divination 

Selection of diagnostic methods to identify creative abilities. Experience technology. Games for the development of dialectical thinking

Creativity is a complex phenomenon, complexly conditioned by many social, pedagogical and psychophysiological prerequisites.

To teach creativity is, first of all, to teach a creative attitude to work. Labor is the most important source of the formation of cognitive activity, without which there is no creative personality. The development of creative abilities is also facilitated by the style of conducting lessons: a creative, friendly microclimate, an atmosphere of respect and cooperation between the teacher and students, attention to each child, encouraging even the slightest success. In the classroom, children should receive not only knowledge and skills, but also general development. The teacher must create conditions for the manifestation of the creative abilities of students, master tactics, technology, i.e. with a specific program of creative exercises, which would include the activation of the main components of creativity: emotions, imagination, imaginative thinking. For creative lessons, you need to feel confident that your unusual findings will be noticed, accepted and properly evaluated. Many students feel embarrassed when showing their work. “I didn’t do well” - sometimes such assessments correspond to reality, the true situation, but often a different content is hidden behind them: the child is sure that the work is done well, but he reduces his impression of it, hoping that the teacher will notice and be surprised that how well the task was completed.

The teacher's attitude to the results of children's creativity is a very extensive topic. We need a careful attitude to what is created by children, to refuse criticism, to choose a position of acceptance, a value attitude towards the creativity of students. When the relationship of trust and openness between teachers and students is established, it is possible and necessary to compare the completed task with the set creative task.

At the initial stage of work, I carried out the following diagnostics with children:

  • 1) “Imagination”, the purpose of which was to determine the level of imagination of students;
  • 2) "Think up a game" The purpose of this technique is to determine the level of development of the child's fantasy;
  • 3) "Creativity" to determine the development of the level of creativity.

To determine the level of development of imagination, an "Imagination" test was conducted, where children were asked to answer 12 questions (see Appendix). After scoring, the conclusion is:

  • 14-17 points: You have a rich imagination. If you can apply it in life, you will achieve great creative success - a high level;
  • 9-13 points: average imagination. This imagination is found in many people. It depends on you and only on you whether you will be able to develop it - the average level;
  • 5-8 points: you are a realist in every sense of the word. You don't hang in the clouds. However, a little imagination never hurt anyone. So think about yourself - low level.

The test showed the results:

To determine the level of development of the students' fantasy, I used the "Make up a game" method (see Appendix), where the child is given the task to come up with a game in 5 minutes and tell in detail about it, answering the following questions of the experimenter. In the child's answers, it is not speech that should be evaluated, but the content of the invented game. In this regard, when asking a child, it is necessary to help him - constantly ask leading questions, which, however, should not prompt the answer.

Diagram 1. Child's imagination

  • high level - 15%;
  • average level - 40%;
  • low level - 45%.

According to certain criteria, a game invented by a child can get from 0 to 10 points in total. And based on the total number of points received, a conclusion is made about the level of fantasy development:

  • 10 points - very high level;
  • 8-9 points - high level;
  • 6-7 points - average level;
  • 4-5 points - low level;
  • 0-3 points - very low level.

The test showed the results:

The diagnostic data in percentage terms showed:

  • *very high level - 10%;
  • *high level - 15%;
  • *average level - 43%;
  • *low level - 20%;
  • *very low - 12%.

Diagram 2. Students' fantasy


To assess the level of creativity, the ability to make non-standard decisions, the diagnostics "Creativity" was carried out (see Appendix). Students need to choose one of the proposed options for behavior in these situations. The total amount of points scored showed the level of creativity:

49 or more points. You have a significant creative potential, which presents you with a rich selection of creative possibilities. If you can actually apply your abilities, then a wide variety of forms of creativity are available to you - a high level.

From 24 to 48 points. You have quite normal creativity. You have those qualities that allow you to create, but you also have problems that hinder the creative process. In any case, your potential will allow you to express yourself creatively, if you, of course, wish it - the average level.

23 points or less. Your creativity, alas, is small. But maybe you just underestimated yourself, your abilities? Lack of self-confidence can lead you to think that you are not capable of creativity at all. Get rid of it and thus solve the problem - low level.

The test showed the results:

Diagram 3. Creativity


The diagnostic data in percentage terms showed:

  • *high level - 22%;
  • *average level - 41%;
  • *low level - 37%.

The data of the diagnostics carried out showed that the imagination of students is poorly developed, children practically do not know how to fantasize or are afraid of it, although, in my opinion, there is enough inherent creative potential in every child. It just takes a little help to open them up.

From this I concluded: it is necessary to build your technology lessons so that every child feels like a genius, can be realized as a creative person.

The purpose of my work: Unleashing the creative potential of the child, developing his creative abilities by involving him in creative activities in technology lessons.

  • - choose a set of exercises and tasks to involve children in creative activities;
  • - develop and test abstracts of technology lessons, using various techniques and methods to develop the creative abilities of students;
  • - use these types of tasks at different stages of the lesson;
  • - to promote interest in technology lessons.

Test to identify the humanitarian abilities of a child

To determine the humanitarian abilities that underlie, for example, literary creativity, we suggest writing down the child's impressions of some significant event. Humanitarian abilities can manifest themselves in the following signs:

The emotionality of the story, i.e., any event in the life of a humanities child evokes an emotional response, a vivid, deep experience;

Imagery of impressions: when talking about an event, the child imagines it well, as if he sees it in space, conveys external signs - color, details, etc .;

Humanism, goodwill towards the world around; the child wants the world to become better, relations are kinder, there was no war, people, animals did not die or get sick, etc.

Invite the child to compose the story "How I went to the zoo." In order for the story to turn out to be detailed and help to manifest all the above signs, we offer you questions for compiling a story.

1. When and with whom did you go to the zoo?

2. What was your mood that day?

3. What animals did you see at the zoo?

4. What animal do you remember especially well and why?

5. Describe it.

What is its size, color?

What is its structure?

What was his behavior like?

6. If zoo animals could talk, what would they ask you to do?

7. Recall a time when you or another person helped animals.

Story analysis

1. Identification emotionality produced on the basis of the second, fourth and sixth sentences.

In the second sentence, the child describes his mood not in one word (cheerful), but in more detail, deeply (I was happy, worried, really looking forward to this day ...).

In the fourth sentence, the words that reflect feelings, the emotional response of the child (funny, scary, cheerful, playful, cunning), and not the description (shaggy, with a tail, big ...) will be significant.

In the sixth sentence, statements will be significant that show the child's desire to interact with animals as with people (play with me, hug me, let's be friends with you ...).

2. Diagnostics imagery The child's ideas are made on the basis of the analysis of the first, third and fifth sentences.

In the first sentence, not a monosyllabic answer (in the summer with mom) is counted, but a detailed one (a description of the season, weather, road, nature, route to the zoo, etc.).

In the third sentence, not just the enumeration of animals, but their detailed description is also positively evaluated. You can encourage the child to describe with additional questions. Significant words are taken into account, which make the image of the animal clear and detailed.

In the fifth sentence, answers like "big", "gray", "with paws" are not signs of figurativeness. Significant will be the signs mentioned above. Words-comparisons are also counted (similar to ..., like ..., the same as ...).

3. Conclusion about humanism the child's attitudes are based on an analysis of the answers to the sixth and seventh questions.

The sixth and seventh sentences take into account the benevolent, humane, compassionate attitude towards animals.

The child may even cry, remembering the suffering of animals. He will say that the animals want to be set free, that they have a mother, father or children left there. And in life, a child is distinguished by love for animals, he cannot not only show aggression, cruelty towards them, but also observe how others do it.

Results processing

If in two sentences out of three there are signs of emotionality, figurativeness, and in one sentence out of two there are signs of humanism, then the child has qualities that underlie humanitarian abilities.

Diagnosis of abilities for visual creativity

To determine the artistic abilities of 6-7-year-old children, two tasks can be offered to them:

Test "Circles" - to identify creative abilities;

Test "House" - for hand-eye coordination.

Test "Circles"

The child is offered a sheet with 20 drawn circles with a diameter of at least 2 cm and is given the task: "Turn the circles into some unusual objects (draw them using these circles)". You have 5 minutes to complete the task.

Results processing

Creativity is manifested in originality, flexibility, fluency.

The originality of the image is manifested in the fact that the child has new, non-standard ideas for drawing objects that have the shape of a circle.

Ordinary, that is, standard, will be images that are often found in children's drawings (an apple, a ball, the sun, a person's face, a bunny's muzzle, a plate, a wheel, a balloon, a flower, etc.). 0 points are assigned for such drawings.

Images of objects that children do not often draw (a bell button, a cake, a button, a hedgehog curled up in a ball, a Gingerbread Man, a smiley face, the planet Mars, a mirror, a hockey puck, a cherry, etc.) can be considered original. Each original drawing is worth 1 point. If a child combines 2 or more circles into one composition, then you can add 1 point for each combination for originality.

Flexibility- this is the child's ability to put forward a variety of ideas for drawings, referring to various fields of knowledge, using a wide range of objects and phenomena. To assess flexibility, the number of generalizing words-concepts is counted, which can include several drawn objects and phenomena at once.

For example, drawings of a person or only a head (face) can be combined with the general concept of “man”.

Other words-concepts unite other objects, for example: “celestial bodies” (Moon, Sun, planet), “fruits and vegetables” (apple, cherry, tomato, watermelon). So, you can include objects drawn by the child in the groups “animals”, “plants”, “dishes”, “accessories”, etc.

The number of groups, which may include several subjects or even one, is counted and evaluated - 1 point for each group. Please note that when analyzing and counting groups, all images are taken into account, not just the original ones.

Fluency- this is the speed, productivity of the child's visual activity, that is, it is the ability to complete a large amount of work in a limited amount of time (5 minutes), draw a lot of round objects. In our test, the number of circles that the child used to depict objects is counted. 1 point is given for each drawing circle.

Interpretation of results

The test results do not reflect the fullness of the child's creative potential. Watch the child: if he constantly invents, composes, fantasizes, then his creative potential is obvious, if he prefers to act according to a model, instruction, template, is afraid to take the initiative, help the child feel the joy of creativity.

Test "House"

This task is used to study the consistency of actions in the "eye-hand" system. The test shows how much the eye controls the movements of the hand, because artistic abilities are manifested not only in the originality of the idea, but also in the technique of execution, in the ability to accurately and clearly convey this idea, to make the idea understandable to others. Also in drawing, the hardness of the hand, the accuracy of the drawn line, the ability to correctly convey the size and proportions of the object are important. The child is offered a sample drawing of a house and is invited to draw exactly the same house, looking at the sample.

Results processing

For each mistake, 1 point (penalty) is awarded.

1. The absence of any detail of the picture. The picture may not have a fence (one or both halves), smoke, a chimney, a roof, hatching on the roof, a window, a line depicting the base of the house - 1 point.

2. An increase in individual details of the picture by more than 2 times (window, fence, roof) with relatively correct preservation of the proportions of the picture as a whole - 1 point.

3. Wrong arrangement of details in the space of the picture. The location of the fence above the line of the base of the house, the displacement of the pipe to the left, the placement of the window not in the center - 1 point.

4. A significant deviation of the lines from the given direction, due to which the house, for example, collapses, the fence warps, the roof becomes rectangular, and the smoke from the chimney goes up - 1 point.

5. Incorrectly depicted element of the drawing: incorrect image of smoke rings, shading on the roof, incorrectly drawn elements of the fence - 1 point. Errors in passing the number of elements are not counted.

Interpretation of results

0-1 point - high level of hand-eye coordination;

2-3 points - average level;

Over 4 points - low level.

Below is an example drawing of a 7 year old child with poor hand-eye coordination.

If the drawing is very different from the sample, as in this case, it is necessary to consult with a specialist - a child psychologist, neuropsychiatrist.

Diagnosis of special abilities of children

To diagnose the severity of various special abilities in a child, you can use the questionnaire "Map of abilities". The proposed test was developed by American psychologists, specialists in the field of child psychology A. de Haan and G. Kaf and became widespread in the United States. The questionnaire is addressed to parents, as well as teachers and psychologists. With it, they can assess the abilities of their children.

Instruction

Here are 80 statements that relate to the characteristics of the behavior and activities of the child. At the end of the test, 10 areas of activity are listed in which the child can show his talents. Don't jump ahead and read them until you've completed the answer sheet. Read the statements carefully and rate your child using the following scale:

++ - the property being assessed is well developed, clearly expressed, often manifested;

+ - the property is noticeably expressed, but it manifests itself inconsistently;

0 - the evaluated property is expressed indistinctly, rarely appears.

Put your marks in the answer table. The rating for the first statement is placed in the cell with the number 1, the rating for the second - with the number 2, etc. If you find it difficult to assess the child's abilities because you do not have sufficient information for this, leave the corresponding cell empty.

Answer table

Statements

1. The child is prone to logical reasoning, is able to operate not only with concrete, but also with abstract concepts.

2. Thinks outside the box and often offers unexpected, original solutions.

3. Learns new knowledge very quickly, "grasps" everything on the fly.

4. Original in the choice of subjects. In the drawings, he usually depicts many different objects, people, situations. Avoids monotony.

5. Shows great interest in music lessons.

6. Likes to compose (write) stories or poems.

7. Easily enters the role of any character: a person, an animal, etc.

8. Interested in mechanisms and machines.

9. Initiative in communicating with peers.

10. Energetic, gives the impression of a child in need of a large amount of movement.

11. Shows great interest and exceptional ability to classify objects, establishing their belonging to any group.

12. Not afraid of new activities, new ideas, techniques, methods, actions.

13. Quickly remembers what he heard and read without special memorization, does not spend a lot of time on what needs to be remembered.

14. Becomes thoughtful and very serious when he sees a picture, hears music, sees an unusual sculpture, a beautiful (artistically executed) thing.

15. Sensitively reacts to the nature and mood of the music.

16. Can easily build a story, from the beginning of the plot to the resolution of any conflict.

17. Interested in acting.

18. Can use various parts of the designer, small items (clothespins, coils, screws, acorns, etc.) to create new crafts, toys, devices.

19. Maintains confidence around strangers.

20. Likes to participate in sports games and competitions.

21. Knows how to express his thoughts well, has a large vocabulary.

22. Resourceful in using various items to organize the game (headquarters, hut), can use furniture, household items, natural materials.

23. Knows a lot about such events and problems that his peers usually do not know about.

24. Able to compose original compositions from flowers, drawings, stones, stamps, postcards, etc.

25. Sings well.

26. When talking about something, he knows how to stick to the chosen plot well, does not lose the main idea.

28. Likes to understand the causes of malfunction of mechanisms.

29. Communicates easily with children and adults.

30. Often wins in various sports games with peers.

31. Captures well the connection between one event and another, between cause and effect.

32. Able to get carried away, "go headlong" into the occupation of interest to him.

33. Outruns his peers in knowledge, learning skills for a year or two.

34. Likes to use any new material for making toys, creating collages, drawings.

35. He puts a lot of energy and feeling into playing a musical instrument, into a song or dance.

36. Adheres to only the necessary details in stories about events, discards everything insignificant, leaves the main, most characteristic.

37. Playing a dramatic scene, he is able to understand and portray the experiences of the characters.

38. He likes to draw drawings and diagrams (plan of the room, electrical wiring; motor diagram, maps indicating the location of the hiding place, etc.).

39. Captures the reasons for the actions of other people, the motives for their behavior. Understands facial expressions and gestures well.

40. Runs faster than his peers.

41. Likes to solve complex problems that require mental effort.

42. Able to suggest different ways of solving the same problem.

43. Shows a pronounced, versatile curiosity.

44. Willingly draws, sculpts, creates compositions that have an artistic purpose (decorations for the home, clothes, etc.) in his free time, without prompting adults.

45. Likes music recordings. Wants to go to a concert or where you can listen to music.

46. ​​Chooses words in his stories that convey well the emotional state of the characters, their experiences and feelings.

47. Tends to convey feelings through facial expressions, gestures, movements.

48. Reads (loves being read to) stories about the creation of new devices, machines, mechanisms.

49. Often directs the games and activities of other children.

50. Moves easily, gracefully. Has good coordination of movements.

51. Observant, likes to analyze events and phenomena.

52. Able not only to propose new ideas, but also to put them into practice.

53. Reads encyclopedias, fiction, ahead of his peers by a year or two.

54. Turns to drawing or modeling in order to express his feelings and mood.

55. Quickly learns to play a musical instrument.

56. He knows how to convey in stories such details that are important for understanding events (which his peers usually cannot do), and at the same time does not miss the main line of events that he talks about.

57. Seeks to evoke emotional reactions in other people when he talks about something with enthusiasm.

58. He listens with pleasure or reads children's popular literature devoted to technical inventions, knows the names of famous inventors.

59. Tends to take on responsibility beyond his age.

60. Likes to go hiking, play outdoor sports grounds.

61. Able to retain symbols, letters, words for a long time.

62. Likes to try new ways of solving everyday life problems, does not like already tested options.

63. Able to draw conclusions and generalizations.

64. Likes to create three-dimensional images, work with clay, plasticine, paper and glue.

65. In singing and music, he seeks to express his feelings and mood.

66. Inclined to fantasize, tries to add something new and unusual when talking about something already familiar and known to everyone.

67. With great ease conveys feelings and emotional experiences.

68. He likes to assemble airplanes, cars, ships, etc. from designer parts, he can come up with his own original models.

69. Other children prefer to choose him as a partner in games and activities.

70. Prefers to spend his free time playing outdoor games (hockey, basketball, football, etc.).

71. Has a wide range of interests, asks many questions about the origin and purpose of objects.

72. Productive, no matter what he does (drawing, inventing stories, designing, etc.), able to offer a large number of very different ideas and solutions.

74. Can give his own assessment of works of art, tries to reproduce what he liked in his own drawing or craft.

75. Composes own, original melodies.

76. He knows how to portray his characters in a story very much alive, conveys their character, feelings, moods.

77. Likes drama games.

78. Quickly and easily masters the computer.

79. Possesses the gift of persuasion, is able to inspire his ideas to others.

80. Physically more enduring than peers.

Processing and analysis of results

Count the number of pluses vertically. Write the results of the calculations below, under each column. Each column corresponds to one or another area of ​​activity.

I. Intellectual, cognitive abilities.

II. Creative, creative abilities.

III. Academic, learning abilities.

IV. Ability for artistic creation.

V. Musical, vocal and performing abilities.

VI. literary ability.

VII. Artistic ability.

VIII. Technical, design abilities.

IX. Leadership, communication skills.

X. Sports, physical abilities.

The assessment of the degree of expressiveness of abilities has four levels:

0-4 points - low level (abilities are not expressed);

5-8 points - average level (abilities are weakly expressed);

9-12 points - the level is above average (pronounced abilities);

13-16 points - a high level (pronounced abilities that are noted even by strangers).

With this test, you can determine the strengths of your child, understand what abilities should be developed.

We check how successful the preparation for school was for the child

Creativity allows us to create something new in the process of transforming the original product or situation. Creative abilities include the ability to transform (the ability to operate with relations of opposites) and the ability to symbolize (symbolic mediation).
The ability to transform is necessary for creative problem solving in various realms of reality. Thanks to these abilities, preschoolers transform their ideas about ordinary, familiar objects, situations and create new images, plan ways to change the situation. The development of the ability to transform occurs when the child resolves conflicting situations, recognizes the relationship of opposites. The development of a child as an active creative person begins with the development of these abilities.

Method 1
Goals: identifying the level of development of abilities for transformation (determining the beginning and end of history).
Task text:
Exercise 1. Look at the picture. Here is a story that happened to one person. In order to tell it, you need to guess where the beginning of the story is, where is the middle, where is the end. Mark with a cross the picture depicting the beginning of the story. (The correct choice is a picture of a child)

Task 2. It is carried out similarly to the previous task. For viewing, a picture depicting a chicken is used. (The correct choice is the picture on which a cracked egg is drawn)

Task 3. It is carried out in the same way as tasks 1 and 2. For viewing, a picture with the image of a boy inflating a balloon is used. (The correct choice is the picture in which a child is drawn with an uninflated balloon in his hands)
Grade:




Interpretation:
Score 3 points - the child sees the dynamics of all events (stories), highlights their beginning, and can also imagine the development of the event: its middle and end.
Score 2 points - the child sees the dynamics of some events, highlighting their beginning. Basically, the child is guided in those events about which he has a specific idea.
Score 1 point - the child finds it difficult to analyze the dynamics of the event, to establish its beginning.

Method 2
Goals: identification of the level of development of abilities for transformation (determination of the intermediate state of a changing object).
Task text:
Exercise 1. Look at the figures. They are located in two rows. Look at the figures in the top row. At first the figure was like this (the first figure), but it became like this (the third figure). Choose from the figures of the bottom row the one that fits in the place of the missed figure and mark it with a cross. (The correct choice is the second circle in the bottom row)

Task 2. It is carried out in a similar way. (The correct choice is the gray circle)

Task 3. It is carried out in a similar way. (The choice of two triangles is considered correct)
Grade:
Evaluation of the children's performance of this technique is based on an analysis of the results of all three tasks.
3 points - the child correctly completed all three tasks.
2 points - the child correctly completed 1 - 2 tasks.
1 point - the child did not complete any task
Interpretation:
Score 3 points - the child has differentiated ideas about the dynamics of events, sees not only their beginning, but also intermediate states.
Score 2 points - the child has undifferentiated ideas about the dynamics of some events, sees only their beginning.
Score 1 point - the child has no idea about the dynamics of events, about their beginning and intermediate states.

Method 3
Goals: identification of the level of development of abilities for transformation (reflection of cyclic changes in objects).
Task text:
Exercise 1. Look at the pictures. They are located in two rows. Look at the glasses in the top row. At first, sugar was like this (the first glass with sugar), but it became like this (a glass without sugar). Choose from the pictures of the bottom row the one that fits in the place of the missing picture and mark it with a cross. (The correct choice is a picture of a glass with traces of dissolving sugar on the bottom (the first or last picture in the bottom row))
Task 2. It is carried out similarly to the previous task. It is considered correct to choose the middle picture with the image of a glass, at the bottom of which two pieces of sugar are visible.
Grade:
Evaluation of the children's performance of this technique is based on the analysis of the results of two tasks.
3 points - the child correctly completed two tasks.
2 points - the child correctly completed 1 task.
1 point - the child did not complete any task.
Interpretation:
Score 3 points - the child has an idea that the change in events can be cyclical. He understands that the movement of an event in one direction leads to one intermediate state, and the movement in the opposite direction leads to another intermediate state. For example, a child knows that between summer and winter there is autumn, and between winter and summer there is spring.
Score 2 points - the child sees an intermediate state of an event that develops in only one direction.
Score 1 point - the child has no idea about the cyclical nature of the event and does not highlight intermediate states.

Method 4
Goals: identifying the level of development of abilities for transformation (determining the sequence of events in history).
Task text:(Cards must be cut) Look at the pictures. What happened first, and what happened next? Sort the pictures in order.
Grade:
3 points - no errors.
2 points - 1 - 2 mistakes.
1 point - more than 2 errors.

Symbolic abilities allow the child to use symbolic means by which he can express his attitude to reality, events, human feelings, literary characters, etc. With the help of symbolic means, the child can generalize his emotional and cognitive experience, culturally express his emotions, looking for a suitable image for this. A child uses symbolic abilities not only to solve creative problems, but also to get out of a conflict or other difficult emotionally saturated situation. A high level of development of symbolic abilities will allow a first-grader to quickly change the leading type of activity, move from playing to learning.

Method 5
Goals: assessment of the level of development of creative abilities that allow the child to express his attitude to objects and phenomena of the world around him with the help of individual or culturally accepted symbolic designations (the ability to symbolize).
Task text: Look at the pictures. Put a cross next to the picture that best fits what I'm about to say.
Exercise 1. Which picture is best for arguing people?

Task 2. Which picture suits your friends the most?

Task 3. Which picture is most suitable for a New Year's card?

Task 4. What subject is best for a first grader?

Task 5. Which mask suits Barmaley the most?

Task 6. What color material is best for Baba Yaga's dress?

Task 7. Which picture is best suited to convey the mood of a sad boy?

Assessment and interpretation:
Score 3 points - the child independently and without errors indicates with the help of symbols the emotional state, his attitude to the situation and the character.
Score 2 points - the child is not always able to correctly indicate his emotional state, attitude to a literary character and life situation with the help of generally accepted symbols.
Score 1 point - the child does not have a clear understanding of the culturally accepted symbolic designation of emotional states and relationships, focuses on external, secondary circumstances of the situation.

Literature
1. Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V. is your child ready for school? Test book. - M .: CJSC "ROSMEN-PRESS", 2007
2. Manual for teachers of preschool institutions "Diagnostics of a child's readiness for school" / Ed. N.E. Veraksy. - M .: Mosaic-Synthesis, 2007

Download printable version.

Description of the program and research methods

The first stage was testing according to the methodology for diagnosing the development of creative abilities by E. Tunik (Appendix 2).

The second stage was the testing of students according to the classical method of diagnosing creativity by E. Torrens (Appendix 1).

The third stage is obtaining expert assessments of teachers regarding the development of the creative abilities of their students.

The fourth stage is testing teachers according to the D. Johnson questionnaire (Appendix 5).

The fifth stage is interviewing teachers regarding the level of development of creative abilities, which manifests itself in the daily life of children.

Currently, there are a huge number of different methods of psychodiagnostics of human creative abilities. E. Torrens developed 12 tests grouped into a verbal, visual and sound battery. He preferred not to use the term "creativity" in the names of his methods, designating them as batteries for verbal, pictorial and verbal-sound creative thinking. To relieve anxiety and create a favorable creative atmosphere, E. Torrens called his methods not tests, but classes.

The test is intended for subjects 5 years of age and older. This test consists of three subtests. Answers to all tasks are given in the form of drawings and captions to them.17

Each subtest is given 10 minutes, but, according to many psychologists, the time to complete the task can not be limited, since the process of developing creative abilities involves the free organization of the temporary component of creative activity. The artistic level of performance in the drawings is not taken into account.

The test allows you to evaluate: verbal and figurative creativity, as well as individual creative abilities: fluency, flexibility, originality of thinking, the ability to see the essence of the problem, the ability to resist stereotypes; forecast of school adaptation of creative students, examination and identification of training programs that contribute to the development of creative thinking and the realization of the creative potential of the individual.

As experimental practice has shown, the test is informative and allows solving various problems, including in the field of diagnosing artistic and creative abilities. The model of the development of Torrance's creative abilities is universal and corresponds to the psychological realities in any sphere of human activity. And the main indicators of the development of creative abilities - fluency, flexibility, originality and elaboration - are clearly manifested in artistic activity at various periods of personality development.

Another technique used by us was the technique of E. Tunik (Appendix 2).

To process the research materials and extract information from quantitative data, we conducted a correlation analysis.

Correlation analysis was carried out between indicators:

  • 1. Results according to the method of P. Torrens and E. Tunik;
  • 2. The results of P. Torrens and expert assessments of teachers;
  • 3. Results of E. Tunik and expert assessments of teachers.

Correlation analysis was carried out using the MS Excel 2003 program. We calculated the Mann-Whitney coefficient using the Statistica Base program.

Analysis of the results of diagnostics of the development of creative abilities of primary school students

Estimating the correlation of tests through the correlation coefficient, we found that the correlation of the Torrance and Tunick methods was 0.51, while the correlations of the Torrance method with expert estimates and the Tunick method with expert estimates were 0.47 and 0.10, respectively. This indicates that the assessment of the level of development of creative abilities is more adequate in terms of the totality of the methods of Torrens and Tunick, since they are closely interconnected, as evidenced by the correlation coefficient.

On the day of testing, after introducing us to the students, we asked the teachers to sit in the back desks, got gifts for the children - sweets, the children relaxed and were delighted. Our further communication continued in a cheerful, informal atmosphere, which increased the chances for the manifestation of the development of creative abilities in tests. Therefore, one more conclusion can be drawn that the authoritarian style of teaching takes place and affects the manifestation and development of creative potential.

That is why we took the methods of Torrens and Tunick as a basis for assessing the level of development of creative abilities in younger students and compared them with the expert assessments of teachers in the process of analysis.

The indicators that characterize creative thinking and on which we relied in our study are the following: fluency, flexibility and originality of thought. Fluency includes two components: ease of thinking, that is, the speed of switching text tasks and the accuracy of the task. The flexibility of the thought process is the switch from one idea to another. The ability to find several different ways to solve the same problem. Originality is the minimum frequency of a given response to a homogeneous group. Analyzing the results of testing according to the Torrens method, you can see that the results were distributed as follows (Appendix 3).

On average, according to the Torrens method, students scored 153.91±10.98 points, which indicates an average level of development of creative abilities in the class. The exception is the four students mentioned above, whose level of development of creative abilities is above average.

Next, we analyzed the testing according to the method of E. Tunik (Appendix 3). The percentage of children who scored above average is more than 50%. The average score for this method is 235.24±12.65.

Next, we analyzed the correlation of expert assessments with the test results according to the methods of Torrens and Tunick. As a result of the analysis, it can be said that the range of marks for students with a high level of development of creative abilities varies from 3 to 5. It can also be noted that the same students scored high in both methods (Torrens and Tunick), which confirms the high relationship between these methods, marked by the correlation coefficient.

It can be noted that the majority of children with difficulty answer questions related to the simulation of the situation. The same can be said about tasks for improvement. Children with a high level of development of creative abilities did well with these tasks. Analyzing the structure of factors for the development of creative abilities (Appendix 4), it can be noted that among the factors for the development of creative abilities, studied by the Torrens method, the factor of flexibility prevails (51%). The next factor is fluency (24%), accuracy (15%) and originality (10%).

Table 3 presents an analysis of the distribution of factors for the development of creative abilities according to the method of E. Tunik. (Annex 4)

As can be seen from Table 4 and Figure 5, the distribution of factors for the development of creative abilities among students according to the Tunick method is directly opposite. Here the leading factor is the factor of accuracy (50%), followed by the factor of originality (26%), fluency (15%) and flexibility (9%). (Appendix 4)

Analyzing the distribution of the same factors according to expert assessments (see Table 4), we can say that the fluency factor prevails among students (4.09 ± 0.13), followed by the factor of originality (3.99 ± 0.14), accuracy (3 .92±0.14) and flexibility (3.74±0.13).

Initially, we believed that such indicators as fluency, flexibility and development are directly dependent on each other, that is, directly proportional. However, after conducting a correlation analysis of the data, we found that there is a direct relationship between fluency, flexibility and development (Appendix 4).

Thus, second-graders solve the problem quickly, while the ideas they propose are original. But this does not mean that the problem will be solved correctly. That is, second-graders, when solving a problem, do not pay special attention to the quality of the work performed.

The teachers of the subjects were also tested for creativity according to the J. Johnson method (see Appendix). And expert assessments were taken for each criterion for the development of creative abilities.

We found that the teacher of the 2nd "B" grade, where children have a higher level of development of creative abilities, herself has a high level of development of creative abilities (a total of more than 34 points according to the D. Johnson questionnaire corresponds to a very high level of development of creative abilities). Whereas the teacher 2 "D" scored 30 points, which corresponds to a high level of development of creative abilities, but still it is lower than that of the teacher 2 "B". After comparing the test scores, it turned out that the higher the level of development of creative abilities of the teacher, the higher it is for his students.

After we interviewed teachers about the manifestation of the development of creative abilities in the learning process - in the classroom:

  • activity,
  • frequency of raising hands
  • Expression of original ideas
  • Behavior at recess, etc.,

The personal opinion of the teacher about each student, behavior at breaks and in extracurricular activities was analyzed.

As a result of the analysis of the survey, we found out that children who are characterized by a high level of development of creative abilities according to the methods of E. Torrens and E. Tunik were characterized by teachers as "always having their own opinion", "restless", "inattentive". Upon further questioning, it turned out that "carelessness" and "restlessness" are explained by the fact that these children quickly solve the task and begin to go about their own business, distracting others. The higher the result according to the method, the more children were rated as "hyperactive, they like to play pranks, they can make the whole class laugh and break discipline in the lesson", however, in ordinary life, these children were rated by the teacher as "artistic, open, dreamers". If teachers overcome the difficulties associated with not understanding a child with a high level of development of creative abilities and create the right atmosphere for upbringing and learning, then they will have a better chance of raising highly creative individuals. If the teacher does not understand the child, cannot step over stereotypes and conditioning, and the child is perceived by him as “difficult and undisciplined”, then the teacher puts a stamp on him and the child closes, becomes aggressive, as a result of which his creative potential may not be revealed.

In the course of the research work, the existence of a regularity in the field of high values ​​of integral indicators of the development of creative abilities drew attention to itself: high values ​​of integral indicators of the development of creative abilities do not always, but quite often, correspond to high values ​​of indicators of school success. It can be concluded that a child with a high creative potential will most often study well, i.e., a sufficient condition is met. The converse statement is false (the necessary condition is not met), i.e. high values ​​of academic success do not always correspond to high values ​​of the indicator of development of creative abilities, they can be very low, which indicates that the presence of creative potential is not necessary to achieve academic success. Those. there is no two-way connection, but there is only one-way connection, and then only in the area of ​​high values ​​of the indicator of the development of creative abilities. This conclusion is consistent with many data of foreign authors and confirms the need to include creative thinking tests in the selection of gifted children, since creative thinking is not synonymous with academic success.

2.1 Diagnosis of the level of development of creative abilities of younger students

Having studied the theoretical material, we conducted a pedagogical experiment.

As an experimental base, we have chosen students of the 2nd grade of the MBOU "Usolinskaya basic comprehensive school" of the Paranginsky district of the RME.

We had to identify creative children, their ability to think logically, draw conclusions, and determine their creative capabilities.

The purpose of the ascertaining experiment:

Determination of the level of development of creative abilities.

11 children took part in the experimental work.

The methods of Paul Torrens "Test of creativity" and Horst Sievert "Test for determining creative abilities" were studied.

When conducting a study in the classroom, the same conditions were created for all children that affect the test results:

the complexity of the questions;

time allotted for answers.

The following indicators were chosen as indicators:

According to the method of P. Torrens: fluency, flexibility, originality and elaboration;

according to the method of H. Sievert: resourcefulness and divergent (non-standard) thinking.

Method P. Torrens

Purpose: study of the development of giftedness of students.

Table 1 - Distribution of test results according to the method of P. Torrens

Fluency

Flexibility

Originality

Elaboration

The results of the technique are clearly shown in Figure 1.

Figure 1 - Distribution of test results according to the method of P. Torrens

Analyzing the results of testing according to the Torrens method, according to the data in Table 1 and Figure 1, it can be seen that the results were distributed as follows:

72% of the subjects showed a high level of fluency, gaining the maximum score, which reflects the ability of children to generate a large number of ideas expressed in verbal formulations or in the form of drawings. But, unfortunately, according to the criteria of originality and elaboration, the level of development is at 0%, which means that schoolchildren have a low ability to put forward ideas that differ from obvious, banal ones. Also, a low ability for inventive and constructive activity, students' poor observation skills were established. The indicator of flexibility of thinking is at an average level, which indicates the ability of children to put forward a variety of ideas, move from one aspect of the problem to another, use a variety of problem-solving strategies.

H. Sievert's technique.

Purpose: determination of the creative abilities of the individual.

The subjects are given some tasks that the children must complete as quickly as possible. Use a stopwatch to control.

Task 1. To determine the level of "resourcefulness".

There are many empty rows in the left column in the table. In each of these lines you need to write one word. All words must have the same initial two letters. For example, as is the case for words that begin with "sv": fresh, free, holy, pork, etc.

Spelling and word length do not play a big role. You need to write legibly. Children have one minute to complete each column.

Task 2. “Divergent (non-standard) thinking” (Creativity refers to divergent thinking, i.e. the type of thinking that goes in different directions from the problem, starting from its content) (scale D)

The performance of this test should show how developed divergent (non-standard) thinking is. It is about discovering completely absurd, but at the same time, rational connections that can take place in any system.

Take, for example, a ballpoint pen. You use it for writing and drawing, but it can also come in handy for other things, such as turning on paper. If the handle is unscrewed, it will come in handy for a “blowing gun”, a spring can be used as a “launcher”, etc.

Come up with what you can do with each of the three items, the names of which will be given to the children. How many options they can find.

One minute is allotted for each item. The total time to complete the task is 3 minutes.

The results of testing according to the Sievert method are presented in table 2.

Table 2 - Distribution of test results according to the method of H. Sievert

Resourcefulness

Divergent (non-standard) thinking

After analyzing the data obtained in Table 2 and Figure 2, we obtained the following results:

High level for both criteria - 0 people (0%).

The average level for the criterion of resourcefulness is 18% (2 people), and for divergent thinking - 0%.

Low level of resourcefulness in 9 people (82%), divergent thinking in 11 people (100%).

The children had a hard time with this task. The test scores are well below average and can be categorized as very poor when assessing a "real" test that determines the level of resourcefulness.

According to the criterion of divergent thinking, schoolchildren have the makings of non-standard thinking, and yet the guys coped with the tasks very poorly.

After analyzing both methods, we came to the conclusion that schoolchildren have a low ability to put forward ideas. A low ability for inventive and constructive activity was also established. Students have poor powers of observation, resourcefulness, and out-of-the-box thinking.

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