYS OF TRUTH, which will be held on June 21, 2013 at 18.00 Moscow time:

Qualities of a creative person

One of the aspects of pedagogical activity is to teach the student not only to “learn”, but also to overcome himself, his laziness, his inertia at the stage of learning. To do this, it is necessary to educate in him actually Human moral, enlightened creative personality so that she is ready to make decisions herself and be able to defend them not only before herself, but also before society, especially when the society or the entire system resists, which are always more inert than a creative person. With the education of Humanity, one must always begin in order to lead a person through evolutionary jungle for a shorter period. N.V. Levashov believed that it is necessary to educate a harmonious, comprehensive person, then the process of enlightenment will go more intensively. It is no coincidence that our ancestors called their highest achievements - CREATIONS. Can only create CREATOR— HUMAN, MAXIMUM IMPLEMENTED MYSELF through ENLIGHTENMENT KNOWLEDGE and REALIZED YOURSELF IN ACTION…

By default, it is already assumed that Human potentially is creator.

But what qualities should have creative human?

For example, G. Selye believes that the countless mental and physical qualities inherent in a scientist as such can be roughly classified into six major categories:

1. Enthusiasm and perseverance, i.e. interest, zeal, passion aimed at the implementation of the plan and the ability to long-term and persistent pursuit of the goal. They include such qualities as dedication to a goal, resilience to failure and monotony, resilience to success, courage, health and energy.

2. Originality- the ability to look at things in a new way. And for this it is necessary to educate such qualities as independence of thought, open-mindedness - the willingness to revise prejudices in the face of evidence that refutes them, imagination, intuition and talent.

3. Intelligence- the ability to understand. It involves the development of such qualities as logic, memory, experience, the ability to concentrate, abstract.

4. Ethics- a system of techniques that control our behavior. It includes being honest with yourself.

5. Contact with nature- establishing a close connection with the phenomenon of Nature, to which our research is directed. For this, qualities such as observation, technical skills and ingenuity are important.

It should be added here - the ability to work with your own hands. Another evaluation of the results of observation is the ability to discard all forms of bias that blinds us.

6. Contact with people: understanding of oneself and others, compatibility with people around, the ability to organize a group, convince others and listen to their arguments.

There is another point of view, which can be presented as an approach to the technology of educating a creative personality, taking into account the six qualities outlined in the Life Strategy of a Creative Personality.

1. There can be no result without a goal, success. Consequently, need higher(V. Vernadsky) or worthy goal(G. Altshuller), socially useful, the achievement of which is worth spending a creative life. For this, a person must be not only educated, but also highly spiritual in the moral sense of the word.

2. But, for example, how can a student or any person choose the Highest or Worthy goal of life if he does not yet have the experience of life or the necessary knowledge?

Not every goal is suitable for this role, therefore, certain criteria, an approach are needed, i.e. need target selection technology.

Hence the many possible ways to achieve the goal, in the implementation of which a person is able to reveal himself as a creative person. Here is an example diagram (Fig. 1):

Goal Development Scheme

3. Having chosen a goal, it is necessary to know what was done in this direction by the predecessors, to know what is needed to achieve it now. We need a program to achieve the goal, many programs, depending on the complexity of the goal, i.e. a set of work programs is needed to achieve the goal and regular monitoring of the implementation of these plans and their adjustment if necessary.

4. To fulfill the plans need high performance. Therefore already from school it is necessary to teach students to work systematically, to be able to set bold goals and strive to achieve them, overcoming difficulties.

5. On the way to achieving the goal, many problems and contradictions arise, for the resolution of which a methodology, tool, technology for solving emerging problems is needed, i.e., scientific methodology for solving creative problems is needed.

N.V. Levashov is his concept of the world order and the evolution of matter - a new worldview. The very concept of the evolution of matter predetermines the direction of its development, and hence the methodology for solving specific problems for Humanity.

6. An unconventionally solved problem or a problem with an unexpected result by an already established personality, as a rule, is perceived ambiguously by colleagues, and finally by the society itself, for example, because the result can influence the worldview of society, contradict the established paradigms for which colleagues received academic degrees. During this period of non-recognition, it is important to resist, take a hit systems. Therefore, from school it is necessary educate the strength of mind and will, teach you to defend your ideas, overcome failures and "take a hit”, understanding the significance of the problem being solved. Then there will be a result.

7. So that failures in study (self-knowledge) do not discourage the student’s desire to learn, need a positive current result that maintains the interest of the student, organized didactic techniques teachers. So that already in adulthood, the former student could take a blow from society, the system, without turning the defense of his ideas into a fight against " windmills", at each stage of achieving the goal need a result, implementation, i.e. need a success organized by himself.

You can not stop at achieving the first goal - you need to either implement it, or go further along the paths noted above, up to a change in the goal of life. The range of goals is quite wide. Stagnation is creative death.

From the history of the issue

In Russian psychology in the early period of research on creativity, the only source of judgment about the qualities of a creative personality were biographies, autobiographies, memoirs and other literary works containing "self-revelations" of outstanding people - artists, scientists, inventors.

By analyzing and summarizing such material, the most conspicuous signs of genius were identified, expressed in the features of perception, intellect, character, and motivation of activity.

Among the perceptual features of individuals with great creative potential, most often included: unusual tension of attention, great impressionability, receptivity. Among the intellectual ones are intuition, powerful fantasy, fiction, the gift of foresight, the vastness of knowledge. Among the characterological features, the following were emphasized: deviation from the template, originality, initiative, perseverance, high self-organization, colossal efficiency. Features of the motivation of activity were seen in the fact that a brilliant personality finds satisfaction not so much in achieving the goal of creativity, but in its very process; a specific feature of the creator was characterized as an almost irresistible desire for creative activity.

Original criteria for an objective assessment of creative potentials were also proposed: according to P.K. Engelmeyer, technical genius manifests itself in the ability to intuitively grasp the idea of ​​an invention; there is enough talent to develop it; for constructive performance - diligence.

Later, tests were used to study the qualities of a creative personality. The results of a survey of famous chess players were somewhat unexpected; except for clearly visible professional features, no special deviations from the norm were found either in attention, or in memory, or in "combinatorial ability; highly developed

1 Of course, in all periods of the study, such materials were significantly supplemented by the personal opinion of the authors of the studies.

famous chess players turned out to have only the ability to establish logical connections. Thus, this test survey did not reveal any definite qualities of a creative personality.

Something similar was shown by the study of inventors. Their data was not overwhelming compared to the norm. However, within the inventors it was possible to find distinct differences that are strictly consistent with their productivity. The most productive inventors differed from the least productive in both the level of intelligence development and the level of attention development. At the same time, according to the author of the study P. A. Nechaev, these differences are not the most significant. Great inventors and scientists differ from the less significant ones not so much in the development of formal intellectual skills as in the structure of their personality. The watershed here runs along the line of perseverance in the implementation of the plans, activity, aggressiveness in protecting one's personality, organizational abilities, etc.

A number of other issues related to the characteristics of a creative personality and, mainly, the personality of a scientist were also put forward. Among them, it should be noted the questions of the typology of the personality of scientists, the classification of scientists, the questions of the age dynamics of creativity, the nature and development of creative abilities, and the education of creative abilities.

So, for example, referring to the typology of scientists, F. Yu. Levinson-Lessing divided creatively unproductive erudite scientists, calling them "walking libraries", and creatively preductive scientists, not burdened by an overabundance of operational knowledge, possessing a powerfully developed imagination and brilliantly reacting for all sorts of clues.

The age dynamics of creativity was considered by M.A. Bloch, who built his conclusions in this area, mainly based on the analysis of foreign literature. He attributed the most favorable age for the manifestation of genius to 25 years.

An analysis of the works of foreign authors regarding the nature and factors of development of abilities led M. A. Bloch to the conclusion that there are no convincing constants in the dependence of genius on innate qualities. No such constants were found regarding the role of the influence of the environment, including schooling. M. A. Bloch, along with the majority of representatives of the early period of research, was deeply convinced that the conscious activity of people in no way can influence the formation of brilliant scientists, inventors, poets and artists.

On the basis of his own research, P. A. Nechaev, referring to the issue of educating technical invention, believed that inventors are mostly people with a favorable natural organization. Many who have not received education have practically achieved little. But education sometimes acts as a brake. Cases of great successes of uneducated talents are known. Therefore, at school, not only the material of instruction is important, but also the form in which it is given.

In "a later period, there was no significant progress in the field of psychology of the personality traits of the creators of science. Individual works that touch on such issues essentially relied on materials from the past.

It is no coincidence, therefore, that at the Symposium on Problems of Scientific and Technical Creativity (Moscow, 1967) all reports presented at the session of the psychology section were grouped in line with the problem of the psychology of creative thinking. Questions of the psychology of the creative personality were not touched upon at all (to a certain extent, such questions were touched upon in reports at other sections, but not on a specifically psychological plane). Perhaps this circumstance did not arise by chance, because at present, for a productive, strictly scientific analysis of the qualities of a creative personality, psychology has not yet developed sufficiently reliable means.

In the last two decades, research on the qualities of a creative personality and creative abilities has gained wide scope abroad, especially in the United States. However, that general characteristics foreign, especially American, research in the field of the psychology of scientific creativity, which was given by us in the introductory section, fully extends to the work of this profile. All of them are narrowly practical, applied, concrete in nature, bypassing the stage of fundamental research.

Apparently, for precisely these reasons, these studies did not cross the qualitative threshold that was achieved by works carried out, say, before the 1930s. Therefore, characterizing modern foreign research, we can only talk about their quantitative growth. All of them retain, in principle, the old problems and, with few exceptions, arrive in principle at the same conclusions. If we compare the statements of the Potebnists about creative qualities ah personality with the conclusions that come in their works, for example, Giselin (1963), Taylor (1964), Barron (1958) and many other modern researchers in the United States, we will not find a fundamental difference. There is only a change of emphasis and some redistribution of issues that attract the most attention.

In terms of the structural division of the problems, there have also been no changes. This is clearly shown, for example, by the non-speech “specific abilities and mental properties necessary for work in the field of science and technology”, which is very characteristic of American studies, cited by G. Ya. Rosen in the newsletter “Studies in the Psychology of Scientific Creativity in the USA” ( 1966). The author gives this list in the form in which it is indicated in the work of Taylor and other sources (Anderson, 1959): “Extraordinary energy. Resourcefulness, ingenuity. Cognitive abilities. Honesty, directness, directness. Strive for facts. The desire to possess principles (patterns). Striving for discovery. information abilities. Dexterity, experimental skill. Flexibility, the ability to easily adapt to new facts and circumstances. Tenacity, perseverance. Independence. The ability to determine the value of phenomena and conclusions. The ability to cooperate. Intuition. Creative skills. The desire for development, spiritual growth. The ability to be surprised, bewildered when confronted with the new or unusual. The ability to fully navigate the problem, to be aware of its condition. Spontaneity, immediacy. spontaneous flexibility. adaptive flexibility. Originality. Divergent thinking. Ability to quickly acquire new knowledge. Susceptibility ("openness") in relation to new experience. The ability to easily overcome mental boundaries and barriers. The ability to yield, to abandon one's theories. The ability to be born again every day. The ability to discard the unimportant and secondary. Ability to work hard and hard. The ability to compose complex structures from elements, to synthesize. The ability to decompose, to analyze. The ability to combine. The ability to differentiate phenomena. Enthusiasm. The ability to express yourself. (Internal maturity. Skepticism. Courage. Courage. Taste for temporary disorder, chaos. The desire to remain alone for a long time. Emphasizing one's "I". Confidence in conditions of uncertainty. Tolerance for obscurity, ambiguity, uncertainty "(Rosen, 1966).

A similar diversity, indivisibility, globality is characteristic of most of these studies and more of them narrowly focused on the study of "local" problems, for example, for studies of intelligence (Gilford and others), the typology of scientists (Gow, Woodworth, etc.), the age dynamics of creativity ( Le Mans, etc.), etc.

It cannot be said that these works are psychologically devoid of content. On the contrary, many of them are very informative, valuable, interesting, and sometimes wise. However, they are all fruit. common sense- raw materials, which should eventually become the subject of fundamental research, pass through the prism of an abstract-analytical approach.

The main modern task of this approach is the division of the personality problem into its sociological and psychological aspects. In this case, the specific content of the psychological aspect turns out to be the features of the subject's assimilation of the social conditions of his environment and the psychological mechanisms for creating these conditions. To some extent, this side of the problem is similar to the problem of the relationship between thinking and cognition.

Our psychological analysis of creative abilities is an attempt to implement the abstract-analytical approach we have adopted in relation to this very amorphous problem. The main positive task is to reveal the subject's abilities that are conducive to finding intuitive solutions, their verbalization and formalization.

Critical consideration of the key issues of the current state of the problem (congenital and acquired in creative abilities, general and special talents, specific abilities, development of abilities throughout the life of a scientist, testological study of creative abilities, their education, etc.) reveals, as in previous cases , their structural indivisibility. The application of the abstract-analytical approach creates the ground for the dismemberment of the original concreteness and the study of the psychological level of its organization.

As a fundamental example of such a study, we present an experimental analysis of one of the most important abilities - the ability to act "in the mind" - the internal plan of action (IPA).

Internal Action Plan Research

A general description of the stages of development of the internal plan of action is given by us in the fifth chapter when describing the central link in the psychological mechanism of creativity in the light of the abstract-analytical approach. Identification of the stages in the development of the VPD was taken as the basis for his further research 2 .

In this direction, first of all, the general picture of development was studied: VPD.

By examining a large number of subjects - older preschoolers, younger schoolchildren (the bulk), students in grades V-XI and adults - using a diagnostic technique (in principle, close to the one described by us when characterizing the stages of development of ©PD), it was possible to outline the contours of the overall picture of the development of VPD .

The main characteristics of this picture were: distribution formulas (DF) and average indicators (SP).

Each RF in the analysis of the overall picture of the development of VPD was derived as a result of a diagnostic examination of a group of participants

The experimental material for studying the internal plan of action is described in detail by the author in the book “Knowledge, thinking and mental development” (M., 1967)

students, which includes the full composition of children from several classes of the same year of study in Moscow and rural schools.

The FR indicated the number (expressed as a percentage) of the children of the group who were in the I, II, III, IV and V stages of the development of HP during the survey period. The first term on the right side of this formula corresponded to stage I, the second to stage II, and so on.

For example, the expression FR = (a, b, c, d, e) may mean that out of the surveyed number of students in this group, a% of children were at stage I of the development of HRP, b% - at stage II, c% - at stage III, d % at stage IV and e% at stage V.

SP is the total result of experiments with a particular group of students. It is obtained by processing the data of the corresponding distribution formula and counts! according to the formula

a+2b + 3c + 4d+5e

where a, b, c, d, e are the percentages of children in the group who are respectively at stages I, II, III, IV and V of the development of the internal action plan; 2, 3, 4, 5 - constant coefficients corresponding to the score by which each of the achieved stages is evaluated.

The average indicator (with a five-point system) can be expressed as values ​​from 1 (the lowest indicator; possible if all the children surveyed in the group are at the I stage of development of the CAP) to 5 (the highest indicator; possible if all the children of the surveyed group are at Stage V of the development of the VPD).

The results of the experiments, characterizing the general picture of the development of the VPD in younger schoolchildren, are presented in Table. one.

Table 1

table 2

The accuracy of the overall picture of the distribution of students by stages of development of the internal action plan is directly dependent on the number of children surveyed. (In our work, only the first sketch of such a “picture” was made. Therefore, we do not believe that the quantitative characteristics given here are final. As new survey materials are acquired, these characteristics may change to some extent. However, the fundamental strokes of the picture are correct.

In order to analyze the features of the further growth of the SP, additional surveys of students in grades V-XI were carried out. The results of these surveys are given in table. 2.

Consideration of the change in the SP from the moment children enter school until the end of their studies in the 11th grade reveals that the growth rate of the SP (with small approximations) is proportional to its degree of incompleteness (the degree of incompleteness is understood as the difference between the limiting value of the SP and the achieved value).

These changes can be expressed by the equation

y"=(a-y) lnb. One of the particular solutions of this equation

y = a -b l~ x,

where at- the level of development of the joint venture; X- number of years of schooling; a- the limit of development of the SP, probably associated with the type of education and the individual characteristics of students; b- coefficient, possibly expressing the measure of the training load. On fig. 47 shows a graph of the calculated curve with the values: a = 3.73 and & = 2; dots indicate empirical data 3 .

* We did not strive for high accuracy in the quantitative processing of experimental data, considering the need for accuracy to be premature. Premature seemed to us and detailed rigorous mathematical analysis obtained dependencies. In any case, the results of such an analysis should be treated with great caution, since a qualitative analysis of the facts is still at an early stage.

The described data on the characteristics of the general picture of the development of the VPD are not yet quite sufficient for strictly substantiated conclusions. However, these data already suggest a number of hypotheses.

First of all, relying on the regularity of the change in the SP, one can get a certain idea of ​​the general picture of the development of VPD 4 as a whole, not limited only to the period of primary school age. For this purpose, first of all, it is necessary to analyze the equation y = 3.73- 2 1- x On fig. 48 shows the corresponding curve.

The distribution formulas we obtained for the primary grades show that the coefficient of 3.73, which determines

4 -

Rice. 47 Fig. 48

the limit of development of the VPD, demonstrates only the average level of this development (individual differences are leveled here) and does not at all characterize all of its possible variants. Therefore, the exponent shown in Fig. 48, should be considered only as a curve depicting general type development (in this case, most closely coinciding with the average empirically obtained data).

Therefore, a = 3.73 in the equation y = a-b 1's cannot be regarded as an absolute limit for all possible characteristics of development. For example, the development of children who reach the highest level of the fifth stage should have a slightly different curve.

If we really take the original curve (y= 3.73--2 1-x) as a known type of development, then, keeping the second coefficient (b - measure of training load) equations y=a-b 1-x unchanged, by analogy with this curve, you can construct a curve characterizing the absolutely limiting possibility of development (a \u003d 6) proceeding according to this type (i.e., a curve with the equation y \u003d 6-2 1-x). In the same way, it is easy to draw a curve illustrating development with the lowest (according to our data) relative limit of development (a = 2).

Let us consider the curve where a=6, i.e., the ideal case of the development of the VPD under our assumptions. This curve shows that the development of the studied ability begins at about five and a half years of age. (y = 0 at x=-1,44).

However, this is not an absolute zero point. This starting point is determined by the features of the scale of measurement we adopted, timed to analyze the development of the VSD in younger schoolchildren (all children who are unable to reproduce their actions in the internal plan, we refer to the I - background - stage of the development of the VPA). Undoubtedly, the development of the VPD also occurs in an earlier period (and the background stage itself is objectively

Rice. 49

Rice. fifty

is a deeply differentiated stage). But we have not studied this period, we do not have our own experimental data about it, there are no criteria for the development of this period and the corresponding measurement scale.

One can, of course, assume that the resulting curve represents the upper part of a typical growth curve (having a 5-shaped shape), and plot from the chosen starting point (y=0; e: \u003d -1.14) a curve symmetrical to it (Fig. 49). The curve obtained by this method, despite its complete hypotheticality, is of known interest. It reaches the point corresponding to the time of fetal formation, when at begins to quite pronouncedly tend to its lower limit - absolute zero. None of the other possible curves (for 6 > a > 2) has such reversibility, although all of them, with increasing a tend to this ideal case (Fig. 50). It is impossible not to pay attention to this kind of accident. In addition, the curve (for a = 6) does not in the least contradict those ideas about the pace and qualitative features of the mental development of children from birth to 6 years old that have developed in modern science of the child.

All this gives us reason to take the curve (for c = 6) as an ideal case of development. (At the same time, this ideal case should be considered as a classical norm, since all deviations from this norm (which at the same time represents the limiting possibility) are caused by the reasons for the unfortunate conditions of development.

Thus, the hypothetical curve we have adopted for the ideal case of the development of the VPD is, on the one hand, an asymptote with respect to absolute zero and, on the other hand, an asymptote with respect to the absolute limit of the development of the VPD. It is symmetrical about the bending point, which occurs at about 5.5 years, where the positive acceleration is replaced by a negative one.

The lower part of the curve up to the bend point was constructed by us arbitrarily. We have factual data relating only to its upper part. Therefore, we consider only this part, keeping in force the scale we previously adopted with a relative zero reference point.

The curve shows that, ideally, by the end of the fifth and the beginning of the sixth year of life, the child reaches stage II of the development of the VPD. This is confirmed to a certain extent by the data of reconnaissance experiments with preschoolers. In these experiments, among children of 6-7 years old, we often found those in whom the III stage of development of the HPD was detected. Some of the children of this age were approaching stage IV in terms of the level of development of the VPD. At the same time, we were not able to find children at the age of the first half of the fifth year who could master the conditions of our experimental problem. In the same way, we have not been able to find five-year-olds who would show a sufficiently pronounced ability corresponding to the second stage of development of the VPD.

Further, the curve of the ideal case of SP growth shows that by the time they enter school, i.e., at the age of seven, children can reach the IV stage of development of the HPD. Of the 192 first-graders examined at the beginning of the school year (see Table 1 - FR and SP among junior schoolchildren), 9 people actually ended up at stage IV 5 .

By the end of the first year of study, that is, by about 8 years of age, children are able to reach stage V of the development of the VPD. Of the 219 first-graders examined at the end of the school year, 11 people actually ended up at stage V.

By the end of class V, i.e., approximately by the age of 12, the SP curve asymptotically approaches the limit: approximately 9 / 10 its growth are passed - the ability, the development of which

6 In the same table, one first-grader, examined at the beginning of the school year, is assigned to the V stage of development of the VPD.

the swarm finds its well-known reflection in the growth of the SP, can be considered practically formed (although the increase in the SP continues to a tangible extent even in grades V-VIII).

It should be assumed that in the further mental development of man, the leading place is already occupied by other patterns. it development is underway first of all, along the line of building up knowledge, along the line of broad mastery of culture and professional specialization.

Such features of mental development, of course, leave a certain stamp on the characteristics of the VPD. However, we did not investigate this side of the issue. Our task was limited to registering the level of development of the VPD by analyzing the features of thinking in the conditions of the most simplified specific task(practical, cognitive). The tasks presented in our methodology, of course, cannot be considered as simple as possible in this sense; therefore, we emphasize only our desire to use the simplest (in a practical or cognitive sense) tasks. In fact, the complexity of these problems in the indicated sense is determined by the subject side of the experimental material, in which we managed to embody the general idea.

Thus, we did not specifically study the development of the ability to consciously self-program actions. It was important for us to state the very fact of the emergence of such an ability. It is this feature of the development of the VPD that is displayed by the upper part of the SP curve (at o=6). The absolute upper limit of the growth of SP corresponds to the moment of the appearance of such an ability (with the measure of accuracy that is determined by the specific material that embodies the idea of ​​the experiment). Further development VPD is characterized by other aspects and patterns that we have not studied.

It is important for us to emphasize in this regard only one fact that we have noticed: “in principle, a child whose internal plan of action has reached the fifth stage of development is potentially capable of mastering knowledge of any degree of complexity, of course, if the logical genesis of knowledge is correctly presented to him. adequately operate with any knowledge acquired by him.Of course, speaking of potential ability, we mean only the security of learning success from the side of the development of the student's HPE and do not touch upon other important aspects of learning here. on its basis, it is impossible to predict the development of the VPD of a particular child.6 However, it is sufficient

6 We do not have facts confirming or completely refuting the possibility of developing CAP in adults Clarification of this issue - ■ the task of a special study clearly reflects the general picture of this development - its most typical forms.

According to the data presented in table. 6, the SP now reaches the absolute limit level only in the group constituting 5-8% of all examined. The development curves of SP show that the later the child passes the inflection point, the lower the level of SP rises by the time his growth fades. Therefore, not even the entire group, constituting 18% of the subjects who are, according to Table. 1, by the time they complete their education in primary school at stage V, they reach the absolute limit of EP growth. More than half of the group (the subgroup reaching stage V later than completing the first grade) may have a SP below the absolute limit.

These figures show a great possibility of further development of intellect in a very large number of students. However, such an opportunity can be realized only if the mechanisms of the development of HSD are revealed, and the factors determining it are identified.

To identify the leading factors in the development of CAP in our study, the study of the influence on this development has become crucial. various types learning at school and analysis of the causes of delays in the formation of the ability to act "in the mind" of individual students, which opened up the possibility of directed organization of the desired changes.

The general picture of the development under consideration already indicated the close connection between the development of the VPD and the characteristics of education and upbringing: first-graders were distributed over all its stages, therefore, age (maturation) was not of decisive importance during this period. The data of the differential picture spoke of the same thing: in some children, rapid jerks forward were observed, significantly ahead of the course of the average development curve; in others, on the contrary, attenuation of the growth of the indicator of the initially relatively highly developed VPD was found.

The presence of such breakthroughs undoubtedly indicated the well-known possibility of deliberate stimulation of the desired changes, the possibility of rational management of the mental development of schoolchildren.

Our surveys have shown that by the end of the first year of study, the largest number of children in Moscow schools reaches the III stage of development of the GPA. Therefore, the development of the VPD of children who are at this point in the II and especially in the I stages, is a case of delay. A special analysis of such cases is of interest for revealing the conditions and identifying the causes that determine the shift in development. Comparison of the characteristics of the activities of children with a delay

development of the VPD, with similar activities of their more developed peers, and analysis of the results of such a comparison led us to identify a number of reasons for the delay.

The most common group of such causes is the ordinary underdevelopment of the VPD, associated with the peculiarities of the tasks of children's activities in preschool age. Most often it is found in rural schools.

The first of the reasons for such a group is found in children who did not find themselves in situations where they had not only to achieve some practical result, but also to explain how, in what way this result was achieved, that is, to solve theoretical problems. At preschool age, they carried out only direct verbal instructions from adults, or imitated them, but did not solve creative theoretical problems under the guidance of adults, in the process of verbal communication with them.

A characteristic symptom in such cases is the peculiarities of the speech of children. They use speech only in situations of practical problems and are unable to talk about how they themselves performed this or that action. Or, even more prominently, such a child is incapable of teaching another child (excluding direct imitation, "direct demonstration") the action that he himself has just performed, and in a number of cases quite successfully. If he is given a ready-made verbal formulation of what he has done, he cannot teach it. repeat immediately and with sufficient accuracy.He needs several repetitions and a fairly significant period of time for the mechanical memorization of the formulation.The subject is aware only of the result of his action and does not consciously control its process.

In general, the speech of such schoolchildren is very poor and, in comparison with their peers who have reached higher stages of development of the VPD, is clearly underdeveloped. The vocabulary is not rich. The construction of phrases is often incorrect.

The second reason is the lack of cognitive motives necessary for the student. Children willingly come to school, they are not in a hurry to go home. But in the classroom they are passive, they very rarely raise their hands, they are indifferent to both relatively successful answers and failures. Schoolchildren in this category have almost no experience of specific mental work. Trying to act “in the mind”, trying to think is an unusual and undesirable work for them. Children try to avoid solving problems in their minds. They are not captivated by entertaining tasks that require reflection. In most cases, such students either do not accept the educational tasks that are set before them at all, or they are guided by them for a very short period of time, and then "lose the task."

Closely related to the second and third reason - the lack of necessary arbitrariness. Sitting in the classroom, the children do not make noise, but at the same time they are not focused on the lesson: they constantly turn around, look in their neighbors' notebooks, under their desks, play with notebooks, pencils, etc. The teacher's questions take them by surprise. In most cases, almost every student in this category can notice the whole complex of the listed reasons, although sometimes any individual defect is exaggerated.

Generally general development these children are low. But at the same time, they have a well-developed so-called practical intelligence. In terms of practical actions, they are very quick-witted and are not inferior to their peers who have reached higher stages of development of the VPD, and sometimes even surpass them.

The above reasons for the delay in the development of the internal plan are relatively easy to eliminate. There are no special obstacles for the development of the VPD of such children in the school environment. It is only necessary to pay special attention to the development of speech, to use didactic games that stimulate intellectual work as widely as possible. It is also important to understand that in phylogenesis all specific human features developed in mutual communication of people, and in ontogenesis, especially in relations between a child and an adult, including in school conditions, such communication is by no means always mutually active. However, the development of the VPD presupposes precisely such interactivity. The teacher should be able to create situations in which not only he teaches the child, but also the child "teaches" him and in the course of such "teaching" solves (under the indirect guidance of the teacher and with the help of the teacher) creative tasks. Of decisive importance is also the teacher's ability to find the necessary forms of the simplest theoretical problems, the solution of which is necessary to "draw out" the child's inner plan. Unfortunately, until now this is happening quite spontaneously and belongs to the field of “pedagogical art”.

The author of this work succeeded in inducing, in a comparatively short period of time, a sharp shift in the development of HPA in the children of the experimental class of one of the rural schools by means of appropriate guidance on the activities of the teacher.

At the beginning of October, the indicators of the first classes of this school were as follows:

experimental: RF = 87, 10, 3, 0, 0; SP=1.16;

control: RF = 95, 0, 0, 5, 0; OD = 1.15.

In February of the same year (during the next survey), the following indicators were obtained:

experimental: RF=14, 76, 10, 0, 0; SP=1.96;

control: FR = 85, 5, 5, 5, 0; SP=1.30.

Thus, out of 25 children in the experimental class, who at the beginning of the school year were at the I stage of development of the VPD, by the middle of the school year, 21 people reached stage II (in the control class - only two students).

However, 4 people of the experimental class, who were in equal conditions with their comrades, remained at stage I. Consequently, those general means of causing shifts, which have just been mentioned, turned out to be insufficient and ineffective for these children. Similar cases of developmental delay | BPD were also in the Moscow school.

A group of children with a sharp delay in such development was subjected to a special experimental study, as a result of which another group of causes was established.

a -/b

Rice. 51. Method of counting squares

a- the starting point of the first move. 1, 2 - cells to be bypassed; 3 - the final point of the first move of the subject and the starting point of the next one; b - the actual order of counting for the subjects G lack of a number of important skills of orientation in time and space

This group is characterized by the absence in children of a number of important skills of orientation in time and space. These children, like the previous group, also lack the development of cognitive motives necessary for the schoolchild, and sufficient arbitrariness. However, the underdevelopment of speech typical of children in the previous group is not Here, on the contrary, outwardly speech can be highly developed, while the “practical intellect” turns out to be underdeveloped.

Children of this category, knowing the direct count, do not know how to count backward, they cannot choose from the cubes placed in one row in front of them the one whose serial number is indicated by the experimenter. They are unable to count a group of randomly placed cubes. Many do not know where the right side is, where the left side is, etc.

When trying to teach these children a simplified form of the knight's move, the following is revealed. The subject is given a method for counting squares (Fig. 51, a): from the original cell (where the horse stands) count two (in the indicated order) and get to the third. During the countdown, the subjects, as a rule, do not follow the instructions given to them. The counting order (without special training) remains completely random, for example, as shown in Fig. 51.6.

When teaching such subjects notation, the following phenomena occur. The experimenter asks the subject to remember

the name of the cells. He points with a pointer to cell al and calls it: al, then he points and calls cell a2, then a3. After three or four repetitions, the child is able to name three of these cells when the experimenter again points to them with a pointer, without naming them himself. But this is possible only under one condition: if the original order is strictly preserved, i.e. "if the cell al is indicated again, then a2 and a3. If this order is changed and the experimenter indicates, for example, first the cell a3, then a2 and al, then (without special training) the child cannot name these cells correctly.

It seems that the subject forms relatively independent verbal and visual-motor chains, which are connected only at the initial point of the display. The subject's three actions are not connected into a single system, they do not form the necessary structure. The child does not discover the principle of his actions. “Each of the actions is associated with the other “mechanically”, at the level of elementary interaction. Therefore, the possibility of reversibility is excluded. Such a picture never occurs in children with a higher level of VPD.

Compared with the first group of reasons (simple lack of formation of an internal plan of action), the second group has a more complex nature.

If the children of the previous category of "practical intellect" have developed quite enough and the system of basic skills of spatio-temporal orientation, necessary for this moment development, not only developed, but also to some extent generalized, verbalized (children perform tasks related to elementary spatio-temporal orientation according to the verbal instructions of adults), then children of this category have “white spots” in the system of necessary spatio-temporal orientation skills. ”, due to which this whole system as a whole turns out to be unformed.

In normal situations, this does not appear. For example, in "macro-movements", when walking, running, and the simplest outdoor games, the child, like all normal children, behaves adequately to the situation, he orients his body in relation to the surrounding objects quite correctly. However, in “micromovements”, where it is necessary to somehow orient not only themselves in relation to objects, but also these objects themselves, and relative not only to themselves, but also to any other coordinates, such children turn out to be helpless. Consequently, many important skills of this kind of spatial orientation remain not only not verbalized, and therefore not generalized, but, probably, they are not formed. Therefore, the child cannot, for example, order the arrangement of a number of objects on the experimental table in order to then count them, etc.

At the same time, as already mentioned, the speech of the described children can be relatively rich and relatively correct. On the basis of a conversation with a child, an impression may be formed about his quite sufficient development. However, this impression is clearly superficial. Speech, symbolic, structures in a child in many cases are not correlated with the corresponding direct sensory projections, and therefore are not adequately connected with reality.

Elimination of delays in the development of VPD associated with the causes of the second type is more difficult than in the first case. The fact is that those skills that constitute gaps in the direct experience of the child and which are necessary for building a system of his inner plan are usually not specifically taught. They are acquired spontaneously. Therefore, we do not have more or less sufficient knowledge about what the system of skills of direct space-time orientation should be like. In addition, the “white spots” that have arisen in children are covered by speech layers.

Decisive shifts here can be obtained by filling in the indicated gaps. But first of all, they need to be opened, which requires a special laboratory study.

The lack of scientific knowledge about the sufficient composition of spatio-temporal orientation skills and their system is the main obstacle to the elimination of the delay in development considered here on a broad front. So far, the study of such gaps can only be built empirically.

We do not yet have sufficient experience (observations on children of this category were carried out for only two years) for any justified predictions of the further development of VPD in cases of initial inferiority of the sensory experience of children. It is possible that in the course of subsequent training these problems will be gradually filled in and the conditions for moving through the stages of development of the VPD will develop as if by themselves. However, the information that we have now (the results of individual surveys of lagging students in grades III and IV) is more likely to tell a different story: although these gaps are indeed gradually filled with age, the child's lag behind more developed peers, caused at first by these gaps, is growing. . Already in the first grade, children with gaps in direct experience are, as it were, unsettled. They acquire school knowledge in a different way - most often mechanically, they act differently, they approach the mastery of academic subjects differently and do not actually master them. The break in the links of the system of sensory experience leads to the subsequent disorganization of the entire structure of the intellect; children do not come out of the ranks of the lagging behind. The more neglected these intellectual deficiencies are, the more difficult it is to correct them.

Therefore, the issue of eliminating these gaps already during the first year of study is very significant, despite the fact that today we know only private ways of such elimination, i.e., ways limited to the areas of individual specific tasks,

As an example of attempts to achieve shifts in the stages of HPD development in children of this category, we will describe the work carried out with four Moscow first-graders (the work was carried out in April and May, i.e., during the completion of the first year of study).

Lacking knowledge of the optimal system of space-time orientation skills, we were naturally forced to move in an empirical way. The basis of the concept of each of the experiments was the result of a comparison of the characteristics of the activity of children with delayed development of the CAP with the characteristics of similar activities of more developed subjects. The most significant difference was found in the state (or formation) of the structures of the external plan of action.

As one of the auxiliary means for diagnosing the stages of development of the HRP, we used the time of the latent period of actions, as a result of which the subject showed two points on the nine-cell board, on which the knight can be placed from the initial point indicated by the experimenter.

In intellectually developed adults, this action (looking at the board) is carried out almost instantly. Moreover, as self-observation data show, the necessary cells (in conditions of “looking at the board”) seem to rise in the perceptual field (they take the place of the “figure”, the others are perceived as the “background”). There is no need to count fields. The process of action is not realized. The action is automated and minimized. Even in complicated conditions (without looking at the board), actions are carried out on average in 2-4 seconds.

It is clear that such a circumstance is very favorable for the solution of the problem: the elements of its solution have been turned into automated operations that do not require preliminary conscious organization. The individual actions that make up the decision, although stimulated by verbalio, are organized at the basic level of interaction between the subject and the object, and this is possible, of course, only due to the fact that appropriate structures were developed in the external action plan in the past.

For students finishing the 1st grade and being at the 5th stage of development of the VPD, the time of the described reaction approaches the time of the reaction of intellectually developed adults (without looking at the blackboard - 5-7 seconds). In children who have reached stage IV, this time increases, but very slightly (without looking at the board - 6-10 seconds). The subjects of the third stage show already less stable time (without looking at the board - 10-36 sec.).

Since in all cases the reaction time was determined without preliminary training (the main experiments were preceded by only 2-3 training exercises), we can assume that all the subjects of the mentioned categories have some external structures that provide these actions, and the higher the level of development of the VPD, the better these structures are organized.

The subjects, whose development of HRP does not exceed stage II, are able to solve the problem associated with determining the reaction time, only looking at the blackboard.

For the four subjects studied by us (who are at the first stage of the development of the VPD), this task, under equal other conditions, turned out to be extremely difficult in general. The methods of teaching the solution of this problem, which we used in relation to all other children, turned out to be unsuitable here. The first-graders who remained at stage I by the end of the school year, without special training, could not solve this problem even “looking at the blackboard”. The experimenter's usual verbal instruction, accompanied by a visual demonstration: "You can jump over two cells to the third one," did not organize the subjects' actions in the necessary way - the children could not follow this instruction. They, even looking at the board, could not mentally calculate two cells and select the third: the task was lost and the activity fell apart.

In view of the fact that the development of the internal plan is a very slow process, involving a multilateral and long-term mental upbringing of the child, it is a difficult task to obtain sufficiently tangible and stable shifts in the stages of development of the VPD in laboratory conditions. We limited ourselves to an attempt to achieve only "island" shifts, that is, shifts within the limits of any one situation, and specifically in the situation of our initial experimental problem. However, even achieving this very narrow goal required considerable work.

During four lessons (one hour a day), the subjects were set (within this specific task) and worked out actions with objects corresponding to the concepts of “right”, “left”, “right”, “left”, “closer”, “ further, even closer, even further, in a circle, in a circle from left to right, in a circle from right to left, up, down, one row, two rows ”, “in three rows> \“ along ”,“ across ”,“ sideways ”,“ from edge to edge ”,“ forward ”,“ back ”,“ back ”and many others.

These actions were practiced on a square board divided into 25 cells. A pointer and chips were used. The experimenter gave instructions, and then pointed with a pointer to the nearest cell in the direction in which, according to the instructions, the subject was supposed to move. The latter put a chip in the indicated place. The experimenter pointed out the next cell, the subject filled it with a chip, and so on. After a while, the experimenter gave the pointer to the subject, and he himself limited himself to giving a verbal instruction. The subject, according to the instructions, pointed with a pointer to the nearest cell in a given direction, then put a chip in this place and continued to act in a similar way. All mistakes of the subject were immediately corrected, and in the second stage of the experiment, the experimenter ensured that the subject explained the mistake he had made (indicating which instruction his action corresponded to, in which case the mistake made would not be a mistake, etc.). Upon reaching the intended point, the tracks laid out with chips (or rows - in ordering problems) were again considered and discussed. The experimenter asked the subject to answer the questions: “What did you do?”, “How did you do it?”, “Where did you turn?”, “Why did you turn?” etc. At the end of the reverse movements (during which the placed chips were removed), the subject was necessarily asked: “Where were you?”, “How did you come back?” etc.

Starting from the third lesson, part of the experiment was carried out with two subjects at once. Moreover, the subjects in turn themselves performed the function of the experimenter, i.e., one of them (with the help of the experimenter) gave the other a task and controlled its implementation. Under these conditions, a game was staged, which made it possible to introduce very effective stimulating tasks and create the need to act in a speech plan.

For example, each of the subjects was given a board (the same one that was usually used in these experiments), drawn into 25 squares. According to the conditions of the game, it followed that the squares were different sections of the terrain along which one had to go to the point indicated by the experimenter. Only one of the subjects should get to the indicated point - he “moves through the area”, but does not “survey” it all (the cells on the board of this subject were without any marks) and can “get into the swamp”. Another subject “stands on a hillock” and sees the whole area (some of the cells on his board were marked with icons symbolizing a swamp). He must direct the movement of his comrade, say (but not show!), From which cell to which it is necessary to move. Going to the intended point is obliged to strictly follow the instructions of the comrade. If he falls into the swamp marked on the "leader's" board (arbiter - experimenter), because he will be given an incorrect instruction, the "leader" loses. If he falls into the swamp through his own fault, that is, because he incorrectly fulfills the instructions given to him, the “walking” one is considered the loser. If no one makes a mistake, both win. Thus, one of the subjects in this situation had to act according to verbal instructions, and the other, which is especially important, gave these instructions.

In subsequent laboratory exercises, a modified "hopscotch" task was used. The initial action (“jump over two squares to the third” - similar to the knight's move) was worked out by the same techniques that were used in the four previous lessons. Moreover, three subjects were able to obtain unmistakable indications of the final (from the point given by the experimenter) jump point without preliminary calculation of the fields with a pointer and somewhat stabilize their reaction time. After that, the usual coordinate grid (al, a2, a3, s, b2, b3, cl, c2, c3) was given and worked out, which most of the subjects now learned without much difficulty.

Subsequent control experiments revealed a clear shift: 3 out of 4 subjects in the situation of this task shifted from stage I to stage II of development of the ERP.

We continued these experiments, strengthening the motivation of the need to act in the mind by introducing "going" and "leading". The task was used - "pond with waterfowl" 7 . One of the subjects, the one who, according to the conditions of the game, "knew" how to lay the "board", led (using the coordinate grid); the other carried out his instructions. The conditions were about the same as in the case of "wandering through the swamp." Initially, two boards were used. But then the experimenter announced that two boards could not be used: after all, there was only one pond. The “leader” was sent to the next cabin and controlled the actions of the “walker” from there, without looking at the board.

As a result of these experiments, two of the four subjects (S. and Sh.) gave indicators corresponding to the III stage of development of the HPD. One subject was in stage II. It was not possible to achieve shifts in the fourth subject (3.).

Of course, this is not a genuine step in the development of the VPD. This is a local, "island", insufficiently fixed development. At the same time, according to the testimonies of the laboratory staff who observed the children in the classroom, the performance of those two subjects who were locally shifted by us to stage III improved significantly by the time the experiments were completed (especially in mathematics). Prior to this, both subjects were sharply lagging behind. However, the increase in academic success in the classroom turned out to be short-lived: in the new academic year these children were again among the lagging behind.

As already mentioned, in one of the four subjects studied by us with a sharp delay in the development of VPD, no changes were achieved. What is the reason? In all likelihood, here we have a case of an organic anomaly, in which the means that usually remove functional causes turn out to be ineffective, and the possibilities for the development of the child's CHD are limited 8 .

One of the most interesting tasks on the way of studying the problem of mental development is the development of a specific, analytical-synthetic (primarily psychological-physiological) idea of ​​the internal plan of action. Unfortunately, today's concrete idea of ​​it is very poor.

Many contemporary cyberneticians clearly regard the possibility of developing such a representation today as a pipe dream. They put a "black box" in its place. However, cybernetics are driven to this by the research methods inherent in their science. However, the methods of cybernetics are not the only possible ones. They do not exclude other methods. The initial task of synthesizing the results of abstract-analytical studies of living systems is precisely to open the "black box" of cybernetics. There are no insurmountable obstacles to this. It is important to keep in mind that, in a fundamental sense, the internal plan of action is a subjective model (in the broad sense) of human phylo- and ontogenesis, and in a narrower sense, a subjective model of a specifically human, social in nature human interaction with others, with other people. , products of labor, phenomena of social life, objects and phenomena of all nature accessible to a given person as a whole.

However, the absence of insurmountable obstacles does not at all indicate the ease of the upcoming path. The distance from a principled formulation of a question to its resolution is enormous. Now we can only talk about hypothetical sketches of the analytic-synthetic idea of ​​the VPD. It is possible that many of these primary hypotheses will be quite out of date. But they must be built. The first of them can already become at least indicators of the direction of research.

For the study of the specific structure of the internal plan of action, the hypothesis put forward by IP Pavlov about the interaction of the first and second signal systems is of great importance. Based on this hypothesis, it is already possible to construct the initial

It should be noted that the issue of diagnosing conditions adjacent to a clear defectiveness still remains open. It is quite possible that, in addition to the functional causes we have noted, there are a number of similar causes that give the impression of a defective child, but can be relatively easily eliminated by training.

Even in the presence of a sufficiently pronounced organic anomaly, the question of defectiveness cannot yet be unambiguously resolved: first, it is necessary to investigate the possibilities of compensating for such an anomaly. A model (albeit a very conditional, imperfect one) of the internal plan of action.

In this sense, the revision of views on the motor area of ​​the cerebral cortex carried out by IP Pavlov and his collaborators is very interesting.

By the time of this revision, it was generally recognized only that the stimulation of certain cellular structures in the anterior part of the hemispheres by electric current leads to corresponding muscle contractions, causing certain movements strictly timed to the mentioned cellular structures. Therefore, this area of ​​the cortex was called the "psychomotor center" (later this name was discarded and the term "motor area" was strengthened).

Under the influence of the experiments of N. I. Krasnogorsky, IP Pavlov raised the question: is this center only efferent?

N. I. Krasnogorsky proved that the motor area of ​​the cortex consists of two classes of cellular systems: efferent and afferent, that the physiological stimulation of afferent systems is in exactly the same way connected with different conditioned reflexes, like all other cell systems: visual, olfactory, gustatory, etc.

From this, IP Pavlov came to the conclusion that the afferent systems of cells in the motor area of ​​the cortex are in bilateral neural connections with all other systems of cells in the cortex. Consequently, on the one hand, they can be brought into an excited state by any stimulus that affects both extra- and interoreceptors; on the other hand, due to the two-way connection, the excitation of an efferent motor cell can lead to the excitation of any cortical cell that has a connection with this afferent cell. In addition, the afferent systems of the cells of the motor area of ​​the cortex more often and sooner enter into communication with all other cellular systems than they do with each other, “because,” said I. P. Pavlov, “in our activity, this afferent cell works more than others. Whoever talks, walks, constantly works with these cells, while other cells work randomly ... sometimes we are irritated by some picture, sometimes by hearing, and when I live, I am constantly moving.

The ideas put forward by IP Pavlov were further confirmed and developed substantially. It is now generally recognized, for example, that the simplified scheme, according to which the activity of analyzers during perception was considered mainly from the side of centripetal conduction of excitation, should be replaced by the idea of ​​the perception of a stimulus as a continuous reflex activity of the analyzer, carried out according to the principle of feedback. The efferent fibers going from the centers to the receptors are now open in all the sense organs. Little of. It is recognized that the cortical sections of the analyzers themselves are built on the principle of afferent-efferent apparatuses, not only perceiving stimuli, but also controlling the underlying formations.

Pavlov expanded and deepened the understanding of the nerve center, showing that the latter is a territorially widespread formation that includes various elements located in various parts of the central nervous system, at its different levels.

All this is fully applicable to the motor analyzer. The afferent-efferent components of the analyzers functionally belong to him. The last consideration is also confirmed by the position on the relationship in the work of the entire system of analyzers, proven by numerous studies.

The afferent-efferent nature of the analyzers indicates that the apparatus of any sensation, any perception is not only its receptor, sensory component specific for this analyzer, but also a component that is functionally the same for all analyzers and is included in the motor area. By the way, any other idea would be obviously absurd: if the products of mental interaction provide orientation of the subject in the surrounding world, which, like any other orientation, is ultimately carried out by external movements, then the connection of any sensory element with the motor element must undoubtedly take place, otherwise this sensory element loses its function, becomes meaningless.

Thus, the apparatus of any, even the simplest, unconscious perception is based on a two-way neural connection between the nervous formations specific for a given analyzer and the corresponding formations of the motor center.

The motor area of ​​the cortex, especially its afferent part, thus acts as an apparatus that unites and at the same time generalizes the work of the entire system of analyzers as a whole. Its generalizing role is already clear from the fact that quite often the stimuli coming from the receptor components of various analyzers, having the same psychological meaning, are associated with each other due to the fact that they turn out to be conditions of the same activity, are included in the same same activity. This is the basis of the generalization mechanism. Thanks to this mechanism, externally dissimilar conditions can actualize the same modes of action that correspond to the internal essential generality of these conditions.

It follows from this that the system, which I. V. Pavlov called the only signal system of animals and the first - of man, should be understood precisely as an interacting system. One of its components is composed of receptor, sensory formations of analyzers; the other - from the formations included in the motor area. To understand each of the components of this system, it must be considered precisely as a component of the system. Therefore, it is impossible to correctly comprehend, for example, the work of the eye, considering it in isolation from the apparatus of the motor region that unites the entire system.

On the same basis, it is obvious that all inter-analyzer relations, the so-called inter-analyzer connections, also cannot be understood by ignoring the work of the moving center, since the real connection in the work of various analyzers is established precisely in it - in the moving center.

What we have described can be attributed to the apparatus of the simplest form of mental interaction. The emergence and development of the highest form of such interaction is associated with the complication of the apparatus corresponding to it, with the restructuring of the entire concrete system. At the same time, a new motor center is added to the original motor center that unites and generalizes the work of the entire system of analyzers - a new uniting and generalizing apparatus capable of analyzing and synthesizing not only the primary information that comes from the receptor components of the first signal system, which is carried out by the motor center corresponding to this system. center, but also the products of the work of this nerve center. These products now themselves act as a source of information.

The new unifying and generalizing apparatus is specifically represented by the so-called kinesthesia of the speech organs, which, according to I.P. Pavlov, is the basal component of the second signaling system. It acts as a component of a new interacting system, the second component of which is the motor center of the level of the first signal system.

The evolution of the nervous system clearly illustrates the process of formation and development of this new, more complexly organized interacting system. At the level of animals, the premises of the new unifying and generalizing apparatus were included in the general interacting system, which constitutes the apparatus of elementary mental interaction, as an equal, “equal-sized” member. The change in the conditions of mental interaction associated with the formation of the social environment entailed the need to transform the mode of interaction, which led to the corresponding differentiation and reintegration of the subject's internal system. The result of this differentiation and reintegration was the isolation of the kinesthesia of speech organs, which acquired a new, qualitatively unique function.

The interconnection of both interacting systems is obvious. They have one component (the motor center of the level of the first signal system) they have in common: if the primary information entering the analyzers through their receptor components is combined, generalized, transformed and used to orient the subject through the motor center of the level of the first signal system, then this unifying and generalizing the apparatus, in turn, is an integral part of the second signaling system. The available processed, generalized information in it, obtained as a result of recoding the entire complex of primary stimuli at the level of the primary motor center, becomes a source of information analyzed and synthesized at the level of the second signal system through the secondary unifying and generalizing apparatus - kinesthesia of the speech organs.

Let us illustrate this by the example of the relationship between the apparatus of perception, representation and concept.

As already mentioned, the apparatus of perception is based on the nerve connections of the receptor formations of the analyzers with the formations of the primary motor center (the systems created by these connections are the primary subjective models of reality). The two-way connection of these formations already contains the potential possibility of representation: the excitation of the corresponding motor elements of the system of the perception apparatus should lead to the reproduction of its sensory trace - an image. However, within the elementary form of interaction for such reproduction of an image stimulated by the central component of the system, there is no special mechanism - the representation here is possible only as part of perception, with peripheral stimulation, and therefore, at the level of animals, potentially existing representations cannot be fully realized.

With the emergence of the second signal system, the situation changes. The formations of the motor center, which are part of the perception apparatus, under certain conditions, enter into a two-way neural connection with the formations of speech kinesthesia, which in turn correspond to the word - the sign model of an object. This creates the possibility of the appearance of the simplest forms of superstructural-basal models - the reproduction of traces of former perceptions: the impact of the sign model excites the formations of speech kinesthesia, associated in the course of the subject's previous activity with the corresponding formations of the motor center; hence, according to the principle of feedback, the excitation spreads to the sensory components of the analyzers, which leads to the reproduction of a trace of a previously perceived object, i.e., to a representation.

Thus, if the system of nervous connections between the receptor formations of the analyzers and the formations of the motor center of the level of the first signal system, under the condition of peripheral stimulation, is the basis of the perception apparatus, then the same system, under the condition of central stimulation, turns out to be the basis of the representation mechanism. The entire originality of representation, in contrast to perception (in the sense in which this originality is determined by the characteristics of the apparatus) depends precisely on the originality of stimulation. The system of primary connections between the motor centers of the first and second signal systems forms the basis of the apparatus of the concept.

As has been repeatedly emphasized, the internal plan of action turns out to be inextricably linked with the external one. It arises on the basis of the outer plane, functions in close connection with it, and is realized through the outer plane. As it develops, the inner plan largely restructures the outer one, as a result of which the outer plan of human activity differs significantly from the analogous single plan of animals. In a person, it becomes to a large extent a symbolic speech plan.

The mechanism of the VPD is determined by the regularities of its connections with the mechanism of the external plan. The functioning of the VPD mechanism is directly dependent on the organization of the structure of the external plan. At the same time, while functioning, the VPD also restructures the structure of the external plan. The structures of the VPD, as it were, descend into the structures of the external plan, thereby creating more extensive opportunities for joint functioning.

A creative person is understood as a person capable of creative and innovative activity and self-improvement.

The main problem of creative activity is the development at school and self-development throughout life of the creative qualities of the individual. What qualities characterize a person as creative?

In the early 1980s, Soviet researchers G.S. Altshuller and I.M. Vertkin set themselves the problem of what qualities a person should have in order to be a creative person. It can be noted that this problem is not new in the history of science. Many researchers and teams of researchers have obtained various solutions this problem.

The essence of these decisions boiled down to the fact that a creative person should have too many qualities, which made it difficult for them to purposefully develop in children and self-development in adults. In addition, some scientists adhere to the position that creative qualities are inherited from parents to children and they cannot be formed if they are not genetically determined.

If this is so, then only people chosen by nature can become creators, and the school is doomed only to create conditions for the development of the individual, but not to control the development of creative qualities. It turns out that only gifted children need to be developed, the rest will still fail. However, G.S. Altshuller and I.M. Vertkin thought otherwise.

To solve this problem, G.S. Altshuller and I.M. Vertkin analyzed over 1000 biographies of creative personalities of writers, composers, artists, engineers, doctors, and scientists. For the analysis, biographical literature was used from the series: "People of Science", "Life wonderful people”, “Creators of science and technology” and others. As a result of the study, it was found that, regardless of the type of activity, a creative person has the following basic qualities:

1) the ability to set a creative (worthy) goal and subordinate their activities to its achievement;

2) the ability to plan and self-control their activities;

3) the ability to formulate and solve problems that form the basis of the goal;

4) high efficiency;

5) the ability to defend one's beliefs.

As you can see, all these qualities are acquired, more precisely, the result of self-development during life and have nothing to do with heredity. At the same time, it cannot be denied that each person receives genetic inclinations for this or that activity. To realize these inclinations, creative qualities are needed. What is the structure of the creative qualities of the individual, what skills are included in each of the qualities?

Creative focus

Man lives only once, unfortunately. A very important question arises as to how one should manage one's life, so that at the end of it there would be no regrets about the years spent aimlessly. Therefore, the choice of the purpose of human life becomes very relevant. The purpose for which life is worth living should be creative, this does not mean at all that everyone should become great writers, composers, engineers, artists. But this means that every person during his life must do at least one creative thing that is useful not only for himself, but also for other people. And there are a great many such creative things, seemingly insignificant, but at the same time very interesting and useful: raising your own children, designing furniture, creating new varieties of plants and animal breeds, creating recipes for new dishes, new models of clothes, and much more. Each person should create in the area of ​​their interests and at the level of their capabilities. Creating a new recipe for a dish is no worse than writing a literary novel.

G.S. Altshuller and I.M. Vertkin proposed the following criteria for assessing the worthiness of a creative goal:

1. The novelty of the goal must be new, not previously achieved by anyone, or the means to achieve the goal must be new.

2. Public utility The goal must be useful both for the creator himself and for other people and civilization as a whole.

3. Concreteness The goal structure must be specific and clear, both for the creator himself and for others.

4. Significance Achieving the goal should bring significant results to society.

5. Hereticity The goal must contain an element of fantasy, implausibility.

6. Practicality Work on the goal should bring concrete practical results.

7. Independence The achievement of the goal, at least at the first stage, should not require expensive equipment and the participation of large scientific teams.

What does it mean to form and develop a student's creative purposefulness? First of all, it is necessary to acquaint him at lessons and educational events with materials that contain information about modern unresolved problems in science, technology and art.

Unfortunately, modern school textbooks and teaching aids do not contain such information. As a result, the younger generation often gets the impression that everything in science, technology, and art has long been discovered and invented. Therefore, the teacher needs to collect a card file of examples of such problems and the prospects for their solutions.

Secondly, it is necessary to teach students the rules of working with popular science literature and the independent formulation of unresolved problems. In this regard, it is especially important to teach students the ability to summarize popular science literature: to write a brief annotation of the article, indicate the problems outlined in it, analyze the solutions proposed by the author of the article, evaluate their positive and negative sides, offer their solutions in the form of hypotheses.

Planning and self-control of activities

Setting a creative goal is, although difficult, but still the initial part of the work. Achieving the goal largely depends on the reality of the plan that the person made. The form of the plan is not of fundamental importance, it is not so much important that it is written on paper, in a computer file or contained in the head, its content is of fundamental importance. The goal achievement plan should include a list of the researcher's work items that need to be completed to solve the problems. To achieve any creative goal, you need to learn how to plan:

1) work on the analysis of scientific literature on the creative goal and related areas;

2) work on the development of new scientific technologies for research and problem solving;

3) work on introspection and self-control of their activities. What learning skills are needed to analyze scientific literature? Ability to combine scientific information: highlight the main thing, compare, systematize, change, supplement, classify. These skills are essential for successful work on the development of new scientific technologies for research and problem solving. Self-analysis of one's work involves the possession of a person by the ability to compare the results of his work with an activity plan. And now you need to answer the question of how to teach a student to introspection, if from lesson to lesson at school in many subjects he is not only taught introspection, but even planning his activities? Moreover, teachers often do not introduce students to the lesson plan at all. Thus, learning to introspection involves learning to plan one's activities both for the performance of individual tasks, and for work in the lesson and for studying the topic.

Self-control is an assessment of the results of one's work based on scientific theories and patterns. Self-control involves a person's possession of the ability to compare the results of activities with scientific theories and patterns, on the basis of which the study is carried out. This is necessary to search for "white spots" in theories. If the theory does not explain the results of the study, then you need to change the theory.

After all, any research is always a test, refinement, modification and addition of existing theories. In some cases, when the facts obtained do not correspond to any known theory, it is necessary to create new theory. Therefore, it is very important in school education to conduct experiments not only confirming known theories, but contradicting them. Accordingly, students need to be taught how to plan and conduct experiments and research.

Possession of methods of formulating and solving problems

Creative goal is the end result of creative activity. To achieve a creative, worthy goal, it is necessary to formulate the problems that form the structure of the goal and solve them. Therefore, a creative person must master the methods of formulating and solving problems, the materials on which are presented in the second chapter. Here we should focus on one important aspect school education. Creative thinking of students must be developed at two levels: subject and interdisciplinary.

The subject level assumes that in the lessons in all subjects, students will master the methods and technologies of creative activity using systems of subject creative tasks. The interdisciplinary level involves teaching students the methods and technologies of creative activity in the process of solving systems of interdisciplinary creative tasks.

Unfortunately, at present, this work is not being fully carried out by schools. There are no systems of creative tasks on all topics of academic subjects and interdisciplinary ones, methods and technologies of creative activity are not applied, there is not even a basic textbook on the basics of creative activity. There is nothing surprising in the fact that many graduates do not know the methods of creative activity.

For self-development of this quality, the student should independently solve creative problems using the methods of creative activity. It must be remembered that intellectual culture is the result of a person's self-development.

High efficiency

How much time during the day can a person work with high efficiency? And not just to work, but to carry out creative activities? Each person will have their own norm and unification in this matter is rather stupidity than a scientifically based calculation. However, experience shows that if you engage in creative activities for 3-4 hours a day, you can do quite a lot. Outstanding creators worked eight to twelve hours a day. This is a lot and is achievable only for certain people.

In scientific creativity, as well as in any other kind of creative activity, the main thing is not so much the time spent on work as the methods and techniques by which it is performed. The application of the most effective methods and methods of intellectual activity can significantly improve the results of work.

The main methods of cognitive activity are: addition, change, self-compilation of notes, comparison of information, error correction, proof, refutation, derivation of rules from factual information, selection of information according to the rules, compilation of a scientific file cabinet.

Thus, high performance is achieved not so much by the amount of time spent daily on creative activities, but by increasing the speed of work through the use of various methods of information transformation, solving creative problems and planning and conducting research operations.

Ability to defend your beliefs

Let's start with beliefs. Beliefs are knowledge verified in the process of diverse creative activity. The researcher who has created new knowledge, expressed in the form of facts, patterns, theories, is obliged to verify their correctness in the process of numerous experiments. After all, the criterion of truth is practice. But even this is not enough. The researcher should be able to briefly, clearly and specifically present the results of his work, comparing them with the work of other authors, with a view to making changes and additions. After all, new truths are not born out of nothing, in science and art there are processes of gradual development of knowledge, and it is important to see this development and determine the place of your ideas in it. To do this, it is necessary to master the methods of dialectical logic as the basis of any cognitive activity, including creative.

The development of a person's ability to defend his beliefs is carried out by teaching him the ability to analyze and compare scientific information, conduct a dialogue and discussion, create logically correct system evidence, find various versions of evidence, conduct a comparative analysis of the results of the work, present the results of their research in the form of articles and monographs.

The main components of a creative personality are:

a) creative orientation (motivational-need orientation to creative self-expression, targets for personal and socially significant results);

b) creativity (a set of intellectual and practical knowledge, skills and abilities, the ability to apply them when posing problems and finding solutions based on intuition and logical thinking, talent in a certain area);

c) individual psychological originality (strong-willed character traits, emotional stability in overcoming difficulties, self-organization, critical self-assessment, enthusiastic experience of success, awareness of oneself as the creator of material and spiritual values ​​that meet the needs of other people).

It is necessary to ensure that creativity has become an inalienable human need. This problem worries not only teachers, but also parents who see the sprouts of giftedness in their children. To develop talent, it is necessary to educate a creative person. And the school plays a big role in this. But many teachers see that an increasing part of the efforts in the upbringing and education of schoolchildren do not give the desired result. Most of the students still know little, do not teach and do not want to learn.

The reason for this seems to be that in teaching practice It is believed that the more a person knows, the smarter he is. The students were given more and more knowledge on specific subjects, they formed certain skills and abilities in a particular area of ​​human activity. Also, certain standards were introduced in the subjects in the form of what the student should know and be able to do.

In the process of development of society, more and more knowledge and skills were required. As a result, the curriculum grew in volume to a maximum, beyond which an overload of information began, which contributed to a negative attitude towards mental work.

The creative potential of any person is characterized by a number of features that are signs of a creative personality. Its significant characteristic is creativity as the ability to transform ongoing activities into a creative process, the ability to notice and formulate alternatives, to question, the ability to delve into the problem and at the same time break away from reality, see the perspective, the ability to see a familiar object from a new perspective, in a new context. .

A manifestation of the creative potential of the individual is ability, giftedness, talent, genius. In the explanatory dictionary of V.I. Dahl "capable" is defined as "fit for something or inclined, dexterous, suitable, convenient." The concept of "capable" is defined through the ratio of success in activities. Sometimes abilities are considered innate, "given by nature." However, scientific analysis shows that only inclinations can be innate, and abilities are the result of their development. Arising on the basis of inclinations, abilities develop in the process and under the influence of activities that require certain abilities from a person. Outside of activity, no abilities can develop. Not a single person, no matter what inclinations he possesses, can become a talented mathematician, musician or artist without doing a lot and persistently in the corresponding activity. To this it must be added that the inclinations are ambiguous. On the basis of the same inclinations, unequal abilities can develop, again depending on the nature and requirements of the activity in which a person is engaged, as well as on living conditions and the characteristics of education.

Psychologist G.A. Rubinstein formulated the basic rule for the development of abilities in a “spiral”: from inclinations to abilities, this is the path of personality development. Creative inclinations are inherent in every person, but only the realization of creative potential makes a person a creative person.

When defining the concept of "talent", its innate nature is emphasized. Talent is defined as a gift for something, gift as an ability given by God. In other words, talent is an innate ability that ensures high success in activity. Talent is a combination of abilities that makes it possible to independently and originally perform any complex activity.

Giftedness is considered as a state of talent, as a degree of manifestation of talent. Giftedness is a high level of intelligence development, a qualitatively unique combination of abilities that ensures the successful performance of activities. From the foregoing, we can conclude that abilities, on the one hand, giftedness and talent, on the other, stand out, as it were, according to different grounds. Speaking of abilities, the ability of a person to do something is emphasized, and speaking of talent (giftedness), the innate nature of this quality is emphasized. Giftedness should be seen as an achievement and as an opportunity for achievement. The meaning of the statement is that it is necessary to take into account both those abilities that have already manifested themselves and those that can manifest themselves. In pedagogy, a certain structure for the classification of abilities has developed. The following classification is proposed:

By level (degree of perfection) weak, medium, high, giftedness, talent, genius;

In the personal sphere: academic (pronounced ability to learn), labor (in the field of practical skills), creative (non-standard thinking and vision of the world), mental (ability to think, analyzing, comparing facts);

According to the generality of manifestations: general (activity, criticality, speed, attention), special (musical, artistic, mathematical, literary, constructive-technical, etc.).

General abilities are required to perform various kinds activities. For example, such an ability as observation is needed by an artist, a writer, a doctor, and a teacher. Organizational skills, distribution of attention, criticality and depth of mind, good visual memory, creative imagination should be inherent in people of many professions. The most general and at the same time the most basic human ability is the analytical-synthetic ability. Thanks to it, a person distinguishes between individual objects or phenomena in their complex complex, singles out the main, characteristic, typical, captures the very essence of the phenomenon, combines the highlighted moments in a new complex and creates something new. Special abilities are the conditions necessary for the successful implementation of any one particular type of activity. These include, for example, an ear for music, musical memory and a sense of rhythm in a musician, an "assessment of proportions" in an artist, a pedagogical tact in a teacher, etc. .

The problem of giftedness is a complex problem, the main of which are the problems of identifying, training and developing gifted students, as well as the problems of professional and personal training of teachers, psychologists and education managers to work with gifted students. M. S. Abazovik said: "Really gifted children are often subjected to a kind of discrimination at school due to the lack of differentiated education and the orientation of teachers towards the so-called average student ...".

The foundation of the pedagogical process leading to the achievement of the set goal is the creation of conditions for continuing education, personal and professional growth, the formation of the need for self-education by raising the level of not only educational tasks, but also all types of life, through teaching students the methods of self-knowledge, self-development, self-improvement. The teaching staff of a vocational education institution is required to take measures to create conditions for the study, education and development of students, which involve the comprehensive development of their creative abilities and practical skills.

In the definition of a creative personality, a special place is occupied by a choice that relates to any sphere of human activity: ethical, moral, intellectual, emotional-volitional, social activity, and which consists in making choices, making decisions and activities for their implementation.

Rubinshtein S.L. believed that thinking begins where it was created problem situation. But what is a problem situation is, in the simplest case, a situation in which there is a choice of two or more possibilities. Moreover, a person is in a situation of choice almost constantly and regardless of the level of activity.

Freedom of the individual is the most important condition for the development of creative potential. The categories of individual freedom and freedom of choice should be considered as a problem of freedom of choice of activities. Here we mean precisely creative activities and their place in the series of all activities that are carried out not under the pressure of an “external goal”, but due to deep internal motivation, i.e., the types of activities that the student chooses himself with the growth of his creative activity, professional level and competencies. A creative person is a person with a certain set of moral, emotional, moral-volitional qualities. At the heart of its activity are the motives of behavior and activities in which these motives can be realized optimally both for the individual and for society.

No single ability can be sufficient for the successful performance of an activity, but only their combination, which is called giftedness. Like individual abilities, giftedness can be special (for a specific activity).

From this it follows that a creative person is a person who has creative potential in the form of innate inclinations and abilities, individual psychological originality, freedom of choice and creative orientation. A huge role in the education of a creative personality is played by the creative potential of the teacher and the conditions for organizing his work.

All stages of student activity should be considered creative. Stolyarov Yu.S. These stages include:

Setting a feasible task;

Theoretical preparation for the task;

Search for a specific solution to the problem;

Material implementation of the theoretical concept.

We believe that it is necessary to add to these stages the stage of evaluating the results of solving a technical problem. Undoubtedly, the proposed stage is a stage high level creativity. In modern conditions, any activity, including the creativity of students, activities, must be purposeful, and the degree of fulfillment of tasks to achieve the goal must be assessed according to the relevant criteria.

This problem is successfully solved by Kutev V.O. The creativity of students, in his opinion, can be expressed in three levels:

1) reproducing activity;

2) reproducing activity with elements of a creative approach;

3) creative activity.

For the successful organization of the creative process, it is necessary to know the motives that encourage students to actively participate in this complex process:

1) the motive of the future (students are trying to take their rightful place in a group, team);

2) the motive of prestige (students try to take a worthy place in a group, team);

3) cognitive interest (curiosity);

4) motive of duty (willingness to work in the field of the chosen profession);

5) the motive of the influence of a respected person;

6) motive for coercion (perform work to avoid trouble).

Without a doubt, the creative process is one of the components of educational work. Potashnik M.M. defines them like this:

1) formation, creation of managed and control systems;

2) maintenance of all properties of the system, its ordering and stabilization;

3) ensuring the optimal functioning of the system;

4) system development.

The most important is the optimal functioning of the system, which is the key to continuous and efficient operation, I consider it necessary to fulfill the following requirements:

1) the management mechanism must correspond to the goals of creativity, the level of knowledge and skills of students, the qualifications of the teaching staff of the educational institution;

2) to evaluate the results of the creative process, criteria for the quality and effectiveness of this work are needed.

Like any other component educational process, the creative process needs effective control. . Gorskaya G.I., Churakova R.G. It is believed that the high effectiveness of control depends on the fulfillment of the following conditions:

1) the first condition is the competence of inspectors;

2) the second condition is timely and accurate information about the progress of affairs in a controlled process;

3) the third condition is scientific validity, completeness, objectivity, specificity of conclusions, recommendations, proposals, requirements;

4) the fourth condition is the effectiveness of control, i.e. providing timely assistance.

The success of students in the creative process largely depends on the attitude of their parents. Technology teachers in conversations with parents should enlist their support in matters of involving students in the creative process.

Working with parents is a complex and multifaceted process. This is very different people requiring an individual approach to communication.

Portnov M.L. proposes the following classification of parents in relation to their children:

When planning work with parents, it is advisable to use the presented classification, while showing a high culture of communication, reasonableness of proposals and requests, in every possible way avoiding reproaches, reprimands, and humiliation of human dignity.

The personal qualities of a creative person are those that allow this person to differ from other people.

These include:

Productive self-awareness;

Intellectual creative initiative;

Thirst for knowledge and transformation;

Sensitivity to the problem, novelty;

The need for non-standard problem solving;

Criticality of the mind;

Independence in finding ways and means of solving problems.

The key to the development of personal qualities of a creative person is the high motivation of creativity.

For psychology, the creative motivation of the search (ideas, images, plots, scenarios, etc.) is one of the central problems. Its development is important for the correct interpretation of the fundamental questions of the formation of people in science, technology and art and for the rational organization of their work. For the purpose of better orientation in the hierarchy of different motivational levels, psychologists divided motivation into external and internal.

By “external” motivation, they usually understand motivation that comes not from the subject-historical context of creative activity, not from the demands and interests of the logic of its development, refracted in the motives and intentions of an individual researcher-creator, but from other forms of his value orientation. These forms (thirst for fame, material advantages, high social position, etc.) can be extremely significant for him, can be represented in the very depths of his personality, and yet they are external in relation to the developing science (technology or art) in which the creator lives with all his affections, passions and hopes. Ambition (the desire to achieve leadership in public life, science, culture, careerism, etc.), for example, can serve as a powerful engine of behavior that characterizes the very core of personality. Nevertheless, it is an external motive, since the creative activity motivated by it acts for the creator in the form of a means of achieving goals that are outside, for example, for the process of development of scientific thought going its own ways. It is known that external approval, expressed in various types of recognition and honors, is an important incentive for many creative people. Non-recognition of scientific merits on the part of colleagues and scientific organizations brings great grief to the scientist. G. Selye recommends that scientists who find themselves in a similar situation treat it philosophically: “It is better for people to ask why he did not receive high ranks and positions than why he received them.” A peculiar kind of ambition is love for a woman as an external motive for creativity. Some prominent people considered this feeling a strong stimulant of creativity. For example, A.S. Pushkin wrote: "The sweet attention of women is almost the only goal of our efforts." This point of view was shared by I.I. Mechnikov. Dissatisfaction with one's position also serves as an important motive for creativity (N.G. Chernyshevsky). Both dissatisfaction with one's position and the desire for self-expression can be incentives for the creative activity of the same person. This idea was clearly expressed by A.M. Gorky: “To the question: why did I start writing? - I answer: by the strength of the pressure on me of “a tedious poor life” and because I had so many impressions that “I could not help but write. A significant place among the motives of creative activity is also occupied by the moral and psychological side of this activity: awareness of the social importance and necessity of ongoing research, a sense of duty and responsibility for the nature and use of the results of scientific work, awareness of the close connection of one’s activity with the work of a scientific team, etc. Of particular importance in the moral motivation of scientific and any other creative activity is the sense of moral duty of creative individuals to their people and humanity. Creators must constantly remember the humane orientation of their activities and refuse to work, the possible tragic consequences of which are known in advance. Many of the greatest scientists and representatives of art of the 20th century spoke about this more than once. - A. Einstein, F. Joliot-Curie, I.V. Kurchatov, D.S. Likhachev and others. One of the external motives is social facilitation - an increase in the speed or productivity of a creative personality due to the imaginary or real presence of another person or group of people (without their direct intervention in the activity), acting as a rival or observer of his actions. One of the powerful stimuli of creativity can be considered boredom. According to G. Selye, creative people are intensively looking for "spiritual outlets". And if they have already acquired a taste for serious mental exercises, everything else in comparison with this seems to them not worthy of attention. The most unattractive incentives for creativity include envy and the desire to acquire large material wealth, high positions and high-profile titles. There are two types of envy among creative workers. The first is "white envy", in which the recognition of someone else's success turns out to be an incentive for the individual to be creative and strive for competition. It is this envy of A.S. Pushkin considered "the sister of the competition." "Black envy" pushes the individual to commit hostile actions in relation to the object of envy (Salieri's syndrome) and has a destructive effect on the very personality of the envious person.

The internal motives of creativity include intellectual and aesthetic feelings that arise in the process of creative activity. Curiosity, surprise, a sense of the new, confidence in the correct direction of the search for a solution to the problem and doubt in case of failure, a sense of humor and irony - these are examples of intellectual feelings. Academician V.A. Engelhagdt believed that the innate instinctive power of creativity is the desire to reduce the degree of ignorance about the world around us. He considered this instinct to be akin to the thirst-quenching instinct. That is why it is fair to say that it was not the scientist who gave his life to serve science, but science served to satisfy his need for creativity. The same can be said about the poet, and about poetry, and in general about any creative person and his creations. The fact that the need for creativity, for the creation of something new and original, is in the almost instinctive need of a person, is evidenced by the experience of many talented people. For example, I.S. Turgenev, according to his biographer, took up the pen under the influence of an inner need that did not depend on his will. L.N. Tolstoy said that he wrote only when he was not able to resist the inner attraction to writing. Similar statements can be found in Goethe, Byron, Pushkin and many eminent scientists. Curiosity, the ability to enjoy every small step, every small discovery or invention is a necessary condition for a person who has chosen a scientific profession. The thirst for knowledge, or the instinct for knowledge, is the main difference from animals. And this instinct is highly developed in creative individuals (L. S. Sobolev). The work of a scientist is a source of great pleasure. According to Academician N.N. Semenov, a true scientist is attracted by his work in itself - regardless of remuneration. If such a scientist were not paid anything for his research, he would work on them in his spare time and would be ready to pay extra for it, because the pleasure he receives from doing science is incomparably greater than any cultural entertainment. The one to whom scientific work does not give pleasure, who does not want to give according to his abilities, that is not a scientist, this is not his vocation, no matter what degrees and titles he may be awarded. Material security comes to a real scientist by itself, as a result of his faithful attachment to science (N.N. Semenov, 1973). Curiosity, love for the truth of a scientist is largely due to the general level of development of science, his own life experience , public interest in a particular problem on which the scientist is working. The most important thing, without which even high professional qualities do not lead to success, is the ability to rejoice and be surprised at every small success, every solved riddle and treat science with the reverence that A. Einstein spoke of: “I am content with being astonished I conjecture about these mysteries and humbly try to mentally create a far from complete picture of the perfect structure of everything that exists. Since the time of Plato, the feeling of surprise (“mystery”) has been considered a powerful motive for all cognitive processes. The desire for the mysterious, the unusual, the thirst for a miracle are inherent in a person in the same way as the desire for the beautiful. A. Einstein said about this: “The most beautiful and deepest experience that falls to the lot of a person is a feeling of mystery.” A pronounced sense of mystery underlies all the deepest trends in science and art. Being creative, people often experience aesthetic satisfaction , which, as a rule, increases their creative energy, stimulates the search for truth.Creativity includes not only knowledge, but also beauty, aesthetic enjoyment of the process itself and the result of creative work.Penetration into the world of the unknown, revealing deep harmony and an amazing variety of phenomena , admiration for the opening beauty of the known patterns, a feeling of the power of the human mind, awareness of the growing power that a person acquires over nature and society thanks to science, give rise to a gamut of feelings and strongest human experiences that are deeply included in the process of creative searches of scientists: satisfaction, admiration, delight, surprise (from which, as Aristotle said, all knowledge begins). The beauty of science, as well as art, is determined by the sense of proportion and interrelationship of the parts that form the whole, and reflects the harmony of the surrounding world. In order to make fuller use of the aesthetic motives of scientific creativity, their role in the revitalization of science, it is important to learn how to consciously influence them, to promote their unimpeded and socially beneficial development. The strengthening and development of ties between scientists and the world of art and literature can play an enormous and in many ways irreplaceable role. The famous mathematician GG.S. Alexandrov noted that music had a huge influence on his development as a scientist in his younger years. It was precisely at those moments when, returning from a concert, he experienced some especially good state, valuable thoughts came to him. Similar statements by A. Einstein are known, who noted the exceptional role fiction in stimulating new scientific ideas.

Both types of motivation are so closely related to each other that their separate separate analysis is often very difficult. The unity of motivation is manifested in the very fact of the existence and development of a person's natural inclination to creativity, in the need for self-expression. External motives can serve as an engine of creative activity only through internal motivation, which is created as a result of a contradiction within the cognitive field between what is already formalized in the form of socialized knowledge and what should be formalized by a given subject of creativity in order to claim advantages expressed in terms of external motivation. Obviously, external attributes and external benefits in themselves cannot serve as a criterion for success in science, although it is often their appropriation that becomes the dominant motive for the activities of many scientists.

To the means of increasing T.m. in a creative team is not only the use of material and moral incentives and promotions in status. It is also important to create conditions for self-actualization of the scientific worker's creative abilities, to open up prospects for him. Among the factors of great motivational significance, it is necessary to single out the motivations of the scientist, which are acquiring an important role in modern conditions, associated with the implementation of the results. scientific research(especially fundamental ones) into practice, etc.

Summarizing the above, two groups can be distinguished creative motives :

· external (the desire for material benefits, to secure one's position);

· internal (pleasure from the creative process itself and aesthetic satisfaction, the desire for self-expression).