Background. The problem of developing a child’s individuality, as opposed to simply considering individual and typological characteristics, remains under-researched in pedagogy and psychology. The task of helping a child develop a unique personality that does not have a ready-made cultural model is particularly difficult, which requires a fundamentally different approach fr om an adult.
Objective. To investigate the specifics of the manifestation and development of individuality in the early artistic and pre-artistic activities of a child, and to determine the role of adults in supporting this process.
Methods. The article uses a theoretical analysis of key concepts (“individuality”, “self-development zone”), as well as an analysis of specific cases – real-life examples of children’s creativity and interaction with adults
Sample. The study is based on observations of children’s early artistic and pre-artistic activity in natural situations.
Results. The authors show that individuality is not a derivative of individual and typological features, but an original integrity that possesses the “inner energy of the soul.” Child development includes two tasks: mastering universal human culture and discovering one’s own unique potential. In the latter case, the adult does not act as a mentor in the zone of proximal development, but as a companion in the “zone of self-development”, wh ere goals are not culturally determined and require intuitive understanding. Examples are provided demonstrating how seemingly inconspicuous manifestations of children’s activity can be the first sprouts of creative individuality.
Conclusions. Contemporary research and practice in the field of children’s writing demonstrate the effectiveness of an individualized approach, when the teacher supports the realization of each child’s idea. This approach allows preschoolers to simultaneously master cultural norms and discover their creative potential through the creation of unique works.