Development of creativity in рreschool сhildren
The article analyzes the main approaches to interpreting the essence of the interconnected but not identical concepts of “creation” and “creativity”. Their distinction is highlighted by the activity-based and personal approaches: the term “creativity” emphasizes the personal aspect, characterizing t...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”
2024-09-01
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| Series: | Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського |
| Subjects: | |
| Online Access: | https://drive.google.com/file/d/1hdbZ0OrgetqWsA3qPHvy8RQ8dR1owKgY/view |
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| Summary: | The article analyzes the main approaches to interpreting the essence of the interconnected but not identical concepts of “creation” and “creativity”. Their distinction is highlighted by the activity-based and personal approaches: the term “creativity” emphasizes the personal aspect, characterizing the individual as a subject of creativity, while the activity component of the concept of “creation” allows us to assess the creative potential of any type of activity. It is emphasized that creativity highlights an individual’s unique character, determined by their level of psychological development, abilities, interests, and knowledge of the laws and content of creative activity. Its productivity is ensured by maximum focus on creativity, motivational-creative activity, organically combined with a high level of creative abilities, allowing a person to achieve the desired results. It has been determined that the formation and development of a preschool child's creative personality presupposes a comprehensive understanding of their age-related and individual characteristics. The direction of children’s activity and the effectiveness of their creative work depend on such qualities as curiosity, initiative, independence, as well as flexibility, speed, and critical thinking, a developed imagination, the ability to fantasize, and the creation of original «products» of children’s labor, etc. The following organizational and pedagogical conditions for the effective development of preschoolers’ creativity were identified: providing a creative atmosphere during activities, aimed at satisfying children’s interests and realizing their abilities; manifestations of creativity by both children and educators during various types of children’s creative activities; joint activities of educators with children (so-called “co-creation”); designing a developmental environment that stimulates children’s creativity; providing preschoolers with maximum freedom in choosing activities and methods of completing them; and ensuring maximum engagement of their strengths and abilities throughout the process of solving proposed creative tasks. |
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| ISSN: | 2414-5076 2617-6688 |