All articles

Relevance (context) of the subject of the article. The problem of creative abilities is becoming increasingly important in two contexts at once – both in the context of human self-realization, and in the context of the development of practices and production. A special place is occupied by the development of creative abilities in preschool age: even in the works of Lev Vygotsky, it was said about the importance of considering the germs of creativity in the game and fantasy of children. Today, within the framework of the cultural-historical approach, there are a number of scientific schools that study the possibilities of diagnosing and developing children’s creativity.

The aim of the study is to analyze the approaches to the study of children’s creativity in cultural-historical psychology in order to understand what answers to the questions posed by Lev Vygotsky, were discovered over the past decades, and what remained unanswered. It is also important to see how the questions themselves were transformed, since the raising of a new question is a sign of the development of science. The correlation of existing approaches is important for the development of new research programs in the logic of cultural-historical psychology.

Description of the research. The article analyzes various approaches to the research and development of creative abilities: V.V. Davydov and V.T. Kudryavtsev, D.B. Bogoyavlenskaya, N.E. Veraksa and O.M. Dyachenko, V.N. Druzhinin, L.F. Obukhova. The general and specific characteristics of the interpretation of children’s creativity in different approaches of the cultural and historical tradition are highlighted. The conducted research correlates with the questions about the creative nature of the human psyche and about children’s creativity, posed by L.S.Vygotsky.

Research results. The article concludes that despite all the differences in the approaches that have appeared in the logic of the cultural-historical tradition, they are united by the idea of the resourcefulness of preschool childhood and the importance of educational efforts aimed at maintaining the “sprouts of creativity”. In Russian studies, the question is raised about the means of creative abilities that allow us transforming the present situation (dialectical structures and symbols), as well as about the affective-volitional component of the creative process – the ability to detect a task. All this distinguishes the concepts that were born within the framework of the cultural-historical approach from the theory of creativity by J. Guilford and E. Torrance. At the same time, it is indicated that children’s activities (playing, storytelling, experimentation, etc.) are still rarely considered in research as a context for the manifestation of creative abilities.

Conclusion. The article concludes that it is important to conduct new research, both ascertaining and longitudinal, which will allow us to take the next steps in understanding how the means of developing creative abilities are mastered in children’s activities and how this affects the formation of creative abilities in subsequent ages.

Introduction. The paper presents results of theoretical research and practical evaluation of the problem of developing creative abilities in senior preschool children. The purpose of the study was to develop a system of pedagogical support for creative self-realization of preschool children.

As theoretical foundation pedagogical studies on encouraging creative activities in children, made by L. A. Venger, N. F. Vishnyakova, R. I. Zhukovskaya, Т. S. Komarova, I.Ya. Lerner, A. I. Savenkov, N. M. Sokolnikova, A. I. Usova, O.S. Ushakov were used. The authors showed the possibility of developing creative abilities in preschool children by providing a focused learning process in preschool.

The practical significance of the research lies in determination the cultural practices pedagogical means of developing creative abilities in preschool children. Results of the research can improve the process of aesthetic development of preschool children in the system of preschool education. Results of the research can be used by preschool teachers, students of pedagogical universities colleges; they can be useful for creating preschool educational programs.

Conclusions. Pedagogical support in developing creative abilities in children is determined by a special set of pedagogical conditions: studying the level of creative activity of a child; development and implementation of the partial educational program, which presupposes developing creative abilities in children in the process of learning the culture and traditions of their country; pedagogical education of parents about creative development of senior preschool children.

Background. During the older preschool age, a child develops a pronounced arbitrariness of such mental processes as thinking, memory, attention, behavior is established, the emotional sphere becomes more complex, and creative abilities are manifested that determine the degree of the child’s readiness for the increasing demands of schooling. Due to the requirements of the Federal State Educational Standard for the integration of physical and intellectual and creative development of preschoolers, motor and creative activity is becoming a key factor in the formation of cognitive abilities, imagination and emotional intelligence. Particular attention is paid to the structural components of development: motor imagination, memory, attention, and coordination skills, but the role of outdoor games in the socialization of older preschoolers remains insufficiently studied.

Objective. The purpose of the study was to develop the content and use of new forms of physical education for older preschoolers, mainly aimed at developing the intellectual and creative sphere of the children’s personality, substantiating and evaluating their effectiveness, and studying the relationship between the development of the motor and intellectual and creative spheres of preschool children’s personality during classes.

Sample. The experiment involved 237 older preschoolers from five kindergartens in Irkutsk.

Methods. The study used various methods, such as structured analysis of outdoor games, questionnaires, observation, testing, pedagogical experiment and statistical processing of the data obtained. The effectiveness of new forms of physical education activities was assessed using diagnostic techniques based on level assessment: “Memorization of Motor Action” (V.R. Kuzekevich), “ Dynamic Practice Test “ (A.R. Luria), “Sun in the Room” (V.B. Sinelnikov, V.T. Kudryavtsev), “Tree of Desires” (V.S. Yurkevich).

Results. We have identified and supplemented the organizational forms of physical education and health classes in preschool educational institutions, supported them with methodological tools and tested in practice. It was found that the systematic use of educational outdoor games, obstacle courses, motor attractions and creative tasks contributes to a significant increase in the level of memory, imagination and independent movement control. The introduction of non-standard equipment and game plots intensified the cognitive activity of children and stimulated the development of motor creativity.

Conclusions. The results of the assessment of the level of formation of the intellectual and creative sphere of older preschoolers allow us to assert that the use of a wide range of motor and game organizational forms in the process of designing physical education can significantly increase efficiency. The results have practical value for developing programs in preschool educational institutions that combine physical activity with cognitive and creative development.

Background. Achieving the quality of preschool education is a priority area of the state educational policy. In this regard, the problem of finding effective mechanisms for the innovative development of the preschool educational system, which guarantees high-quality education for children, is being actualized. The solution of this problem dictates the need to appeal to the creative heritage of scientists recognized in the scientific community, whose works lay the methodological and methodological foundations of children’s education, organized from the standpoint of preserving the self-worth of preschool childhood. One of these scientists is L.A. Paramonova, whose scientific work has largely determined the leading lines of development of preschool education since the 1970s, and has not lost its relevance at the present time.

Objective. Scientific understanding of L.A. Paramonova’s creative heritage and consideration of its potential in solving topical issues of modern preschool education.

Methods. A retrospective and contextual analysis of L.A. Paramonova’s scientific work in the aspects of its contribution both to the development of science about childhood and to the development of modern practice of preschool education.

Results. The analysis of L.A. Paramonova’s scientific heritage has revealed a completely new approach to understanding both the essence of child construction and the mechanisms of its formation as a creative activity. Firstly, L.A. Paramonova’s construction, unlike other scientists, is considered as an independent children’s activity, and not as a game or a means of labor education. Secondly, she interprets construction not only as a practical activity for making specific crafts, but also as a general thinking ability that manifests itself in the creative process of creating various entities (structures, drawings, poems, etc.) and endowing them with individual meanings. This mental ability is the basis for the development of not only design, but also other types of children’s activities. The undoubted merit of L.A. Paramonova is the definition of psychological mechanisms for the formation of creative construction, which she refers to the development of imaginative thinking, productive imagination, the organization of children’s experimentation with new material, the formation of generalized methods of construction. Taking into account these mechanisms, she created a system for the formation of creative design in children aged 2–7 years. Of great importance for the further development of the problem of development in preschool childhood are the highlighted L.A. Paramonova (co-authored) the basic qualities of a child’s personality, acting as a psychological guideline for the organization of the developing educational process.

Conclusion. The new strategy presented in L.A. Paramonova’s researches for the formation of creative design in preschool children, as well as the developed basic qualities of the child’s personality, contribute to solving such fundamental problems of pedagogical and psychological science as the problem of the ratio of learning and creativity; development of children’s activities and the child in it; consistency in learning; determining the principles and content of developmental education in preschool as a child. Scientific work of L.A. Paramonova, who made a significant contribution to enriching the idea of A.V. Zaporozhets’s statement about the role of “specifically children’s activities” in the full-fledged development of a child has not lost its relevance today, and is significant both for pedagogical science and for the practice of preschool education.

Creative imagination is studied at the materialized, perceptual and verbal levels in school-age children. Fifty children from a private school in Puebla, Mexico participated. An evaluation protocol was applied in a collaborative and interactive way under the concept of the zone of proximal development that involves the participation of the evaluator and the use of various types of support: dialogic conversation, repetition of instruction and orientation questions. The results reveal that children access materialized and perceptual action tasks more easily than verbal ones. These results are discussed in terms of the possible implications of the development of creative imagination for school age.