Belolutskaya A.K. Analysis of Approaches to the Development of Creative Thinking of Preschool Children in the Educational Process
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
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.
References
-
1. Alfonso-Benlliure Vicente, Juan Carlos Melеndez, Marta Garcia-Ballesteros (2013). Evaluation of a creativity intervention program for preschoolers. Thinking Skills and Creativity 10/ 112–120.
2. Arlin P. (2011) Dialectical thinking: Further implication for Creative thinking // Encyclopedia of Creativity / Eds. Runko A.M., Pritzer S.L. Vol. 1. Academic Press. 383–386.
3. Bautista Alfredo, Moreno-Nunez Ana, Bull Rebecca, Amsah Farina, Swee-Fuan Koh (2018). Arts-related pedagogies in preschool education: An Asian perspective. Early childhood Research Quarterly, 45/ 277-288.
4. Bautista, A.,Tan,L.S.,Ponnusamy, L.D.,& Yau, X. (2016). Curriculum integration in arts education: Connecting multiple art forms through the idea of space. 288A. Bautistaetal. / Early Childhood Research Quarterly 45. 277–288 Journal of Curriculum Studies, 48(5), 610–629. http://dx.doi.org/10.1080/00220272.2015.1089940
5. Beck, S. R., Williams, C., Cutting, N., Apperly, I. A., & Chappell, J. (2016). Individual differences in children’s innovative problem solving are not predicted by divergent thinking or executive functions. Philosophical Transactions of the Royal Society B:Biological Sciences, 371.https://doi.org/10.1098/rstb.2015.0190
6. Belolutskaya A.K. (2006) Analiz osobennostey dialekticheskikh struktur produktivnogo myshleniya detey i vzroslykh (avtoreferat) [Analysis of the peculiarities of dialectical structures of productive thinking in children and adults (abstract)]. Moscow: Institut razvitiya doshkol’nogo obrazovaniya RAO [Institute for the Development of Preschool Education, Russian Academy of Education]. 21.
7. Bernice Lai-Ting Yan (1995). Nonabsolut/relativistic thinking: a possible unifying commonality underlying models of postformal reasoning. P. 227.
8. Bijvoet-van den Berg, S., & Hoicka, E. (2014). Individual differences and age-related changes in divergent thinking in toddlers and preschoolers. Developmental Psychology, 50(6), 1629.https://doi.org/10.1037/a0036131.
9. Bond, V.L. (2015). Sounds to share: The state of music education in three Reggio Emilia – inspired North American preschools. Journal Of Research in Music Education, 62(4), 462–484. http://dx.doi.org/10.1177/0022429414555017
10. Bruner Dzh. (1987) Zhizn’ kak narrative [Life as a Narrative]. Social Research. 54. 11–32. Per. s angl. M.V. Sokolovoy, pod red. A.M. Korbuta.
11. Chan, S., & Yuen, M. (2014). Personal and environmental factors affecting teachers creativity-fostering practices in Hong Kong. Thinking Skills and Creativity, 12,69–77. https://doi.org/10.1016/j.tsc.2014.02.003.
12. Chen Si, Zhou Jing (2010). Creative writing strategies of young children: Evidence from a study of Chinese emergent writing. Thinking Skills and Creativity 5. 138–149.
13. Cluver, A., Heyman, G., & Carver, L.J. (2013). Young children selectively seek help when solving problems. Journal of Experimental Child Psychology, 115, 570–578.
14. Craft, A., McConnon, L., & Matthews, A. (2012). Child-initiated play and professional creativity: Enable four-year-olds possibility thin-king. Thinking Skills and Creativity, 7(1), 48–61.
15. Ferrari, A., Cachia, R., & Punie, Y. (2009). Innovation and creativity in education and training in the EU member states: Fostering creative learning and supportinginnovative teaching. JRC Technical Note, 52374, 64.https://doi.org/10.1007/978-94-6209-149-8_3
16. Fusaro Maria, Smith Maureen C. (2018) Preschoolers inquisitiveness and science-relevant problem solving. Early Childhood Research Quarterly, 42. 119-127.
17. Garaigordobil, M., & Berrueco, L. (2011). Effects of a play program on creative thinking of preschool children. The Spanish Journal of Psychology, 14, 608–618.
18. Gencer Arzu Akar, Gonen Mubeccel (2015). Examination of The Effects of Reggio Emilia Based Projects on Preschool Children’s Creative Thinking Skills. Procedia – Social and Behavioral Sciences 186. 456–460.
19. GuiIfогd, J. P. (1959) Three faces of intellect. The American Psychologist. 14. 132-156.
20. Henriksson-Macaulay, L., &Welch, G. (2015).The musical key to babies cognitive and social development. The International Journal of Birth and Parent Education, 2(2), 21–25.
21. Hun Ping Cheung Rebecca (2013). Exploring the use of the pedagogical framework for creative practice in preschool settings: A phenomenological approach. Thinking Skills and Creativity 10. 133–142.
22. Jankowska Dorota M., Karwowski Maciej (2019). Family factors and development of creative thinking. Personality and individual differences 142. 202-206.
23. Karpov, Y. V. (2003). Internalization of children’s problem solving and individual differences in learning. Cognitive Development, 18(3), 377–398.http://dx.doi.org/10.1016/S0885-2014(03)00042-X
24. Kashapov Mergalyas M., Ogorodova Tatiana V., Pavlova Svetlana A. (2016) Relationship between aggression and creativity in senior preschool children. Procedia – Social and Behavioral Sciences 233. 264 – 268.
25. Keen, R. (2011). The development of problem solving in young children: A critical cognitive skill. Annual Review of Psychology,62, 1–21.
26. Komarik, E., & Brutenicova, E. (2003). Effect of creativity training on preschool children. Studia Psychologica, 45, 37–42.
27. Kudryavtsev V.T. (1997) Razvitoye detstvo i razvivayushcheye obrazovaniye [Developed Childhood and Developmental Education]. Part 1. Dubna.
28. Lee, Y., Bain, S.K., & McCallum, R.S. (2007). Improving creative problem-solving in a sample of Third Culture Kids. School Psychology International, 28, 449–463.
29. Ma, H.H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal, 18, 435–446.
30. Magsamen, S.H., & Battro, A.M. (2011). Understanding how the arts can enhance learning. Mind, Brain, and Education, 5(1), 1–2. http://dx.doi.org/10.1111/j.1751-228X.2011.01101
31. McCabe A., Bliss Lynn S. (2002) Pattern of Narrative Discourse. Cambridge. 224 p.
32. Menzer, M. (2015). The arts in early childhood: Social and emotional benefits of arts participation. Washington, DC: NEA Office of Research & Analysis.
33. Nikolayeva O.F. (2010) Sotsioigrovoy podkhod k razvitiyu tvorcheskogo myshleniya starshego doshkol’nika [Socio-game approach to the development of creative thinking in older preschoolers]. Vestnik Chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta [Bulletin of the Chelyabinsk State Pedagogical University]. 10. 140-149.
34. Sheridan, K. M., Konopasky, A. W., Kirkwood, S., & Defeyter, M. A. (2016). The effects of environment and ownership on children’s innovation of tools and tool material selection. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 371.https://doi.org/10.1098/rstb.2015.0191
35. Shiyan I.B. (2008) Uchimsya rasskazyvat’ istorii [Learning to tell stories]. Sovremennoye doshkol’noye obrazovaniye. Teoriya i praktika [Preschool Education Today]. 2. 25–32.
36. Shiyan I.B. (2013) Dialekticheskoye myshleniye i predstavleniye o vozmozhnostyakh situatsii u detey starshego doshkol’nogo vozrasta [Dialectical thinking and understanding of the possibilities of the situation in older preschool children]. Filologiya i kul’tura [Philology and culture]. 329–332.
37. Shiyan O.A. (2016) Obrazovatel’nyy proyekt «Prevrashcheniya»: vozmozhnosti razvitiya tvorcheskogo (dialekticheskogo) myshleniya rebenka v detskom sadu [Educational project “Transformations”: possibilities for developing creative (dialectical) thinking in a preschool child]. Sovremennoye doshkol’noye obrazovaniye. Teoriya i praktika [Preschool Education Today]. 7. 58–69.
38. Smith, M., & Mathur, R. (2009). Children’s imagination and fantasy: Implications for development, education and classroom activities. Research in the Schools, 16, 52–63.
39. Sotiropoulou-Zormpala, M. (2012).Aesthetic teaching: Seeking a balance between teaching arts and teaching through the arts. Arts Education Policy Review, 113(4), 123–128. http://dx.doi.org/10.1080/10632913.2012.719419
40. Sternberg, R. J. (2012) The assessment of creativity: An investment-based approach. Creativity Research Journal, 24(1), 3-12.
41. Sternberg, R. J., & Grigorenko, E. (1997) Guilford’s intelligence model: A structure without a basement. In D. B. Bogoyavlenskaya (Ed.), Major modern concepts of creativity and giftedness. Moscow: Molodaya gvardia.
42. Torrance E. P. (1994) Creativity: Just wanting to know. Pretoria. RSA.
43. Veraksa N.E. (2010) Dialekticheskoye myshleniye rebenka i vozmozhnosti yego aktivizatsii [Dialectical thinking of the child and the possibilities of its activation]. Vestnik MGPU [MGPU Bulletin]. Seriya «Pedagogika i psikhologiya». 2. 46–53.
44. Veraksa N.E. (2013) Strukturnyye osobennosti dialekticheskogo myshleniya [Structural features of dialectical thinking]. Filologiya i kul’tura [Philology and culture]. 3. 303–312.
45. Voigt Babett, Pauen Sabina, Bechtel-Kuehne Sabrina. (2019) Getting the mouse out of the box: Tool innovation in preschoolers. Journal of Experimental Child Psychology 184. 65–81.