PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR PRESCHOOL CHILDREN’S CREATIVITY FORMATION

Abstract

The article contains a substantiation of the urgency of the issue of preschool children’s creativity formation. A number of approaches to defining the category ‘creativity,’ its components, and parameters for assessing creativity are analyzed. It is noted that modern science contains different approaches to creativity analysis and defines it as the ability to produce new, original ideas and offer non-standard solutions. It is emphasized that the category ‘creativity’ is used in some scientific studies as a synonym for ‘creation,’ but has its specific features. Creative activity is the foundation, a prerequisite for the individual’s creative potential development. It is indicated that preschool age is a sensitive period for creative component development. Creativity is defined as one of a preschool child’s key personality traits, which characterizes the child’s active position, readiness for spontaneous decisions, curiosity, ability to verbally comment on the process and result of their activities, stable motivation, developed imagination, and ability to create creative images, which are original, varied and mobile.
 The article identifies the main psychological and pedagogical conditions for preschool children’s creativity formation. In particular, it emphasizes the need for a favorable psychological atmosphere, which provides a friendly attentive attitude on the part of the adult, support, praise, avoidance of inadequate criticism. Emphasis is placed on the need to create a developmental environment, all elements of which must contain the necessary incentives for creative potential, novelty, problems, designed to ensure and stimulate free choice and change of the child’s activities, to create problem situations relevant for their and available for their development. It is noted that essential conditions for creativity formation are the use of various means (experimentation, fairy tale) and the involvement of the child in various activities (play, art). Attention is focused on the fact that one of the factors of successful preschool children’s creativity formation is an adult. They should offer a personal example of a creative approach to non-standard problem solving, provide a positive example of creative behavior and create conditions for its imitation.