scholarly journals PLAY AS A MEANS OF DEVELOPING THE CREATIVE POTENTIAL OF PRESCHOOL CHILDREN

2021 ◽  
Vol 2 (36) ◽  
pp. 31-37
Author(s):  
S. Nurbekova ◽  
L. Kozak
Keyword(s):  
Preschool Children ◽  
Creative Thinking ◽  
Spatial Representation ◽  
Educational Games ◽  
Research Problem ◽  
Early Age ◽  
New Combinations ◽  
Creative Potential ◽  
Creative Personality ◽  
Attention Memory

The article highlights topical issues of the development of the creative potential of preschool children through play. The works of foreign and domestic scientists on the research problem are analyzed. The essence of the concepts “creativity”, “creativity of children”, “creative potential”, “developing game”, “TIPS” is revealed. Indicators of creativity according to J. Guildford and E. Torrance are presented. The effectiveness of educational didactic games with TIPS elements in the development of the creative potential of preschool children has been substantiated. Educational games provide material for the development of creative abilities from a very early age, always create conditions that are ahead of the development of abilities, they can be different in their content and they are not compatible with coercion and create an atmosphere of free and joyful creativity, do not interfere with the child’s thinking and making decisions on his own. not doing what they can do themselves. At the same time, they develop intellectual qualities: sensation, perception, attention, memory — especially visual; the ability to find dependencies and patterns, classify and systematize material; the ability to combine, that is, the ability to create new combinations from known elements, parts, objects; the ability to find mistakes and shortcomings; spatial representation and imagination, the ability to foresee the results of their actions. Together, these qualities make up intelligence, ingenuity and creative thinking. The goals, objectives, peculiarities of TIPS pedagogy are characterized. Some TIPS methods and techniques are considered, as well as the methodology for their use in working with preschool children. The description (name, goal, course of the game) of educational didactic games with TIPS elements is given. It is concluded that by using the TIPS methodology in working with preschool children, we develop a creative personality, imagination and fantasy. TIPS helps to reduce formulaic thinking, reveals the flexibility of thought, helps to see and make decisions, teaches people to use unusual methods, helps to develop horizons.

scholarly journals The main trends in the process of building the creative potential of engineering students

2021 ◽  
Vol 274 ◽  
pp. 12004
Author(s):  
Rozaliya Akhmetgareeva ◽  
Nurgizya Khasanova ◽  
Meri Gulkanyan
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Engineering Students ◽  
Industrial Relations ◽  
Technical Documentation ◽  
Creative Potential ◽  
Future Success ◽  
Creative Personality ◽  
The World ◽  
Development Of Students

The article discusses the main trends in the process of building creativity in engineering students. It is highlighted that the productivity of an engineer's activity is determined not only by modern techniques and technologies, but also by the personal potential of the engineer as a creator. The authors investigate the problem of shaping the qualities of a creative personality in engineering students and the development of professionally important competences. The authors' study of the views of various researchers made it possible to identify the main trends in the formation of creative thinking among students in a technical university. Particular attention is paid to the technical bilingualism of the future specialist. It becomes a prerequisite for future success in the profession. Fluent knowledge of a foreign language and the ability to read technical documentation in another language on a par with Russian makes an engineer in demand, and creates more realistic conditions for Russia's integration into the world system of industrial relations. Some directions for the development of students' creative thinking are shown.

MOTIVATIVE ASPECTS IN THE DEVELOPMENT OF PRESCHOOLERS WITH HIGH CREATIVE POTENTIAL

2020 ◽  
Vol 22 (12) ◽  
pp. 28-33
Author(s):  
Belova E.S.
Keyword(s):  
Preschool Children ◽  
Empirical Study ◽  
Personality Traits ◽  
Diagnostic Techniques ◽  
Individual Variability ◽  
Creative Potential ◽  
Main Attention ◽  
Modern Psychology ◽  
Creative Personality ◽  
The Individual

The article is devoted to one of the urgent problems of modern psychology - the problem of personality traits in the development of children with high creative potential. The main attention is paid to their motivational manifestations at the stage of preschool childhood. Motivation is seen as an important factor in the disclosure of children's abilities and gifts. The approach proposed by A.M. Matyushkin is used to understand and study giftedness as a prerequisite for the development of a creative personality. The article presents the results of an empirical study, which purpose was to highlight the features of the motivation of preschoolers with high creative potential. The study involved 265 preschoolers of 6-7 years old. The use of a complex of diagnostic techniques made it possible to identify a group of children (N = 52) with a high creative potential among them, and to analyze the specifics of their motivational manifestations in comparison with their peers. It was found that their desire to learn new things was more pronounced than that among their peers. Different variants of the ratio of motivational manifestations are highlighted. More than half of preschoolers, both among the gifted and among their peers, were characterized by a balance of motivational manifestations and their severity: they equally wanted to learn new things and play. At the same time, the willingness to be active and proactive in cognition was observed in less than a third of older preschool children, regardless of the level of their creative potential. The need to take into account the age characteristics of motivation and the individual variability of its manifestations at the stage of preschool childhood for the successful disclosure of children's talents and the harmonious development of a creative personality is emphasized.

Identifying Creative Potential in Handicapped Children

1981 ◽  
Vol 48 (2) ◽  
pp. 115-122 ◽  
Author(s):  
Barbara G. Ford ◽  
Ronald D. Ford
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Creative Potential ◽  
Problem Solving Skills ◽  
Handicapped Children ◽  
Creative Personality ◽  
Special Value ◽  
Creative Problem ◽  
Four Levels

Creativity and the characteristics of the creative personality are explored in an attempt to show both that creativity exists in handicapped children and is a valuable attribute to be developed in these students. A summary of research on the issue of the correlation of creativity and intelligence is presented. Studies of the creative abilities of handicapped children are reviewed, along with reports of the teachability of creative thinking and creative problem-solving. The special value of creative problem-solving skills for handicapped children is discussed, and specific attributes of the creative personality are summarized. Finally, a model incorporating these attributes into four levels of creative functioning is presented. Checklists drawn from this model will be used as one means of identifying creativity among handicapped children.

scholarly journals The relationship of cognitive functions in the development of creative thinking The relationship between cognitive functions in the development of creative thinking

2020 ◽  
Vol 133 (4) ◽  
pp. 123-130
Author(s):  
M.K. Suyundikova ◽  
◽  
E. Zhumatayeva ◽  
Keyword(s):  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Creative Thinking ◽  
Educational Institutions ◽  
Creative Personality ◽  
The Subject ◽  
Attention Memory ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain

In the article, the need for the development of cognitive abilities is discussed in accordance with modern needs in order to form creative personality. The authors consider such cognitive functions as perception, sensation, attention, memory, imagination, speech, which play an important role in the formation of creative thinking. Today, a decrease in cognitive functions in humans is a barrier to the development of creative thinking. The purpose of this article is to analyze the causes of cognitive decline, to order recommendations for addressing these causes and the development of cognitive abilities. The relationship between thinking and cognitive functions has been explained, reflecting the activity of the brain as a unified holistic structure. The sides of cognitive functions such as implicitness, relevance, selectivity and dependency have been highlighted. The idea of teaching pupils and students in educational institutions not only to the subject, but to the ability to listen, remember, concentrate and solve problems is put forward.

Effects of a Play Program on Creative Thinking of Preschool Children

2011 ◽  
Vol 14 (2) ◽  
pp. 608-618 ◽  
Author(s):  
Maite Garaigordobil ◽  
Laura Berrueco
Keyword(s):  
Preschool Children ◽  
Repeated Measures ◽  
Creative Thinking ◽  
Control Groups ◽  
School Year ◽  
Verbal Creativity ◽  
Play Session ◽  
Creative Personality ◽  
Before And After ◽  
And Behaviors

The purpose of this study was to evaluate the effects of a play program in the creative thinking of preschool children. The study used a repeated measures experimental pretest-posttest design with control groups. The sample included 86 participants aged 5 to 6 years (53 experimental and 33 control participants). Before and after administering the program, two evaluation instruments were applied: The Torrance Test of Creative Thinking (Torrance, 1990) and Behaviors and Traits of Creative Personality Scale (Garaigordobil & Berrueco, 2007). The program consisted of a weekly 75-minute play session throughout the school year. ANOVA results showed that the program significantly increased the verbal creativity (fluency, flexibility, originality), graphic creativity (elaboration, fluency, originality), and behaviors and traits of creative personality. In the pretest phase, there were no differences in the creativity of boys and girls, and the program stimulated a similar level of change in both sexes. The discussion focuses on the importance of implementing creative programs with preschool children.

Developmental Study of the Effect of Dimensionality and Presentation Mode on Original Thinking of Children

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1275-1281 ◽  
Author(s):  
Deborah W. Tegano ◽  
James D. Moran
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Age Groups ◽  
Presentation Mode ◽  
Developmental Study ◽  
Creative Potential ◽  
3 Dimensional ◽  
Multidimensional Stimulus ◽  
Test Conditions ◽  
Original Thinking

A sample of 188 children in three age groups, preschool, first and third grades, were administered the Patterns Task of the Multidimensional Stimulus Fluency Measure in four test conditions. The conditions systematically varied dimension (three or two) and presentation mode (handling or nonhandling). The fluency measure assessed ideational fluency, popular and original responses, as a measure of creative potential in young children. Analysis showed that dimensionality does not play a major role in the generation of original responses for any grade. However, handling 3-dimensional or 2-dimensional stimuli did appear to facilitate original thinking in preschool children. The use of 2-dimensional photographs which depict dimensionality appeared to compensate for the need to have 3-dimensional stimuli.

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