Studying the Issue of Forming Creativity of Older Preschool Children in Child Development Centres
Abstract
The article deals with the issue of forming creativity of older preschool children in child development centres.
The theoretical and methodological foundations for forming creativity of older preschool children in child development centres are presented. The author clarifies the essence of the concept “creativity of older preschool children” as a special personal ability to generate unusual ideas, deviate from traditional patterns of thinking, and quickly solve problem situations, which entails a desire to reason, verbally combine ideas, express possible solutions, and demonstrate the child’s transformative activity.
The components (cognitive, emotional-value, practical-activity), criteria, and indicators of the formation of creativity of older preschool children have been defined: generation of hypotheses and ideas to solve tasks (understanding the problem; ingenuity and speed in finding new ways and options for solving it; knowledge of conventional problem-solving approaches; ability to analyze and synthesize); desire and inspiration in solving tasks (motivation to demonstrate creativity; interest in the unknown; engagement in problem-solving; need to defend one’s opinion); application of diverse strategies in problem-solving (the ability to construct a solution algorithm; propose various ideas in unstructured situations; verbally combine and express possible solutions; defend one’s opinion and accept others’ views; improve and create new forms or objects based on existing ones).
The levels of the formation of creativity (high, medium, low) of older preschool children have been characterized.
Pedagogical conditions (creating a developmental environment that fosters creativity; directing the content of children’s practical activities toward developing their creativity (by incorporating creative tasks into the educational process); and enhancing the competence of both educators and parents in forming the creativity of older preschool children), and a methodology for the formation of creativity of older preschool children in child development centers has been substantiated.
The conducted study does not cover the multifaceted theoretical and practical exploration of this problem. Further research may focus on identifying effective forms and methods for forming creativity of older preschool children and other age-related groups.
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