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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| Format: | Article |
| Language: | English |
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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 |
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| Online Access: | https://drive.google.com/file/d/1hdbZ0OrgetqWsA3qPHvy8RQ8dR1owKgY/view |
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| author | Palasevych Iryna Bereza Svеtlana |
| author_facet | Palasevych Iryna Bereza Svеtlana |
| author_sort | Palasevych Iryna |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-682aa19de2424372948dcbea231ce8ad |
| institution | DOAJ |
| issn | 2414-5076 2617-6688 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky” |
| record_format | Article |
| series | Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського |
| spelling | doaj-art-682aa19de2424372948dcbea231ce8ad2025-08-20T03:23:38ZengState institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського2414-50762617-66882024-09-011483657010.24195/2617-6688-2024-3-9Development of creativity in рreschool сhildren Palasevych Iryna0https://orcid.org/0000-0003-0596-6835Bereza Svеtlana1https://orcid.org/0000-0003-2454-0709PhD of Pedagogical Sciences, Associate Professor at the Department of General Pedagogy and Preschool Education Drohobych Ivan Franko State Pedagogical University, Drohobych, UkraineLecturer at the Department of General Pedagogy and Preschool Education Drohobych Ivan Franko State Pedagogical University, Drohobych, UkraineThe 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. https://drive.google.com/file/d/1hdbZ0OrgetqWsA3qPHvy8RQ8dR1owKgY/viewcreationcreative activitycreativitymanifestations of creativitypreschool childrenorganizational and pedagogical conditions for the development of creativity |
| spellingShingle | Palasevych Iryna Bereza Svеtlana Development of creativity in рreschool сhildren Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського creation creative activity creativity manifestations of creativity preschool children organizational and pedagogical conditions for the development of creativity |
| title | Development of creativity in рreschool сhildren |
| title_full | Development of creativity in рreschool сhildren |
| title_fullStr | Development of creativity in рreschool сhildren |
| title_full_unstemmed | Development of creativity in рreschool сhildren |
| title_short | Development of creativity in рreschool сhildren |
| title_sort | development of creativity in рreschool сhildren |
| topic | creation creative activity creativity manifestations of creativity preschool children organizational and pedagogical conditions for the development of creativity |
| url | https://drive.google.com/file/d/1hdbZ0OrgetqWsA3qPHvy8RQ8dR1owKgY/view |
| work_keys_str_mv | AT palasevychiryna developmentofcreativityinrreschoolshildren AT berezasvetlana developmentofcreativityinrreschoolshildren |