Development Of Creative Potential Research Articles

Application of neural networks in the educational process

In the era of digitalization, technologies have reached great heights. Neural networks are used in almost all spheres of human activity; education is no exception. Neural networks are mathematical models that simulate the functions of the human brain. Using such a tool as a neural network allows you to significantly improve the educational process, make it more effective in modern realities, increase the cognitive activity of students and provide an opportunity for the development of creative potential. This article describes the advantages of neural networks in their application in the educational process, as well as provides examples of their use in teaching.

Artificial intelligence as a means of developing creativity in future technology teachers.

The article considers and analyzes the possibilities of using artificial intelligence (CatGPT, AI) in the training of future specialists, namely for the development of creativity in future technology teachers. The key aspects that should be taken into account and used for the development of creativity are identified, and possible disadvantages of this innovative technology are noted. The rapid development of artificial intelligence has burst into almost all spheres of life, we focused on the use of some AI tools in the training of future technology teachers and the development of their creativity. We analyzed several approaches to using CatGPT to facilitate the organization of classes. Such as: idea generation, scenario building, storytelling and role-playing, problem-solving exercises, creative writing and documentation, interactive learning modules, individual learning paths, innovative challenges that help future teachers gain practical experience and adapt faster to the modern requirements of pedagogical practice. In the article, we offer several working tools from our own "piggy bank" and the principles of their use. The article highlights the current state of AI use in the educational environment and provides recommendations for practicing teachers on the effective use of artificial intelligence technologies. We are convinced that the use of artificial intelligence in the development of creativity of future technology teachers has an important impact on the personal development of creative potential. By using artificial intelligence, we can ensure the active participation of students in the learning process. AI tools stimulate curiosity, promote active research, experimentation, and problem solving. However, along with the great opportunities for using artificial intelligence, there are also threats such as the loss of the human factor, the dissemination of personal data, and financial losses. Therefore, for a good result in the development of creativity of future technology teachers, it is necessary to take into account all the advantages and disadvantages of using AI using strategies balanced between opportunities and challenges.

VERBAL LEXEMES IN THE DERIVATIONAL CLUSTER WITH THE INITIAL WORD SALT IN THE NATIONAL RUSSIAN LANGUAGE

The article deals with semantic characteristics of verbal lexemes that are a part of the derivational cluster – a structural component of lexical and phraseological complex with the initial word salt. The paper analyses the role of the initial word in forming the complex, reveals the causes of semantic and amount differences of particular word clusters that are formed by different lexical and semantic variants of the polysemantic word salt. The article reveals the factors that influence the development of lexical item creative potential: extra linguistic, language system and intra-word ones. The article demonstrates the causes of the disproportion of analysed particular word clusters – factors that have positive and negative impact on word-formation activity of lexical and semantic variants of the word salt. Lexical items of different derivational stages ascending to two lexical and semantic variants of the initial word and items with erased inner form, that are on the periphery of the general word cluster, are analysed. The author develops a hypothesis about semantic connection of these items and lexical and semantic variants of the word salt. The possible reasons of metaphoric meanings appearing are shown. The article gives analysis of semantic shifts revealed in some derived words. The author comes to the conclusion about topicality of the denoted object for the native speakers and peculiarities of development and meaning extension of the word salt in verbal lexemes.

Social skills predict the development of creative strategies in college teachers during the COVID‐19 pandemic

AbstractThe development of social skills (SS) and creative potential is of great interest to researchers in educational and organizational contexts. The present study aimed to understand the relationship between SS and the use of creative strategies to solve problems in the work environment of college teachers. The study included 386 faculty members of Brazilian colleges who were teaching during the first year of the COVID‐19 pandemic. Participants answered an online survey including the Social Skills Questionnaire and the Strategies to Create at Work Scale. The results showed that the SS were predictors of the development of creative strategies in college teachers, with greater emphasis on the ability to maintain calm in the face of criticism, which significantly predicted all strategies to create at work. The development and search for solutions to problems in a creative way in the work environment can be a result of frequent interactions with students, teachers, managers, other employees of the institution. Such interactions can also help improve repertoire of SS.

The influence of extracurricular activities on the development of creative potential of students at cultural universities

The influence of extracurricular activities on the development of creative potential of students at cultural universities

Stem Approach: A Key Tool for Transforming Kazakhstan's Education System

The article is dedicated to the improvement of a new direction in the educational system – STEM education. It discusses the organization of the educational process based on STEM principles, defining the essence and content of STEM education, identifying problems, outlining main approaches to its development, and listing the advantages and disadvantages of STEM education, which include the combination of interdisciplinary practice-oriented approaches to the study of individual disciplines. An analysis of the application of STEM technologies and the project-based learning method is presented, which will facilitate the development of creative thinking and creative potential and create conditions for creative activity in future professional activities. The experience of implementing STEM education in Europe, Asia, and beyond is described, presenting the integration of modern educational technologies, including STEM, into the educational system of Kazakhstan. The article highlights the complexity and multifaceted nature of STEM education, which involves not only theoretical study but also practical application. Examples of STEM education directions are shown, aimed at forming subject-specific, cross-curricular, and basic competencies of school graduates based on an interdisciplinary approach.

Implementation of Progressive Islamic Education from KH. Ahmad Dahlan's Emancipation Perspective in Progressive Islamic Education

This research will examine KH. Ahmad Dahlan's thoughts on progressive Islamic education, including the development of religious education. This research uses a qualitative approach with literature analysis to examine various works and thoughts of KH Ahmad Dahlan. The research findings are that KH Ahmad Dahlan's thoughts on progressive Islamic education emphasize the development of socio-emotional, intellectual, moral, and creative potential. The concept of interfaith education that he promoted education does not discriminate against religion, allowing Muhammadiyah schools to accept students from various religious backgrounds. In addition, the implementation of KH. Ahmad Dahlan's thought leads three main concepts: humanization, liberalization, and emancipation perspectives. The humanization perspective emphasizes gender equality in education, the liberalization perspective on awareness of social reality and local culture, and the emancipation perspective on individual liberation from stagnant thinking.

ИНВЕСТИРОВАНИЕ В ЧЕЛОВЕЧЕСКИЙ КАПИТАЛ КАК ФАКТОР РАЗВИТИЯ СИСТЕМы ВыСШЕГО ОБРАЗОВАНИЯ

Investments in human capital directly affect the improvement of the quality of work of a specialist, an organization, which, in turn, directly affects the economic development of the country. Investments in human development are of particular importance in the context of the reorganization of the higher education system. The article deals with topical issues of formation, development and use of intellectual potential. The directions of evaluation of investments in human capital of educational organizations are highlighted. Attention is focused on the development of creative potential that contributes to improving the quality of education and the formation of competitive, highly qualified workforce. The indicators of the assessment of human capital in the higher education system from the point of view of investments are formulated. Special attention is paid to the problem areas of human capital development in higher education. Priority directions for solving the identified problematic issues are highlighted.

PROBLEMS OF PROFESSIONAL TRAINING OF FUTURE EDUCATORS FOR THE DEVELOPMENT OF THE CREATIVE POTENTIAL OF CHILDREN IN THE CONDITIONS OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article raises the issue of professional training of future educators for the development of children's creative potential in the conditions of an inclusive educational environment. The key object of the educational process in the modern educational paradigm is the personality of the child, who is able to critically perceive reality, analyse, propose ideas for solving tasks, realize his/her own uniqueness, the need for the development of individual abilities. The development of creative potential of a preschool child is aimed at forming the foundation for revealing the potential of each child in accordance with his needs, abilities, etc. The problem of the development of children's creative potential is intensified by the integration of inclusive education into the educational space of regular preschool education institutions, which puts forward new requirements for the professional training of educators who ensure the comprehensive development of all children in a single inclusive educational environment, adaptation and socialization of children with special educational needs in interaction with peers. Based on the analysis of scientific, pedagogical and methodological literature, the author highlights contemporary problems related to the research topic: the integration of inclusive education in Ukraine continues and has both positive developments and unresolved problems at the state and regional levels that slow down the achievement of the goal; the involvement of children with special educational needs in regular preschool education institutions requires in-depth improvement in order to expand opportunities for all children; lack of a model for the development of children's creative potential under the conditions of an inclusive educational environment; insufficient number of necessary specialists to work in the conditions of an inclusive educational environment; the need to modernize the variable component of professional training of future educators. The author comes to the conclusion that solving the above-mentioned problems requires targeted, thorough and long-term practical research in order to improve the quality of education, the productive development of the creative potential of each child in the conditions of an inclusive educational environment.

The Development of Creative Potential as a Condition for the Formation of the Competitiveness of the Future Specialist

Relevance. New requirements for the training of students in higher educational institutions are that acquiring only specialized professional knowledge is no longer sufficient for a future competitive specialist. It is necessary to develop such individual abilities that significantly reveal his individuality and creative potential.Goal of the work. To determine pedagogical conditions that contribute to the development of the creative potential of future specialists as a factor in the formation of their competitiveness.Objectives of the research: Based on the analysis of psychological and pedagogical literature, to find out the essence and content of the basic concepts of the study “personal competitiveness,” creative potential”; to justify the pedagogical conditions for the development of the creative potential of future specialists in the sociocultural space of higher education.Methodology. During the scientific search, the following research methods were used: systemic, analysis, synthesis, induction, deduction, generalization, comparison.Results. Based on the analysis of scientific sources, the concept of individual competitiveness is defined as a necessary set of professional and personal qualities that contribute to the possession of competitive advantages in current sociocultural conditions. The pedagogical conditions for the development of creative potential are determined as conditions for the formation of the competitiveness of a future specialist.Conclusions. Preparation for identifying and developing creative potential is possible provided that a creative learning environment is created that stimulates students' creative activity and students' motivation for creative activity.

Penyuluhan dan Demo Masak dalam Upaya Pemberdayaan Ekonomi Kreatif Masyarakat sebagai Peningkatan Kesejahteraan dan Upaya Pencegahan Stunting

Community creative economic empowerment plays an important role in improving welfare, preventing stunting, and enabling the development of creative potential and the uniqueness of local culture. The MAMAH TING-TING counselling and cooking demonstration in Sidorejo Village focused on delivering information on the prevention of wasting and stunting through the utilisation of local food, with interaction of question and answer sessions and quizzes, as well as the practice of making corn pudding as a High Calorie High Protein (TKTP) menu for the prevention of stunting in children, attended by 30 out of 40 invited PKK members. The MAMAH TING-TING counselling and cooking demonstration have successfully delivered important information about wasting and stunting prevention to the community, especially the PKK women of Sidorejo Village. Through a comprehensive explanation of the meaning, differences, causal factors, impacts, prevention and control of wasting and stunting, as well as a cooking demonstration of corn pudding as an example of a TKTP menu, participants are expected to better understand the importance of nutritious food consumption in preventing stunting in children. The interaction of question and answer sessions and quizzes have also contributed to ensuring participants' understanding of the material presented.

Visual Metaphors in Pedagogical Discourse

A visual metaphor is an image that allows you convey the meaning that escapes during verbal representation, as well as to enhance the impact of the message. It is for this reason that visual metaphor occupies a special place in pedagogical discourse. The explanation of unknown concepts and phenomena by referring to the formed units of knowledge presented figuratively is a necessary stage of cognition of reality. Visual metaphorization of complexly organized aggregates of objects and phenomena of the surrounding world facilitates their perception, thereby representing their essence in a visual and accessible form. The basis of the visual metaphor is the similarity in function, purpose, shape, color, size. A number of scientific papers are devoted to the methodology of analyzing individual verbal metaphors. At the same time, the visual metaphors used by the teacher to explain the transmitted educational information have not been practically investigated. This provision determines the relevance of the research. The target of the study is to study the specifics of visual metaphorization in pedagogical discourse. As part of the educational process, visual metaphors are embodied in the form of mind maps, mood boards, singular metaphorical references that explicate an Abstract idea in a system of images formed during the development of curricula and personal subjective experience. It is established that the use of these methods of visualization of theoretical material, built on the basis of a given visual metaphor, contribute to the structuring and memorization of educational information, the development of creative and cognitive potential. A visual metaphor acts as a vector for analyzing a problem situation: the creative process of interpreting a visual image leads to the identification of a logical relationship between the images, revealing the nature of the object or phenomenon being studied, as well as the formation of creative thinking of students.

Age-appropriate adaptation of creativity tasks for infants aged 12–24 months

Creativity is an important skill that relates to innovation, problem-solving and artistic achievement. However, relatively little is known about the early development of creative potential in very young children, in part due to a paucity of tasks suitable for use during infancy. Current measures of creativity in early childhood include the Unusual Box Test, Torrance's Thinking Creatively in Action and Movement (TCAM) task and the Toca Kitchen Monsters task. These tasks are designed for children aged above 12, 36 and 18 months respectively, but very few measures of creativity can be used for infants aged below 2. Accordingly, here we report age-appropriate adaptations of TCAM and Toca Kitchen Monsters tasks for infants as young as 12 to 24 months. Considerations taken into account include (1) infants’ cognitive capacities (i.e., attention span, language comprehension skills, motor skills, and approach to play), and (2) practicality of the stimuli, including suitability for use amid the COVID-19 pandemic. The modified creativity battery for infants includes three tasks: Music Play, Object Play and Exploratory Play tasks. The task protocols elaborated in this paper are intended to facilitate studies on the early development of creativity in infants aged between 12 and 24 months. Primary highlights include:•Age-appropriate adaptation of creativity tasks for use with infants aged between 12 and 24 months.•Consideration of infants’ cognitive capacities and stimulus practicality.•Innovative use of movement as expression of infants’ creative behaviour.

The role of art education in personality development

The role of art education in personality development

The Development of Creative Potential in Children Aged 9 to 13 through Acting Classes


 
 
 The questions that lead to the following research are: Is every human being creative? Does everybody possess a creative potential? If anyone is born creative, does creativity remain a part of our whole lives, or does it fade away reaching adulthood? Can acting techniques develop or reawaken creativity? The research project we conducted focused on the ways creativity can be rediscovered in every field of activity, and the possibilities that acting teachers have on guiding their students aged 9 to 13 to regain and develop their creative potential via theater games and improvisation. 
 
 

Makerspace as a space in a children's library сreativity and the latest information technologies

The peculiarities of the organization and the main functions of the makerspace in the children's library as a space for creativity and the use of the latest information technologies are analyzed. Makerspace in the children's library is aimed at promoting the development of creativity, convergent thinking, and the search for innovative ideas. It is emphasized that the makerspace combines traditional creative activities in the children's library with digital technologies, including: 3D printers, laser milling machines, thermal presses, application software, equipment for creating robots, drones, digital cameras, Google Glass, etc. For children, creative activities in the makerspace involve the formation of integrated literacy in the fields of reading, science, art, mathematics and technology or specific competencies: creating digital films, web cartoons, remakes, video editing, combining remixes, 3D modeling and printing, training for screenwriters, master classes in programming, control of drones, robots, mobile photography and film school, digital storytelling studio, etc. It was concluded that the makerspace is a complex inclusive environment in which a specific culture and common values are formed, and creativity, exchange of information and technologies act as mutual support; a space that promotes technological development, provides services and programs for the formation of STEM competencies, digital literacy, to help children develop creative abilities and problem-solving skills in the age of the digital environment. This enables the makerspace to implement a number of functions of the library's informational and creative activities: formation of digital literacy, development of convergent thinking, intellectual and creative potential, knowledge exchange and collaboration, formation of environmental awareness. Thanks to the implementation of the concept of makercraft, the children's library is transformed into various spatial forms: digital literacy; knowledge exchange and collaboration; creativity; interactivity; communication.

Развитие творческого потенциала подростков во внеурочной деятельности на модели школьного игрового (креативного) клуба

The article presents the results of the pilot empirical study on the development of creative potential of young people by means of game and art technologies. It is shown that the existing methodological developments are aimed at the development of highly specialized skills, but not at the creative potential in the broad sense. In order to remove this limitation, the technology of game (creative) club in school extracurricular activities is proposed. 
 Creative potential, according to the concept of J. Renzulli, is considered as a complex of intellectual, motivational and creative factors. It is hypothesized that active intellectual-developmental game (creative) activities help to identify and form the creative potential of adolescents. Game (creative) technologies (TRIZ, acting exercises, the game "Mafia") were used as means of development. In order to test the hypothesis, we used the method of expert evaluation according to the method of S.M. Platonova for the evaluation of general aptitude and statistical analysis of the obtained empirical data. 
 The results reflect a qualitative change of creative potential of the experimental group at all levels of creative potential: intellectual, motivational and creative. The model of the school game club is proposed as a technology for the development of creative potential not only of adolescents, but also of teachers in the practice of extracurricular school activities.

Development of a Methodology for Organizing Classes of General Secondary Schools Based on New Technologies

In this article, the role of the music teacher in the development of music lessons in general secondary schools and the positive solution of the demands and obligations imposed on him are analyzed. This study aims to explore effective music teaching within music pedagogy, focusing on personalized approaches, the development of creative potential, and the role of parents in the educational process. The method used in this study involves a descriptive approach to outline various aspects of effective music teaching within music pedagogy. The results show insights into strategies for effective music teaching, emphasizing support, motivation, and collaboration with both students and parents.

FACTORS TO THE FORMATION AND DEVELOPMENT OF THE ENTERPRISE'S CREATIVE POTENTIAL

The article focuses on the significance of preserving and enhancing the creative potential of the enterprise. It highlights the importance of creating a environment that fosters creativity and developing employees' creative skills. The research of both domestic and foreign authors on the essence of creativity is analyzed. It was revealed that there is still no formalized understanding of the factors that influence creativity and lead to a positive entrepreneurial effect. The purpose of the article is to establish the essence of the creative potential of the enterprise, its formation and development factors, and to study approaches to managing the development of creative potential. The article utilizes comparison, generalization, analytical methods, etc. It considers the essence of the creative potential of the enterprise and identifies two primary factors the development of the creative environment: economic and infrastructural, along with their problems and possible solutions. The article studied approaches to evaluating and managing the development of creative potential and presents the scheme of management system for creative potential development, including the composition of the enterprise's creative resources. It also mentions methods and tools for stimulating employees' creative potential. The components of the enterprise's strategies for the development of the enterprise's creative potential are presented. The importance of a systematic and comprehensive approach to developing creative potential is emphasized. It should including measures aimed at developing the competence of personnel in terms of their skills and abilities, creating mechanisms for their material and moral stimulation, and providing the necessary environment for realizing creative potential of employees.

КРЕАТИВНИЙ МЕНЕДЖМЕНТ У ВЗАЄМОДІЇ З ТАЛАНТ МЕНЕДЖМЕНТОМ У СИСТЕМІ КОНКУРЕНТОСПРОМОЖНОСТІ ПІДПРИЄМСТВА

New directions in the field of management ‒ creative management and management talent, their cooperation and influence on the competitiveness of the enterprise are investigated in the article. The approach to cooperation of management talent and creative management of the enterprise with the ground of their processes and exposure of general lines is offered. In particular, requirement in a creative leader ‒ top-manager; application of technologies of tutorship, coaching, continuous departmental teaching for professional development; investing in development of workers, their creativity, intellectual and emotional potentials; application of motivation systems and workers stimulations that provide creativity, creative approach, eccentric decision of problem questions, creation of innovations; just evaluation of workers and their end-point of work; creation of comfort antistress terms of work on the basis of forming corporate culture with an accent on skills and creativity. Because of systemic approach the cooperation, influence and addition management talent as a constituent of personel management and creativity management as constituent of innovative management in the system of management of the enterprise is presented. Management talent is sent to professional growing or opening of talented worker from a zero (entrance). In its turn, creative management is sent to the association of talented workers in creative commands for development of creative potential, realization of aims and ideas, receipt of the results of innovative researches (exit). Management talent, attracting own and external sources, forms a talented top-management with high intellectual potential and experience for providing innovative development of the enterprise, that in its turn, executes basic functions and requirements of creative management is considered. Directions of creative management improvement in cooperating with management talent that substantially will influence on workers development, results of activity and creation of competitive edges in the system of competitiveness of the enterprise.