PhD in Psychology, Associate Professor at the Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia
Svetlana M. Churbanova
2013, 4
p. 56–59
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459
The article examines meaning of the early periods of child’s life for the development of imagination, original creative ideas, freedom of expression in a decent personal conduct. From the position of L.S. Vygotsky childhood importance in the occurrence of the imagination and the beginning of formation of creative abilities through training and education of the child is analyzed. The role of aesthetic education for the personality development is shown to be not less valuable than the work and training activities of children. The author refers to the 25 years of experience gained in the establishment of additional education “The Golden Cockerel”, and notes that talented teachers are actively developing children’s imagination in the process of aesthetic education, based on the different types and practices of creative activity, games, modeling forms of culture presented in the traditional Russian folklore. It is also noted that the successful solution of problems of the aesthetic development of preschool children with difficulties in behavior and in communication with peers was possible on the basis of creative cooperation between Center of Aesthetic Education of Children “The Golden Cockerel” with the Faculty of Psychology of the Lomonosov Moscow State University.
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2019, 6
p. 70–78
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559
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.
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DOI: 10.24411/1997-9657-2019-10060