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The relevance of the topic of the article. Figurative and plastic creativity is optimal for the development of productive imagination in preschoolers – the basis of the creative process. The continuation of its development on the basis of teaching the language of movements allows children 6–7 years old not only to solve hard creative tasks, but also to master ways of nonverbal communication.

The aim of the study is to reveal the possibilities of developing figurative and plastic creativity in preschoolers of 6-7 years old on the basis of teaching the language of expressive movements, which is a continuation and culmination of the work carried out from the younger group.

Description of the research progress. Based on the explanation of the age characteristics of the psychological development of children 6–7 years old, the possibilities of solving by children tasks to compose and express performance during the embodiment of images of diverse characters in plot situations are shown. The psychological and pedagogical conditions of its development in preschoolers of 6–7 years old are explained. The features of the methodology are revealed, the central point of which is the detailing of the personage’s image – with a comprehensive solution to the tasks of developing children’s figurative-plastic interaction and the ability to figurative embodiment. The types of tasks aimed at the development of are described: ways of detailing images; the ability to sensitively perceive (understand) a partner; new ways of conditional stage interaction; expressive performance of complete plot compositions by roles, – as well as the development of composing creativity in the proper sense of the word in the processes creating under music (in co-creation with a peer) a composition of a figurative-plastic etude based on a generalized plot given verbally.

The results of the study. During and upon completion of the developmental training, children aged 6–7 years detail images (characters) with their development from episode to episode of a holistic plot, which becomes a sign of compositional figurative-plastic creativity, which is combined with creative performance in figurative-plastic improvisations to a given musical accompaniment. The data of diagnostic studies confirm the effectiveness of the methodology for the development of figurative-plastic creativity in children aged 6–7 years as a result of the work under the program.

Conclusion. The methodology for the development of figurative and plastic creativity in accordance with the age capabilities of children aged 6–7 allows for the real development of children’s creativity in art and play activities.

The relevance of the topic of the article is due to the importance of the development of figurative-plastic creativity as the most optimal for the development of productive imagination – the basis of any creative process. At the same time, figurative-plastic creativity, which develops among preschoolers on the basis of teaching children the language of movements, contributes to the development of non-verbal communication in preschoolers. The proposed methodology in practical work with preschoolers allows to solve a wide range of problems: cognitive, communicative, creative.

The article is aimed at showing how children of 5–6 years can develop figurative-plastic creativity on the basis of teaching them the language of expressive movements, started from the younger group; to formulate psychological and pedagogical conditions for its development in preschoolers aged 5–6 years.

Description of the research progress. Based on the explanation of the age-related features of the mental development of children aged 5–6 years, the possibilities of solving more complex tasks than in the younger and middle preschool age, the development of creative “composing” and performing in the embodiment of images of diverse characters and their relationships in plot situations are shown. The peculiarities of the methodology are revealed – in two main directions of development of creativity. In the development of figurative-plastic interaction, emphasis is placed on the development of ways to convey communication and relationships of three characters in a single plot situation; the development of paired figurative-plastic interaction continues with the development of more complex ways of transmitting stage illusion by partners-peers. In the development of the ability to figurative transformation, ways of detailing the image are mastered – with the image of the continuous process of its modification, development, with the installation of a complex transmission in figurative movements (“whole body”) of the features of a particular character: his/her emotions, characteristic plasticity, relationships with other characters of the plot.

Research results. The article shows the results of the development of figurative-plastic creativity in children aged 5–6 years: the images of characters are embodied through both movements-complexes and coherent sequences of movements that are connected in meaning, conveying a change in the reactions and emotions of the characters in the course of their interaction with other characters of the plot; creative performance is increasingly manifested as arbitrary expressive movements that convey the feelings and relationships of the characters based on each of the actors holding a “dual position”, thanks to which the child performs the role without straying to imitate peers.

Conclusion. The results obtained indicate both the effectiveness of the methodology of its development in children aged 5–6 years, its compliance with the age capabilities of children, and its theoretical and methodological validity.

The paper is the second one in a series of articles dealing with issues of the development of character creativity in preschoolers, which we consider as a kind of play activity, when the figures of different characters engaging in the plots, are embodied using expressive movements and bodily plasticity. The article clarifies the similarity of character creativity with play (improvisation, performance of the role, etc.). The psychological and pedagogical conditions for the development of character creativity in children at age 3-4 are provided, which guarantee the development of basic visual-acting ideas about the simplest expressive opportunities of the language of movements for the embodiment of a character and “wordless” communication. The basic methodological principles of working with younger preschoolers are explained based on teaching them a language of expressive movements – through two main methods: the development of emotional-movement interaction and the development of the ability to embody different characters. Each stage of the work process in these directions is given: learning the simplest ways to embody different characters (from external acts and properties to internal qualities of the character) and communication by gestures with a game partner (a doll, an adult in the role of a character). The article gives a brief summary of the characteristics of additional methods helping to develop productive imagination, expressiveness of movement and elements of compositional creativity. The results of the development of character creativity in children at age of 3-4 are shown: different characters are embodied schematically through single movements indicating their actions; as well as through fragments providing a character’s emotions or a character’s plasticity through a complex combination of expressive movements of the hands, arms, legs, feet, head and body. The main result achieved by young preschoolers was the initial development of the ability to perform both meaningful and arbitrary expressive movements.

This article deals with issues connected with the development of character creativity in preschoolers. They give а short review of approaches to understanding the nature of expressive movement (in the field of psychology, psychophysiology, and art criticism). The definitions of key concepts are provided: (character, character creativity, performance and compositional creativity, etc.). Character movements are considered to be arbitrary expressive movements. For preschoolers, learning such movements supports the development of a wide range of abilities such as creative, communicative, and regulatory competence. The author explains the underlying principles of their methods for character creativity development in toddlers and preschoolers, which is based on teaching children the language of movements. This method is contrasted with the traditional approach to creativity development in preschools as exemplified by expressive (dance) movements.