Today, professionals are in demand who can think broadly, connect theory with practice, and quickly respond to constantly changing conditions.

Flexibility of thinking, initiative, willingness to change, openness to new experience, the desire to transform the surrounding reality - the qualities necessary to achieve success in different areas activities.

Unfortunately, modern system Russian education teaches something completely different - to be an obedient performer, meekly obeying the rules of the system. It turns out a double-edged sword - either you fit into the system and obey the rules, or you break the rules and show creative activity. How can one not recall Einstein and other geniuses who were known as losers at school.

Creativity is what our brain is designed for, that's what it can do.

Tatyana Vladimirovna Chernigovskaya, Russian biologist, linguist, semiotician and psychologist, doctor of philological and biological sciences, professor

Creativity as the purpose of the brain. Lecture by T.V. Chernihiv

People with such characteristics as openness to new experiences, curiosity and nonconformity generate creative ideas. These personality traits are much stronger determinants of creativity than intelligence, school performance, or motivation. A creative person asks questions, thinks about the problem in various scenarios, and uses seemingly unrelated information to solve the problem.

Personal characteristics creative person are also: high self-esteem, self-confidence, motivation to achieve success, purposefulness, developed critical thinking.

Being creative means digging deeper, looking better, correcting mistakes, talking to a cat, diving into the depths, walking through walls, setting the sun on fire, building a castle in the sand, welcoming the future.

Paul Torrance, American psychologist, creator of tests for creativity

Creativity, according to Torrance, is characterized by the appearance of sensitivity to problems, lack of knowledge, their disharmony, the search for a suitable solution, the formulation of hypotheses, their verification and correction, and, finally, the formulation best result. In search of the most appropriate definition of creativity, Torrens considered up to fifty formulations. As a result, he defined it as a natural process, generated by the actual need of the individual to relieve tension that arises in a situation of uncertainty.

In tests aimed at diagnosing creativity, there are three key dimensions of creative thinking:

• speed (productivity). It is determined by the number of answers and consists in the ability to quickly produce many ideas (sometimes banal and of the same type, among which non-standard ones stand out);
• flexibility (plasticity) - the ability to come up with a variety of ideas, find several different ways to solve a problem, transform old ideas and ideas;
• originality - non-standard creative thinking, determined by the number of rare, unique, unusual ideas compared to the majority opinion.

The higher these indicators, the higher the overall level of creativity of the individual.

Often used to diagnose non-verbal creativity short test figurative thinking "Unfinished Figures" (authorship of Torrens). A person is invited to complete a number of figures in a short period of time. The task is given to come up with something original, unusual, which no one could invent before. The experimenter evaluates the idea and the amount of detail, the artistic level of execution is not important.

Verbal creativity is assessed by a number of verbal tests, among which tasks from the category are offered: “incredible situations”, “unusual use of an object”, “improvement of an object”, etc.

The results obtained from the tests of verbal and figurative creativity must be correlated with each other, so you can get a fairly versatile characterization of the creative abilities of the individual. A high overall index of creativity may indicate a developed creativity. However, one student may have higher originality of ideas with a small total number of answers, while another may have a preponderance of diverse ideas, among which only some claim to be original.

Tasks from such tests can also be used as training ones, discussing the results obtained with the child, opening up new facets of solutions, offering room for imagination.

Every child potentially has creative abilities, they can and should be developed.

These can be classes on the development of creativity, aimed at freeing oneself from stereotypes of thinking, developing skills for generating non-standard ideas. Creativity trainings allow you to look at familiar things from an unexpected angle, enjoy the creative process, discover new facets of your personality.

Or you can simply develop observation skills together with your child, look for and find non-standard things in life. Ask questions and come up with hypothetical situations, consider options and find a suitable one for a particular case.

“Resourcefulness is a great thing,” as the famous inventor Baron Munchausen said. It was the flexibility of thinking and the ability to look at things from the other side more than once rescued this literary hero out of trouble. His exploits bring a smile and at the same time strengthen the reader's belief that a way out of any situation can be found.

The best example for a child is his parent. By acting out of the box, you show your child that in the same situation you can do different things, and the problem can have many solutions.

A psychological test to determine your level of creativity will help you determine which of the three groups of people you belong to: artistic, rational or uncreative people. Remember that every person is unique, and in order to reach your full potential, you need to know yourself better. Answer all questions honestly and without much thought. At the end of the test, you will be given an assessment of your level of creativity with some comments. Our online test: [Creativity] is completely free without SMS and registration! The result will be shown immediately after the answer to the last question!

The test contains 24 questions!

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Municipal budgetary preschool educational institution

Kindergarten No. 8, Vyazma, Smolensk Region

CARD FILE

game-tests to identify

artistic and creative abilities of preschoolers

Compiled by:

Denisova L.V.

"Finishing Shapes"

Test for children 3-4 years old

Material : a sheet of white paper (standard A4 sheet) and an oval 5-7 cm long cut out of colored paper.

Instruction: take an oval and put it anywhere on a sheet of paper where you like it best, and then draw a picture so that this very oval is in the center of it.

Conducting a test. To make it easier for children to draw,

An adult needs to attach a colored oval with adhesive tape to the place chosen by the child. Before starting to draw (with colored pencils or felt-tip pens), children are asked what they will draw. If the child cannot answer in advance about what he has drawn, he is asked again after the end of the work. If the child cannot come up with a name for the picture himself, he can be helped, but the child must at least approximately independently tell about the content of the picture.

In the study of children 3-4 years old, the degree of development of their planning, the presence of an indicative part of the activity are also diagnosed. For children who can name the content of the drawing even before the start of work, the presence of a formed orientation and planning is typical - 3 points, which becomes the norm only towards the end of this period. Usually, children of this age give a name to the drawing only at the end of the work - 2 points, but the absence of a name even after leading questions from an adult indicates not only a low level of creativity, but also a lack of activity planning - 1 point, which also affects overall cognitive development.

Test for children 4-6 years old

Material : Sheets of white paper, in the middle of which outlines are drawn with a simple or black pencil.

Instruction : Look at this sheet. One of the guys started to draw, but did not have time to finish. Think of what can come of this, and please finish the drawing.

Conducting a test: children are given only a plain or black pencil. The adult does not interfere in the drawing process and answers the possible questions of the children that they can draw whatever they want. To finish drawing, children are usually offered 5-6 contours in turn (as they are completed). After completing each of the tasks, the child is asked what exactly is drawn in the picture, however, if a difficulty arises, the adult does not insist on an answer.

Analysis of results. When interpreting the data obtained, attention is paid to the fluency, flexibility and originality of the answers received.

Fluency is associated with the total number of answers (for example, children give not one, but two or three possible names for pictures, offer several options for drawing, etc.). The maximum number of points is 3, the minimum is 0 (if the child refuses to draw).

Flexibility is assessed by the number of categories used in the content of the drawings (for example, the child draws only people or both people, animals, and various objects). Refusal of the task - 0 points, the maximum number of points - 3 (when using several categories).

The originality of different categories is evaluated by points: 1 - animals, food, transport; 2 - toys, man; 3 - heroes of fairy tales, clothes, birds, plants; 4 - furniture, fish; 5 - insects, technology; 6 - toilet items, lamps, musical instruments, bedding.

In addition to fluency, flexibility and originality, the nature of the drawing is also evaluated - an important indicator of the child's creative abilities. If you refuse to draw, a reproduced contour next to the main one, attaching an oval to paper without naming the picture and drawing it - 0 points. Drawing with a minimum number of lines, in which the traditional use of the contour is played out (cucumber, sun, ball, waves) - 1 point. The drawing consists of additional elements connected to the main contour (a little man, a boat, a path in the garden) - 2 points. The main contour is a part in other objects or their detail (inclusion) - 3 points.

Normally, children should score 5-9 points, receiving 1-2 points for fluency, flexibility and originality and 2-4 points for the nature of the drawing. The norm does not depend on age, which affects only the change in the stimulus material. With a large number of points (11 and above), we can talk about the high creative abilities of the child, his giftedness. Children who scored less than 2-3 points do not actually have creative abilities, although they may have a high intellectual level.

The fluency, flexibility, and originality of the names given by the child to their drawings are also evaluated on the Drawing Grading Scale. At the same time, verbal creativity is assessed, which can differ significantly from figurative creativity. Therefore, these scores are calculated separately. When analyzing, one should also pay attention to the nature of the work, since some children enthusiastically finish drawing, creating original works, but they get lost when it is necessary to give them names. These children are characterized by figurative creativity. Other guys, on the contrary, draw poorly, sometimes even drawing simple outlines with difficulty, but they can come up with original names for drawings and unfold whole stories about them. These children, accordingly, are characterized by high verbal creativity.

"Composing Images of Objects"

This test allows you to diagnose recreative imagination and imaginative thinking.

Conducting a test: ask the child to draw the given objects using a certain set of shapes: a circle, a triangle, a rectangle, a trapezoid.

Objects for drawing: face, house, cat, clown, rain, joy.

Each shape can be reused and resized, but other shapes or lines cannot be added.

Parameters for evaluating results:

Are all given objects displayed

Image realism

Image uniqueness

Using all the proposed figures

Each item is evaluated on a five-point system, the total number of points is calculated. The larger the value, the better the child's imagination and thinking functions are represented.

Evaluation rules: for the image indicated by the child as the object required by the instruction, even if it does not look like, 1 point is given. For an image that you rate “you can do it”, 2 points are put. For an image that uses all the proposed figures in a harmonious combination, 3 points are given. For an image that uses all the figures and is quite realistic - 4 points. For an image using all the proposed figures in an original and witty combination, 5 points are given.

"Unfinished Drawings"

This test is aimed at identifying the ability to imagine.

1. Instruction: the child is offered a block of successive drawings, which leads at the end to the full image of the dog. It is necessary to close the block with a sheet of white paper and, sequentially opening the image from. A to D to offer the child what is drawn here. Runtime 1 minute.

Grade : the faster the child coped with the task, the better his imagination is developed

2. Instruction : the child is asked to sequentially name what kind of object is depicted in each of the nine squares. 1 minute is given for the whole work.

Grade: the faster the child coped with the task, the better his imagination is developed

"Verbal (verbal) fantasy"

Instruction : come up with a story, a fairy tale about some living creature (human, animal) and then tell it. Time spent within five minutes.

Grade: 1) Speed ​​of imagination (highly rated if the child came up with the plot of the story in the allotted time on their own)

2) Unusualness, originality of images of the imagination (unusualness, originality is highly valued if the child came up with something that he could not see and hear before, or retold the well-known, but carried something new into it)

3) The richness of fantasy, the emotionality of images (it is highly appreciated if a large number of living beings are included in the story, more than seven images, and all images are emotionally colored)

"Nonverbal Fantasy"

Instruction : Standard sheet, paper, colored pencils. Draw a fabulous picture. Time spent within five minutes.

Grade: See the interpretation of the test above (test1)

" What is it?"

Instructions: Look at the picture. What do you see on it?

Evaluation: a) 3 options for the names of the drawing - a low level of development of the imagination.

B) 6 options - the average level of development of the imagination.

C) 8 options - high level development of the imagination.

"Determine the facial expression"

Instruction: Draw a diagram on the face, name the corresponding feeling. An approximate interpretation of feelings is allowed:

1) Joy. 2) Calm. 3) Sadness. 4) Pleasure. 5) Embarrassment.

6) Taunt. 7) Anger. 8) Discontent. 9) Stress (tears)

Grade : 1-3 low level of development of the imagination.

B) 1-4 - the average level of development of the imagination.

c) 1,2,3,4,5 - a high level of development of the imagination.

d) 1-9 - a very high level of development of the imagination

Exercise "Pantomime"

Depict each object (teapot, train, car, plane) or any action (washing, drawing, combing, swimming) with gestures, facial expressions, sounds

Picture exercise

The child is presented with various unfinished pictures and asked to draw something interesting using these pictures. At the end of the task, ask the child to tell what he depicted.

Exercise "Points"

The child is shown how to connect the dots by making a drawing. And the second drawing he draws himself. It is not necessary to connect all the dots.

Exercise "Combination"

Draw as many objects as possible using object shapes

Exercise "Imagine"

Try to imagine what would happen if:

a) Do dogs learn to fly?

b) Will your favorite toy learn to talk?

c) Are you going to Wonderland?

Exercise "Impossible"

Tell me something I won't believe. And I have to tell you it can't be, then you won.

Test "Where is whose place"

Instruction: The child is offered a plot picture. In the picture, near all the objects, there are empty circles with drawn figures. It is necessary to ask the child to carefully consider the drawing and put the circles in "unusual" places, and then explain why they were there.

Grade : If the child has difficulty completing the task, puts the figures in their rightful places, then the child has a low level of imagination development. For example: The dog is in the kennel because it must be there.

If a child easily puts the circles with characters in "foreign" places, but the explanations cause difficulties, then the average level of development of the imagination.

If a child easily places circles with characters in “alien” places, they explain everything easily, link individual episodes, objects and parts of the picture in their story into a coherent single plot, a high level of imagination development.

Reference list of methodological literature

1. Borovik O. Developing the imagination // Preschool education. 2001. No. 1

2. Vygotsky L.S., Lectures on psychology. SPb., 2003

3. Dudetsky A.Ya. Theoretical foundations of imagination and creativity. Smolensk, 2004

4. Dyachenko O. Features of the development of the imagination of mentally gifted children // Preschool education. 2003. No. 8

5. Dyachenko O.M. The imagination of a preschooler. M., 2008

6. Dyachenko O.M. On the main directions of the development of imagination in children // Questions of psychology. 2007. No. 16

7. Zaporozhets A.V., Elkonin D.B. Psychology of preschool children: the development of cognitive processes. M., 2004

8. Kirillova G. Realistic tendencies in the imagination of children // Preschool education. 2001. No. 12

9. Kozlova S.A., Kulikova T.A. Preschool Pedagogy. M., 2000

10. Kravtsova E. Development of the imagination // Preschool education. 2005. No. 12

11. Barinova M. N., On the development of creative abilities. - L: 1961

12. Vygotsky L. N., Imagination and creativity in preschool age. - St. Petersburg: Soyuz, 1997

13. Berezkina VG, Childhood of a creative personality. - St. Petersburg: Bukovsky publishing house, 1994

14. Endovitskaya T. O. On the development of creative abilities. - Preschool education. – 1997

15. Krylova E. School of creative personality. - Preschool education. - 1992

16. Poluyanov D., Imagination and ability. - M.: Knowledge, 2004

17. Korshunova L. S., Imagination and rationality. Experience of methodological analysis of the cognitive function of imagination./Korshunova L.S., Pruzhinin B.I. - M. 1989. /Psychological approach to imagination. Perspective and boundaries: 18 - 39. Imagination and play activity: 83 - 97. Sensory display and imagination: 113 - 122. Imagination and thinking: 122 - 138 /.

18. Kravtsova, E. The development of the imagination [Text] / E. Kravtsova / / Preschool education. -2005. -#12. - P.17.

19. Kravtsova E.E. Psychological problems readiness of children to study at school [Text] / E.E. Kravtsova. - M.: Enlightenment, 2001. - P.66.

20. Krutetsky, V.A. Psychology [Text] / V.A. Krutetsky. - M.: Enlightenment, 2006. - P.278.

21. Leites N. S. Early representations of giftedness. // Questions of psychology. 1988. No. 4. p. 98 - 108.

22. Lyublinskaya, A.A. Child psychology [Text] / A.A. Lyublinskaya. - M.: Enlightenment, 2001. - P.43.

23. Mukhina, V.S. Developmental psychology: developmental phenomenology, childhood, adolescence [Text] / V.S. Mukhina. - M.: Enlightenment, 2002. - P.314.

24. Neisser W. Cognition and reality. - M. 1981. / Imagination and memory: 141 - 165 /.

25. Nemov, R.S. Psychology: Proc. For students of higher ped. textbook Institutions: In 3 books. Book 1. General Basics psychology [Text] / R.S. Nemov. - M.: Enlightenment, 2005. - S.342.

26. Nemov, R.S. Psychology: Proc. For students of higher Ped. textbook Institutions: In 3 books. Book 2. Psychology of education [Text] / R.S. Nemov. - M.: Enlightenment, 2003. - P.63.

27. Nikiforova O. N. Cognitive processes and abilities in learning. - M. 1990. / Representation and imagination: 80 - 100 /.

28. Obukhova, L.F. Developmental psychology L.F.Obukhova. - M.: Enlightenment, 2004. - P.66.

29. Obukhova, L.F. Child psychology: Theory, facts, problems [Text] / L.F. Obukhova. - M.: Enlightenment, 2004. - P.25.

30. General psychology: a course of lectures for the first stage teacher education// Comp. E.I. Rogov. - M.: Enlightenment, 2006. - P. 123.

31. Palagina, N.N. The development of the imagination in Russian folk pedagogy [Text] / N.N. Palagina / / Questions of psychology. - 2007. - No. 6. - P.13.

32. Porotskaya, E. Child: the word and its role in the development of the imagination [Text] / E. Porotskaya / / Preschool education. -2004.- №9. - P.66.

33. Psychology: Textbook / Ed. A.A. Krylov. - M.: Enlightenment, 2000. - P.62.

34. Repina, T.A. Socio-psychological characteristics of the group kindergarten[Text] / T.A. Repina. - M.: Enlightenment, 2003. - P. 123.

35. Ribot, T. Creative imagination [Text] / T. Ribot. - M.: Enlightenment, 2001. - P.83.

36. Rosette I. M. Psychology of fantasy. Experimental and theoretical study of the internal laws of mental activity. - Minsk, 1977. / the concept of fantasy: 13 - 24. Theoretical concepts fantasies: 25–78. Psychological mechanisms of fantasy: 169 - 228. Conditions for the flow of the fantasy process: 229 - 270 /.

37. Rubinstein, S.L. Fundamentals of General Psychology: In 2 vols. V.1. [Text] / S.L. Rubinshtein. - M.: Enlightenment, 2003. - P.50.

38. Stolyarenko, L.D. Fundamentals of psychology [Text] / L.D. Stolyarenko. Rostov-on-Don, 2004. - P.55.

39. Subbotina L. Yu. Development of the imagination of children. A popular guide for parents and teachers / Artist Kurov VN - Yaroslavl: "Academy of Development", 1997. - 240 pp., ill. - /Series: "Together we study, we play"/.

40. Uruntaeva, G.A. Diagnosis of the psychological characteristics of a preschooler. Workshop [Text] / G.A.Uruntaeva. - M.: Enlightenment, 2006. - P.97.

41. Uruntaeva, G.A. Preschool psychology [Text] / G.A.Uruntaeva. - M.: Enlightenment, 2007. - P. 219.

42. Ushinsky, K.D. History of the imagination. Sobr. op. [Text] / K.D. Ushinsky. - M., 2000. -V.8. - P.13.

43. Shcherbakova, A.I. Workshop on General Psychology [Text] / A.I. Shcherbakova. - M.: Enlightenment, 2000. - S.223.

The test is aimed at determining the creative potential of the individual.

10 points - your compliance with what is said is very high.

9-6 points - significant compliance.

5 points - in this sense, you are somewhere in the middle.

4-2 points - in this part your level is below average.

1 point - this is not typical for you at all.

Questionnaire text

Are you inquisitive? Are you doubting the obvious? Are you worried about what, how, why, why not? Do you love collecting information?

Are you observant? Do you notice changes taking place around you?

Do you accept other people's points of view? When you disagree with someone, are you able to understand the person with whom you disagree? Can you look at an old problem in a new way?

Are you ready to change your point of view? Are you open to new ideas? If someone makes additions to your idea or makes changes to it, are they ready to accept them? Are you looking for new ideas instead of sticking to your old ones?

Do you learn from your mistakes? Can you recognize your failure while still not giving up? Do you understand that until you give up, all is not lost?

Do you use your imagination? Do you say to yourself: “What will happen if…”?

Do you notice similarities between things that seem to have nothingth common?(For example, what do a desert plant and a reluctant person have in common?) Do you use things in new ways (like a glass as a flower vase)?

Do you believe in yourself? Do you go into business with the confidence that you can do it? Do you consider yourself capable of finding solutions to problems?

Do you try to refrain from judging other people,other people's ideas, new situations? Do you wait until you have enough information to come to a definite conclusion?

10. Do you tend to find interest in any business? Will you do what looks stupid from the outside? Do you believe in yourself enough to be adventurous and take risks? Do you offer solutions that might be rejected by others, or do you usually not substitute?

Calculate the amount of points you have scored and determine your indicator of creativity:

80-100 points - the potential is very high.

60-80 points - you are a creative person.

40-60 points - you are no worse than most.

20-40 points - you are not as creative as most people.

10-20 points - you should attend circles with a creative focus.

Test "Creativity" (2)

Target. Evaluation of creative imagination, the speed of thought processes and the breadth of vocabulary.

Instruction. After the signal "Attention!" I will name and write three words on the blackboard. Your task is to write as soon as possible the maximum number of phrases so that each of them includes all three words. For example, the words are given: "rain", "field", "earth". They could be combined into such phrases: “The rain in the field soaked the ground well”, “After the rain, the ground became wet, and I did not go for a walk in the field”, “It has not rained for a month, and the earth in the field has become like a stone.”

Each phrase must be written on a new line. When I say "Dash", put a clear line at the place where my team will find you. Write quickly, but in normal handwriting so that it is easy to read. When I give the command "Stop!", stop writing and turn the paper over. "Attention!"... Words are called. The experimenter marks the time. After 10 minutes, the experimenter gives the command "Stop!".

Processing of results. Each phrase is evaluated on a five-point system:

5 is a witty original combination.

4 - the correct, logical combination of words.

3 - perhaps, and so it is possible.

2 - two words are connected, and the third is illogical.

1 - a meaningless combination of words.

These scores can be reduced to a single creative imagination score, which is equal to the sum of the scores divided by the number of sentences written in 10 minutes.

Psychology of Creativity, Creativity, Giftedness Ilyin Evgeny Pavlovich

Test "Creativity"

The test is aimed at determining the creative potential of the individual.

10 points - your correspondence with what is said is very high.

9-6 points - significant compliance.

5 points - in this sense, you are somewhere in the middle.

4-2 points - in this part your level is below average.

1 point - this is not characteristic of you at all.

Questionnaire text

1. Are you inquisitive? Are you doubting the obvious? Are you worried about what, how, why, why not? Do you love collecting information?

2. Are you observant? Do you notice changes taking place around you?

3. Do you accept other people's points of view? When you disagree with someone, are you able to understand the person with whom you disagree? Can you look at an old problem in a new way?

4. Are you ready to change your point of view? Are you open to new ideas? If someone makes additions to your idea or makes changes to it, are they ready to accept them? Are you looking for new ideas instead of sticking to your old ones?

5. Do you learn from your mistakes? Can you recognize your failure without giving up? Do you understand that until you give up, all is not lost?

6. Do you use your imagination? Do you say to yourself: “What will happen if…”?

7. Do you notice similarities between things that seem to have nothing in common?(For example, what do a desert plant and a reluctant person have in common?) Do you use things in new ways (like a glass as a flower vase)?

8. Do you believe in yourself? Do you go into business with the confidence that you can do it? Do you consider yourself capable of finding solutions to problems?

9. Do you try to refrain from judging other people, other people's ideas, new situations? Do you wait until you have enough information to come to a definite conclusion?

10. Do you tend to find interest in any business? Will you do what looks stupid from the outside? Do you believe in yourself enough to be adventurous and take risks? Do you offer solutions that might be rejected by others, or do you usually not substitute?

Calculate the amount of points you have scored and determine your indicator of creativity:

80-100 points - the potential is very high.

60-80 points - you are a creative person.

40-60 points - you are no worse than most.

20-40 points - you are not as creative as most people.

10-20 points - you should attend circles with a creative focus.