Abstract
The importance of formation and development of creativity of primary school students is recognized by specialists in pedagogy and psychology. At the same time, one of the topical problems is the increase in the number of children with special educational needs. The purpose of the study is to regard the function of the aesthetic and imaginative perception of the world as a constituent of creative competence of primary school students in the context of a potential growth point for a child with specific learning disabilities. The subject of the study is the dynamics of indicators of creative competence (creative imagination, in particular) demonstrated by children as a result of mastering an integrated set of activities aimed to develop creative thinking in primary school students to be able to solve tasks, as well as to form creative competence, to improve self-expression and self-regulation through the use of tools of creative activities and to introduce children to works of culture and art in the conditions of inclusive education. At the stage of the ascertaining experiment, the creative imagination of children participating in the experiment was evaluated according to the methodologies of Dyachenko O. ("Drawing figures") and Kravtsova E. ("Where is its place?"). The general tendency, which is true for the results of the ascertaining experiment with the application of both methods, is the absence of children with a high level of imagination development in the group studied. Integrated lessons aimed to the formation and development of creative imagination in children with developmental delay were carried out for a year and a half, in inclusive groups. In the course of the complex work, the elements of art therapy, logopedic rhythm, psycho-gymnastics, fairy-tale therapy, dance movement therapy and music therapy were used, the means of theatricalization and dramatization were actively applied. According to the results of the ascertaining experiment, it is revealed that the subjects have the ability to overcome the stereotypes formed on the basis of the accumulated experience, which is one of the elements that determine the success of creative activity. As a result of the study, it was discovered that creative imagination regarded as a component of the creative competence of primary school students could be stimulated and improved with the help of a psychological-pedagogical influence during the application of the methodology of integrated lessons of the aesthetic course.
Highlights
The importance of the formation and development of creativity in the process of personal development of children is universally recognized by scientists in the field of pedagogy and psychology [3, 7]
The environment of modern children's development is qualitatively different from the traditional environment of cultural-creative thinking in Russia of the 20th century, which is formed by various models of education, folklore works, active and role-playing games that accompanied a person throughout the childhood
It should be noted that the examination of children with developmental delay was carried out according to the adapted methodology, that balances the influence of the childrens' lowered performance level and concentration difficulty on the result of the research [23]
Summary
The importance of the formation and development of creativity in the process of personal development of children is universally recognized by scientists in the field of pedagogy and psychology [3, 7]. The environment of modern children's development is qualitatively different from the traditional environment of cultural-creative thinking in Russia of the 20th century, which is formed by various models of education, folklore works, active and role-playing games that accompanied a person throughout the childhood. The majority of pupils have an undeveloped creative thinking, the work of children's imagination is suppressed by the variety of ready-made stereotypical images present in abundance both in the entertainment sphere and in the daily life of the child. The development of the entertainment industry provokes the disappearance of the external incentives for children to be creative, to create new images, to fantasize [20]. The ability to flexibly apply their own competencies in the process of the solution of tasks presented by a changing external environment becomes a necessity for successful professional performance
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