Formation of creativity and thinking in preschool children
Abstract
This article analyzes the theoretical foundations of the process of forming creativity and thinking in preschool children, pedagogical conditions, and advanced approaches used in world practice. The importance of play activities, art, fiction, modern information technologies, and parental cooperation in the development of creative thinking in children is highlighted.
Keywords:
creativity, thinking, preschool education, innovative methods, STEAM, creative environment, world experience.
Input
In the context of today’s globalization, the development of human capital, the formation of a broad-minded and creative personality is one of the priorities of state policy. In particular, the preschool period is a decisive stage in the personal development of a child, in which the formation of creativity and thinking directly affects the effectiveness of future education and social activity.
According to the scientific views of psychologists J. Piaget, L.S. Vygotsky, E. Torrens, the period from 3 to 6 years is considered the period of active formation of a child’s thinking and imagination. During this period, the child not only acquires knowledge, but also forms their own views, strives for independent thinking. Therefore, ensuring the development of creative thinking in the preschool education system is one of the most pressing tasks of modern pedagogy.
Main part
The concepts of creativity and thinking are interpreted differently in pedagogical and psychological literature. Creativity allows a child to create something new,
if there is an ability to freely express one’s ideas, then thinking is its ability to comprehend reality, draw logical conclusions, and
means the activity of finding solutions in problematic situations. In preschool age, these two processes develop harmoniously.
The role of game activity in the formation of creativity is invaluable. Role-playing games enrich the child’s social experience.
allows you to try out roles and find creative solutions. Construction-games and constructors allow a child to develop spatial thinking and engineering skills.
develops their abilities. In the “Kodomo Challenge” program, used in Japan, children encounter problem situations through play,
to independently find a solution.
Art activity is also an important means of developing creativity. Through drawing, handicrafts, music, and singing, the child develops their own
expresses feelings, enriches imagination. According to UNESCO, the widespread use of artistic activities in preschool children
develops their aesthetic taste and intellectual potential. Also, methods of reading and compiling fairy tales, figurative thinking of the child.
and is an effective tool for enriching speech.
In addition, national values and traditional games also play an important role in the development of creativity. For example, folk tales
singing national songs and playing folk games broadens a child’s worldview and strengthens their national self-awareness.
Handicraft activities – carpet weaving, making items from clay, and the use of national ornaments not only develop the child’s creative abilities,
but also develops patience and fine motor skills.
The STEAM (Science, Technology, Engineering, Arts, Mathematics) approach is of great importance in the modern educational process. USA, Finland
and STEAM projects in preschool institutions in South Korea allow children to experience simple experiences, technological activities, and creativity.
through assignments, they learn new approaches. STEAM elements are also being gradually introduced in Uzbekistan, and this creativity
serves as an effective tool for developing thinking.
Information technologies are another effective tool for supporting creative thinking. Interactive programs, virtual constructors and
educational cartoons arouse children’s interest, directing them to create something new. However, excessive technology addiction is a child’s
), it should be used in moderation.
In the formation of creative thinking, the cooperation of parents and educators is of great importance. Creating a creative atmosphere in the family, free for the child
asking questions and supporting their interests stimulates independent thinking in the child. The teacher is creative in the lessons.
By applying assignments and valuing the child’s thoughts, they reveal their abilities. Parents and children in the experience of Israel
joint participation in classes and joint implementation of creative activities yielded good results.
From a psychological point of view, creating an environment that encourages creativity is very
is important. Search for news without fear of mistakes
If they have the opportunity, they can freely demonstrate their abilities. Therefore, educators and parents should not allow the child to make mistakes.
Instead of punishing them, they should teach them to accept it as an experiment. This approach increases the child’s self-confidence and creativity.
directs.
Also, various international pedagogical approaches – Montessori, Reggio Emilia, Waldorf systems – are aimed at developing the creative abilities of children.
is widely used in development. For example, in the Montessori method, the child is given freedom and chooses activities according to their interests.
In the Reggio Emilia approach, creative forms of expression are widely used based on the principle that “a child is the owner of a hundred languages.” In the Waldorf method, art
and nature, creative abilities are developed.
As practical recommendations, it is possible to organize small projects for the development of creative thinking in children. For example, family album
creation, staging small performances, observing natural phenomena and discussing the results, conducting simple experiments – all of this
increases the child’s creative interests. At the same time, creative tasks allow the child to make independent decisions, work in a group.
strengthens their skills and social activity.
In general, the formation of creativity and thinking is a multifaceted process, in which games, art, national values, modern technologies,
high effectiveness is achieved only through the harmonious application of parental and educator cooperation, as well as international pedagogical experience.
Conclusion
The formation of creativity and thinking in preschool children is of great importance in their personal, intellectual, and social development. Studies show that children raised in a creative environment are characterized by high academic performance, independent thinking, and a striving for innovation later in school.
Despite the fact that significant reforms are being carried out in the preschool education system of Uzbekistan, the study and implementation of world experience will further improve the process. In particular, important tasks include increasing the methodological literacy of educators, the widespread introduction of STEAM approaches, promoting the creation of a creative environment in family education, and providing preschool educational institutions with modern didactic tools.
Thus, the development of creativity and thinking in preschool age not only increases the effectiveness of the educational process, but also serves to strengthen the intellectual and innovative potential of society.
References
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Abdirashidova Ozoda, Born in Chiraqchi district of Kashkadarya region, studied at the Pedagogical Faculty of Karshi State University, majoring in Preschool Education. Ambassador and member of international organizations. Holder of international certificates.