Gorshkova E.V. Development of Figurative and Plastic Creativity in Children of 4-5 years Old

DOI: 10.24411/1997-9657-2019-10056

Keywords: figurative and plastic creativity performing creativity writing creativity expressive movements actor’s «dual position»

To cite this article:

Gorshkova E.V. (2019). Development of figurative and plastic creativity in children of 4-5 years old. Preschool Education Today. 6:13, 24–35 (in Russian). DOI: 10.24411/1997-9657-2019-10056

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2019, 6

Elena V. Gorshkova
PhD in Pedagogy, Associate Professor of Department of Preschool Pedagogy and Psychology of Moscow State University of Psychology and Education (Moscow, Russia)

Abstract

The paper reveals the psychological and pedagogical conditions for the development of figurative and plastic creativity in children of 4-5 years old. The article also explains the methodological principles and stages of work with children of 4-5 years old on the basis of teaching them the language of expressive movements, in the two main directions of methodology. One of them is the core of the whole method for children of this age, which is the development of paired figurative and plastic interaction of peers in the creation of the given plot situations. The other one is the development of the ability to visually reincarnate the image with a new principle of detailing, i.e. the image of the character’s situational behavior. The article also shows the results of development of figurative and plastic creativity in children of 4-5 years old. The image of this or that character is embodied by means of movements that are complexes combining simultaneously means of expression, including movements of legs, gestures, poses, mimics, and also short sequences of movements. These short movements convey the reactions and interactions of the characters. Creative performance increasingly manifests itself as arbitrary expressive movements that convey feelings and relationships of characters based on the retention of each of the actors of the “dual position”, thanks to which the child performs its role without being confused by the imitation of a peer partner.

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