Keyword: «creative activity»

the article reveals the problem of organizing the creative activity of preschool children, its characteristic features, substantiates the need to use mathematical material in organizing the creative cognitive activity of preschool children; describes the content of work to identify the level of development of creative cognitive activity in older preschoolers and formulated pedagogical conditions and guidelines for the effective organization of children's creative activity based on the use of mathematical material.

The technology lesson is one of the most adored subjects in elementary school for children. Like all school subjects, the labor lesson is based on the application of didactic principles, but they differ in many ways, for example, students are engaged not only in cognitive, but also in creative activities. The use of natural materials in elementary grades is one way to introduce children to nature, where they learn to see the beauty of nature and natural materials. The search for original solutions, planning is the most important stage in the development of mindfulness, ingenuity, imagination and creative thinking.

In the article, the author reveals the mechanism of developing the imagination of younger schoolchildren with the help of creative activity in the lessons of literary reading and art by self-illustrating literary works at different stages of primary education. The age features in the creative activity of children of primary school age are indicated. The rules and principles of the organization of creative activity of students are given.

One of the most important tasks facing the teacher of the digital school is to train a graduate who can use the gained knowledge in life and generate new ideas, offer non-standard solutions, go beyond the usual patterns and circumstances. The authors examine the problem of justifying the effectiveness of time line services use for the development of creative thinking of students by means of additional education. The purpose of the study is to examine the didactic potential of interactive time lines in classes in additional education system for fostering students’ creative thinking. The methodology is based on identifying the opportunities of additional education and information technologies of the digital environment for the formation of components of creative person thinking; on clarifying the program of classes and methods of organizing activities in studios when creating time lines. The scientific novelty lies in the fact that the didactic potential of using timeline as a type of infographics in relation to each of the components in the structure of creativity is justified: flexibility, originality, elaboration, fluency. Theoretical significance: the authors identified didactic potential of timeline services in additional education, contributing to the development of creative thinking due to the opportunities of interactive presentation, multiple use, multimedia, technical minimalism. Experimental work was carried out on the basis of the Center for Creative Industries of the Federal State Budgetary Educational Institution of Higher Education "Orel State Institute of Culture", in the studios "In Topic" and "Perspective". To create time lines, the Timeline JS service was chosen. The method of F. Williams (adapted by E. E. Tunik) was used in the diagnosis and assessment of thinking formation. Pearson's χ2 (chi-square) test was used as statistical processing method. The results present a program of classes, methods of organizing activities in studios when creating time lines: displaying facts in chronological order, compiling algorithms, creating biographies, and presenting statistics. Difficulties that complicate the use of services are also formulated: management of time resources, the need to work out criteria and indicators for the effective use of web-applications. The results obtained can be used in classes in the system of additional education for career guidance work, organizing leisure time and supporting the intellectual development of students.

The article is devoted to the methodology for teaching foreign students the artistic perception of texts of Russian literature. Special attention is paid to multimedia training and the development of skills in the use of the Russian language in creative activity.