American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 34, November - 2024 155 | P a g e THE USE OF GEOMETRIC SHAPES IN THE CREATIVE DEVELOPMENT OF PRESCHOOL CHILDREN Pulatov Foziljon Usibjonovich Senior Lecturer at the Institute for Retraining and Advanced Training of Directors and Specialists of Preschool Educational Organizations Abstract This article shows methods for developing the creative abilities of preschoolers using geometric shapes in educational drawing activities at the “Art” development center. Keywords. Art, art activity, picture, oval, circle, square, triangle, rectangle, creativity, ability, image. Introduction Today, in order to create favorable pedagogical conditions for the comprehensive creative development of children in preschool educational organizations, large-scale reforms are being implemented in our country aimed at radically improving the preschool education system and introducing innovative forms and methods of effective education based on the integration of advanced foreign experiences. The Concept for the Development of the Preschool Education System in the Republic of Uzbekistan until 2030 emphasizes the continuous implementation of “…creating the necessary conditions for the comprehensive intellectual, moral, aesthetic and physical development of children, introducing innovations, advanced pedagogical and information and communication technologies into the preschool education system,” and conducting systematic research on the development of programs aimed at developing children's creative abilities through visual activities in accordance with state requirements for preschool education. Today, the creative development of preschool children is considered one of the urgent tasks. The concept of "creativity" has been interpreted since the times of Plato and Aristotle as the creation of something that did not exist before. In particular, in the philosophical dictionary, creativity is defined as a process of human activity consisting in the creation of qualitatively new material and spiritual values. Creativity itself reflects a person's ability to create a new reality that satisfies certain needs, which consists in the fact of providing material in the process of labor (based on the laws of objective existence). The explanatory dictionary of the Uzbek language defines the concept of creativity as creating, discovering, and bringing into being, and the concept of inventing is interpreted as engaging in creative work, thinking up, and discovering. In the National Encyclopedia of Uzbekistan, creativity is defined as a human activity to create new material and spiritual goods. In it, human thought, memory, imagination, American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 34, November - 2024 156 | P a g e attention, and will are actively involved, and all of their knowledge, experience, and talent are manifested. Creativity is first born in the human imagination, then research is conducted on issues related to creativity, the work of others is critically reviewed, analyzed, observations and experiments are conducted, logical conclusions are drawn, hypotheses are made, these are tested in experiments, revised if incorrect, etc. The results of research appear in various forms (a work of art, a mathematical formula, etc.). It is a true, complete creation only when it is recognized by society. Creation enriches and develops science and technology, culture. Creation can be conditionally divided into 2: scientific creation and artistic creation. The activities of scientists are related to scientific creation, and the activities of artists and writers are related to artistic creation. Some people may have both abilities developed. Therefore, based on the above definitions of creativity, from the point of view of our research, the creative development of children can be interpreted as the independent use of imagination, fantasy, and experience (skills) to create a creative product (a sample of visual activity) appropriate to the age of mental activity based on certain motives. The “Art” development center in preschool educational organizations is considered the most effective factor for the creative development of children. In particular, in the drawing educational activities conducted in the “Art” development center, children depict various animals, birds, natural landscapes, melon crops, fruits and vegetables. Drawing these images causes some difficulty for children. One of the effective ways to overcome this difficulty is to use geometric shapes. Because each depicted object or item is based on a geometric shape. For example: multi-story buildings are rectangular, most fruits and vegetables are circles or ovals, etc. If educators teach children to use geometric shapes more widely when depicting the above objects, their creativity and imagination will develop more widely. For example: many images can be created from simple oval and circle shapes. In particular, you can depict a blue whale, various types of fish, melon, watermelon, crab, sun, bread, ball, globe, turnip, cucumber, eggplant, beet radish and other things. Below we will show you how to depict vegetables such as eggplant and radish using oval and circle shapes. When depicting an eggplant, in the first step we draw an oval shape, in the second step we draw a wavy line from the upper left part of the oval and connect it to the middle right part of the oval and draw the eggplant's edge, in the third step we erase the auxiliary lines and color it in a lighter color, and in the fourth step we complete the coloring and the eggplant drawing is ready. (Figure 1) American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 34, November - 2024 157 | P a g e (Figure 1) Depicting an eggplant using an oval shape Now we will learn how to draw a radish from a circle. When drawing a radish, just like when drawing an eggplant, in the first step we draw a circle and draw a straight vertical line equal to the radius of the circle from the lower center of the circle, and in the second step we draw one straight line and two arcuate lines on the top of the circle. We connect the circle with the straight line at the bottom using an arc. In the third step we draw leaves on the three lines at the top and erase the extra auxiliary lines and start coloring in the colors of the first step. In the fourth step we complete the coloring and the picture of the radish is ready. (Figure 2) American Journal of Interdisciplinary Research and Development ISSN Online: 2771-8948 Website: www.ajird.journalspark.org Volume 34, November - 2024 158 | P a g e (Figure 2) Depicting a radish using a circle shape In conclusion, it can be said that if children are taught drawing activities using geometric shapes, their creativity will develop significantly. References 1. O‘zbek tilining izohli lug‘ati. Ye–M / 5 jildli. Ikkinchi jild. A.Madvaliyev tahriri ostida. – T.: “O‘zbekiston milliy ensiklopediyasi Davlat ilmiy nashriyoti, 2006. – 671 b. 2. O‘zbekiston milliy ensiklopediyasi. 10-jild.–T.: «O‘zbekiston milliy ensiklopediyasi» Davlat ilmiy nashriyoti, 2005.–656 b. 3. 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