The requirements imposed by society also apply to modern preschool education. First of all, it includes the need to create optimal conditions for the education of a dynamic and creative personality, which contributes to a full-fledged interaction with the environment in accordane with their age characteristics and capabilities. In the concept of preschool education and upbringing, the formation of creative and creative potential is an essential task in preschool education. In this regard, it is crucial to create an atmosphere of freedom of expression, encourage children to be proactive and independent, and approve original creative solutions, according to leading scientists such as L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, E.I. Ignatiev, T.S. Komarova, N.P. Sakulina, I.V. Strakhov, E.I. Fleerin, the foundations of creative activity and creative potential are laid at preschool age. Therefore, preschool age is more sensitive to the formation of this personality quality. The article discusses the issues of an integrative approach to the quality of preschool education in developing children's creative potential. The essence of the integrative approach is the combination of knowledge from different fields that complement each other. According to T.S. Komarov, "integration is a deeper form of interconnection, interpenetration of different content of upbringing and education of children. It covers all types of children's activities (artistic and creative activities, various games: didactic, mobile; dramatization games, plot-role-playing; visual activity, artistic speech, music). Keywords:an integrative approach, preschool children, creativity, creative potential, development
The article highlights topical issues of the development of the creative potential of preschool children through play. The works of foreign and domestic scientists on the research problem are analyzed. The essence of the concepts “creativity”, “creativity of children”, “creative potential”, “developing game”, “TIPS” is revealed. Indicators of creativity according to J. Guildford and E. Torrance are presented. The effectiveness of educational didactic games with TIPS elements in the development of the creative potential of preschool children has been substantiated. Educational games provide material for the development of creative abilities from a very early age, always create conditions that are ahead of the development of abilities, they can be different in their content and they are not compatible with coercion and create an atmosphere of free and joyful creativity, do not interfere with the child’s thinking and making decisions on his own. not doing what they can do themselves. At the same time, they develop intellectual qualities: sensation, perception, attention, memory — especially visual; the ability to find dependencies and patterns, classify and systematize material; the ability to combine, that is, the ability to create new combinations from known elements, parts, objects; the ability to find mistakes and shortcomings; spatial representation and imagination, the ability to foresee the results of their actions. Together, these qualities make up intelligence, ingenuity and creative thinking. The goals, objectives, peculiarities of TIPS pedagogy are characterized. Some TIPS methods and techniques are considered, as well as the methodology for their use in working with preschool children. The description (name, goal, course of the game) of educational didactic games with TIPS elements is given. It is concluded that by using the TIPS methodology in working with preschool children, we develop a creative personality, imagination and fantasy. TIPS helps to reduce formulaic thinking, reveals the flexibility of thought, helps to see and make decisions, teaches people to use unusual methods, helps to develop horizons.
The article considers the use of Game forms to develop the creative potential of preschool children. Data on scientists who have studied the problems of creativity and the development of creativity are presented. Scientific definitions of the concept of creativity are given. It describes the manifestation of the problem of developing the creative potential of preschool children in the "model of development of preschool education and training". The importance of the game in the development of creative potential was touched upon and the analysis of the types of games used was carried out. The classification of children's games, the requirements for the organization to increase the effectiveness of the game and achieve good results, its features are differentiated. Among the creative games, focusing on the types of plot-role, theatrical, dramatic, directing, construction and constructive games, pre-game preparations, their content, main differences, tools used, genres are presented. Creative games greatly contribute to the development of creative potential of preschool children, helping them to develop memory, perception, attention, observation, imagination, figurative thinking, to abandon conventional thinking, to learn to use unusual methods, to make bold decisions. The article gives examples of practical creative games. The purpose of the games is specified, the course of the games is described, and the prospects for future research are predicted.
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