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The relevance of the subject of the article. Recently, the question of the relationship between creative development and artistic and aesthetic education has become relevant. Although the issues of the artistic and aesthetic development of preschool children were elaborated in the Soviet period, researchers continue to talk about a decrease in the creative activity of modern children. The article offers one of the ways to develop children’s creativity, based on the interaction of the family and the kindergarten.

Description of the research progress. The concepts of interaction between a child and a significant adult, the unity of communication and activity, and the provisions of the dialogical approach on the equal mutual influence of the subjects of dialogue were combined at the theoretical level. These provisions formed the basis of a predictive model of pedagogical support for child-adult interaction in the process of artistic creativity, constructed by the author. It made possible to identify its components and stages of the content block.

Research results. As a result of the study, a predictive model of pedagogical support for child-adult interaction in the process of artistic creation was designed.

Conclusion. The development of creative activity in interaction with the parent will be most effective in preschool childhood. Motivation for joint activities with the parent is extremely important for the child, especially when the child receives a positive experience of creativity, and the senior preschool age is sensitive for the formation of an attitude towards creativity and towards oneself as a creative person. To smooth and harmonize child-adult interaction in creative activity, it is reasonable to use pedagogical support for child-adult interaction.

The relevance of the subject of the article. There is no single approach to the concept of creativity, and no clear understanding and criteria how to distinguish creative activity from non-creative one. The relevance of the problem lies in identifying and resolving the contradictions of numerous approaches and theories that interpret the phenomenon of creativity, including children’s. This will allow teachers to consciously and purposefully develop creativity in children’s activities.

Description of the research progress. The research is focused on the studies of pedagogy and psychology. The article systematizes the scientific concepts of creativity, gives an overview of modern models of children’s creativity, analyses domestic and Western theories and the philosophical foundations of the phenomenon. Features of creativity in preschool age are identified, the prerequisites and conditions for its development are carried out.

Research results. As a result of the study, approaches and theories to the phenomenon of creativity, including children’s creativity, were systematized. The features of creativity in senior preschool age are revealed, the methodological foundations for studying children’s creativity are determined.

Conclusion. Researchers consider creativity as a product, process (activity), personality characteristic and as a social phenomenon, which is based on innate abilities and social environment. If it is impossible to change the culture the child grows in and innate abilities, we can influence the social environment and build a creative experience for the child, constructing special conditions for its support and development

The relevance of the topic of the article. Figurative and plastic creativity is optimal for the development of productive imagination in preschoolers – the basis of the creative process. The continuation of its development on the basis of teaching the language of movements allows children 6–7 years old not only to solve hard creative tasks, but also to master ways of nonverbal communication.

The aim of the study is to reveal the possibilities of developing figurative and plastic creativity in preschoolers of 6-7 years old on the basis of teaching the language of expressive movements, which is a continuation and culmination of the work carried out from the younger group.

Description of the research progress. Based on the explanation of the age characteristics of the psychological development of children 6–7 years old, the possibilities of solving by children tasks to compose and express performance during the embodiment of images of diverse characters in plot situations are shown. The psychological and pedagogical conditions of its development in preschoolers of 6–7 years old are explained. The features of the methodology are revealed, the central point of which is the detailing of the personage’s image – with a comprehensive solution to the tasks of developing children’s figurative-plastic interaction and the ability to figurative embodiment. The types of tasks aimed at the development of are described: ways of detailing images; the ability to sensitively perceive (understand) a partner; new ways of conditional stage interaction; expressive performance of complete plot compositions by roles, – as well as the development of composing creativity in the proper sense of the word in the processes creating under music (in co-creation with a peer) a composition of a figurative-plastic etude based on a generalized plot given verbally.

The results of the study. During and upon completion of the developmental training, children aged 6–7 years detail images (characters) with their development from episode to episode of a holistic plot, which becomes a sign of compositional figurative-plastic creativity, which is combined with creative performance in figurative-plastic improvisations to a given musical accompaniment. The data of diagnostic studies confirm the effectiveness of the methodology for the development of figurative-plastic creativity in children aged 6–7 years as a result of the work under the program.

Conclusion. The methodology for the development of figurative and plastic creativity in accordance with the age capabilities of children aged 6–7 allows for the real development of children’s creativity in art and play activities.

The relevance of the topic of the article is due to the importance of the development of figurative-plastic creativity as the most optimal for the development of productive imagination – the basis of any creative process. At the same time, figurative-plastic creativity, which develops among preschoolers on the basis of teaching children the language of movements, contributes to the development of non-verbal communication in preschoolers. The proposed methodology in practical work with preschoolers allows to solve a wide range of problems: cognitive, communicative, creative.

The article is aimed at showing how children of 5–6 years can develop figurative-plastic creativity on the basis of teaching them the language of expressive movements, started from the younger group; to formulate psychological and pedagogical conditions for its development in preschoolers aged 5–6 years.

Description of the research progress. Based on the explanation of the age-related features of the mental development of children aged 5–6 years, the possibilities of solving more complex tasks than in the younger and middle preschool age, the development of creative “composing” and performing in the embodiment of images of diverse characters and their relationships in plot situations are shown. The peculiarities of the methodology are revealed – in two main directions of development of creativity. In the development of figurative-plastic interaction, emphasis is placed on the development of ways to convey communication and relationships of three characters in a single plot situation; the development of paired figurative-plastic interaction continues with the development of more complex ways of transmitting stage illusion by partners-peers. In the development of the ability to figurative transformation, ways of detailing the image are mastered – with the image of the continuous process of its modification, development, with the installation of a complex transmission in figurative movements (“whole body”) of the features of a particular character: his/her emotions, characteristic plasticity, relationships with other characters of the plot.

Research results. The article shows the results of the development of figurative-plastic creativity in children aged 5–6 years: the images of characters are embodied through both movements-complexes and coherent sequences of movements that are connected in meaning, conveying a change in the reactions and emotions of the characters in the course of their interaction with other characters of the plot; creative performance is increasingly manifested as arbitrary expressive movements that convey the feelings and relationships of the characters based on each of the actors holding a “dual position”, thanks to which the child performs the role without straying to imitate peers.

Conclusion. The results obtained indicate both the effectiveness of the methodology of its development in children aged 5–6 years, its compliance with the age capabilities of children, and its theoretical and methodological validity.

The article describes the results of the development and testing of a scale for evaluating conditions for the development of creative abilities in kindergarten. The review part discusses the process of “democratizing the concept of creativity” and changing ideas about the importance of developing creative abilities in preschool childhood as a significant trend in modern psychology and education. The methodological basis of the work is: structural-dialectical approach (N. Veraksa), where the construct of “dialectical thinking” is used to describe intellectual creativity, which is understood as a system of mental actions that allows solving paradoxical situations, transforming contradictory situations in such a way that a new solution to the problem appears; the concept of imagination, which is understood as the ability to “grasp” the whole before the parts and transfer the features of one object of reality to another (Ilyenkov, 1984; Dyachenko, 1996); an approach to the development of ECERS quality assessment scales.

The scale for assessing the conditions for the development of creative abilities in kindergarten presented in the article includes four indicators: understanding of development processes, questioning, invention and transformation of contradictions, imagination.

32 preschool groups took part in the approbation. The validity of the instrument was assessed by the method of contrasting groups identified on the basis of expert assessments. Reliability was determined by the method of consistency of expert assessments: in each group, experts carried out the assessment in pairs and independently of each other. The focus of the observations was: working with imagination, quality questions addressed to children, to allow easy experimentation, supportive emotional atmosphere, sensitivity to children new and original solutions and inventions emphasis is on working with thinking as a process, reflecting the processes of change and transformation, capable to resolve conflicts.

The analysis showed that the assessment tool makes it possible to distinguish between contrasting groups for all four indicators at a significance level not lower than 0.05, which indicates its validity. Also, a high consistency of expert assessments was found both at the level of indicators and at the level of individual indicators, which indicates its reliability. The Alpha-Cronbach coefficient is 0.87, which indicates a good level of internal consistency of the instrument. The tool allows to identify and analyze the parameters of the quality of preschool education, attention to which is not emphasized in other scales, for example, in the ECERS-3 scales for a comprehensive assessment of the quality of preschool education.

The obtained data on the reliability and validity of the developed tool allow us to conclude that it can be used to assess the conditions for supporting and developing the creative abilities of children in preschool groups.

The article analyzes articles on the development of creative thinking of preschool children. Conducted categorization allowed to formulate five modern approaches, which are the most common among researchers and teachers: work through art, educational environment, creativity training, problem solving, children’s narratives.

The author emphasizes that: a) when working with objects of the aesthetic cycle for the development of creative thinking, it is important to pay attention not so much to the beauty of the product, but to the quality of interaction with the teacher, the ability to act on children’s own ideas and the availability of materials, providing children with independence in making decisions about how and what to do most of the day; b) when organizing the educational environment, it is necessary to focus on dialogue and discussion practices, open tasks, the personal significance of the proposed activity for the child, a soft schedule with long periods when the child can be immersed in one lesson, professional freedom of the teacher; c) integration of problem situations that require experimental activities and the development of “science-based” ways to answer controversial questions is an effective way to stimulate curiosity in preschool age.

Relevance of this paper is connected with the search for conditions for the development of creative potential in childhood, ensuring readiness for schooling, creating prerequisites for productive learning activities, reducing emotional stress, improving communication skills. The purpose of this theoretical study is to describe various multidimensional approaches to the analysis of the possibilities of creative solution of preschool children’s problems. This paper analyses research on the role of imagination and creativity in children’s mental development.

Two main directions have been identified, which combine, on the one hand, the study of factors influencing the development of children’s creative achievements and, on the other hand, the development of education science approaches that boost creativity. The studies used in the metacognitive analysis show that the creative potential of preschool children is associated with a high level of social behavior, play, creation of a paracosm, language skills, creative storytelling and bilingualism. Development of imagination and creativity of the child can be provided by means of the effective educational program which is connected with use of play creative practices, the constructive educational focused activity, application of Internet technologies, mobile apps, a multicultural basis of the joint decision of problems, perspective planning, perfection of oral and written speech. The received results have shown that various factors and educational sciences approaches positively influence development of creative imagination and creativity. Therefore, it is recommended to continue empirical research aimed at finding possible links between the level of development of verbal generalization, verbal thinking and creative imagination of the child. It is necessary for a competent management of development of creative imagination and creativity in preschool age.

The article is devoted to the study of creativity of a teacher of preschool education. The aim of the research was to study the influence of motivating factors on the professional creativity of teachers. The developing subject-spatial environment was considered as the main indicator of the manifestation of creativity in the work of the teacher. Particular attention is paid to the influence of the transformation of the subject space

of the group on the creative development and change in the attitude of the teacher to professional activities. The developing subject-spatial environment of the kindergarten is viewed from several sides: as a product of the teacher’s creativity, as a place of interaction between the teacher and children, as an application area of ​​the teacher’s creative abilities.

The article was prepared on the basis of experimental research using questionnaires for teachers and monitoring their work. The study was conducted on the basis of two preschool institutions in the city of Ivanovo, Ivanovo Region. 16 teachers took part in the study. As a toolkit, scales for assessing the conditions of creative activity of children in independent activities and art classes were used. To study the changes in the sources of professional motivation of teachers, a questionnaire developed by D. Barbuto and R. Skoll was used. The study consisted of two stages, at each of which a new motivating factor was introduced. After each stage, the sources of teachers’ professional motivation were measured, the state of the group’s developing environment was assessed, and the interaction in the art class was chosen as the most creative type of educational activity. As motivating factors, a professional competition and the involvement of teachers in the work on the dissemination of experience were used.

The results of our study showed that the use of the mentioned motivating factors contributed to the launch of the creative cycle among teachers, which resulted in creative changes in the organization of the subject space of groups, improving the interaction of the teacher and children in the arts classes. Creative manifestations in the subject space and interaction with children were reflected in the motivational sphere of teachers.

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. 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.

Background. Artificial Intelligence (AI) and Machine Learning (ML) technologies are rapidly developing, having a significant impact on various spheres of society and opening up new opportunities for progress in healthcare, education, environmental protection and other areas.

Objective. Analysis of the potential of Artificial Intelligence for use in childhood education and media. The author seeks to identify the benefits and risks associated with the use of these technologies in working with children, as well as to develop recommendations for the effective use of Artificial Intelligence for educational purposes.

Results. The article uses an approach to the study of specific cases, analyzes the “Zoe and Olly” initiative, created by media company Kids AI, aimed at improving children’s literacy in the field of Artificial Intelligence. The program uses interactive storytelling and hands-on exercises to explain basic AI concepts such as machine learning, natural language processing, and computer vision. The characters Zoe and Olly make learning interesting and accessible for children, developing their curiosity and positive attitude towards technology. The project promotes the development of critical thinking in children, allowing them to evaluate information and results generated by AI systems. This is especially important as children grow up in an environment heavily influenced by Artificial Intelligence.

Conclusions. Advances in Artificial Intelligence and Machine Learning have significantly changed childhood education and media. Artificial Intelligence offers inclusive and personalized learning experiences, making education more accessible and interesting.