Methods developing creative activity of nursery school children

The article discusses the relevant methods of developing creative activity of nursery school children. The prominent place amongst those methods is occupied with the ones particularly developing creative activity, because the main element deciding of maximizing the child's developmental chances is its creative activity. While working with children a teacher should use the methods connected with the child's free and spontaneous actions that can release their creative activity. Those methods include: the project method, constructing board games, Celestyn Freinet's techniques. The project method including the following structural elements: aims and ways of their realization, deadlines for particular stages of the project and for the whole project, specific executors and receivers, is done with the use of some resources and has a specific way of measuring the fact to what extent the aim was achieved. The essence of the project method is determined by the children's self-reliant work as the children gain their knowledge while searching for the answers to some questions or through the research activity. Nursery school children may carry out two types of educational projects. Firstly, the research project, which depends on collecting and systematizing information about some particular issues and as a result of that there may come into being such products as albums, interviews or drawings. Secondly, the project of local operations relies on taking some actions in the local environment. The project's realization is designed according to the following stages: establishing the project's topic, establishing the range of the project, carrying out the project, presenting the project, summing up the project. While working with nursery school children a big role is devoted to constructing board games by the children themselves, which contributes to engaging their creative potential and broadening their mental possibilities. Constructing games may be linked with various kinds of education as by selecting games teachers can make different situations more mathematical, can teach coding and decoding, using various symbols or creating your own ones. The way of constructing all the board games is similar and requires: drawing the route of the race, which is a properly long path, measuring the right size of tiles and setting the place for the start and finishing line, as well as establishing who is going to race, thinking of some traps and bonuses and marking them clearly on the route of the race. In the educational and teaching work of the nursery school, in order to release productive activeness in children, teachers may use some of the Freinet's techniques such as artistic expression, classroom bulletin, correspondence, issue portfolios, thematic albums, selfprepared staging, interviews, searching experiences, planning classroom work weekly together with children, summing up which of the planned works were done, etc. The aim of leading classes according to Celestyn Freinet's techniques relies on the fact that a child does undertakings individually on the basis of assumptions established before, while children's activeness is steered so that they could find the answers to questions asked by themselves or by their teacher and solve the problems connected with the subject. It should be underlined that in order to create appropriate conditions for the children's creation, in each nursery school classroom there ought to be separate corners for various techniques and actions. The article provides the information considering that there should be the adequate amount of useful materials and tools so that all of the children could have everything they need to stimulate their creative activeness.