Dorofeeva E.E. Creative development of older preschool children: theories and approaches

DOI: 10.24412/2782-4519-2023-3117-17-35

Keywords: children’s creativity problem theory and the concept of creativity historical view and models of children’s creativity features of children’s creativity conditions and the creative development of preschool children

To cite this article:

Dorofeeva E.E. (2023). Creative development of older preschool children: theories and approaches. Preschool Education Today. 3:17, 17–35 (in Russian). DOI: 10.24412/2782-4519-2023-3117-17-35

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2023, 3

Elena E. Dorofeeva
lecturer at the International Pedagogical Academy of Preschool Education, postgraduate student of the Moscow State Pedagogical University, Moscow, Russia

Abstract

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

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