DEVELOPING CREATIVITY OF OLDER PRESCHOOL CHILDREN BY OBSERVING NATURE AND ENVIRONMENT
Rubrics: ARTICLES
Authors:
1.
Nizhnevartovsk State University
2.
Nizhnevartovsk State University
Type:
Article
Pages:
from 57
to 63
Status:
Published
Received:
06.06.2015
Accepted:
15.06.2015
Published:
25.06.2015
Subject area:
UDC 37.012
Language:
Russian
Keywords:
kreativnost', poznavatel'no-kreativnyy komponent, poznavatel'no-intellektual'nyy komponent, tvorcheskiy komponent, metod fokal'nyh ob'ektov, modelirovanie, metod girlyand i associaciy
Abstract (English):
The paper is devoted to the issue of developing children’s creativity by means of observing the environment. The relevance of the issue is based on the ideas outlined in the previous Federal State Educational Standards of pre-school education. One of the ways to develop creativity in preschool age is providing interaction with nature and environment. Observing natural objects and items makes a particular emotional impact on children by giving them joy, delight, and surprise and thereby improving their aesthetic sense and creativity. The authors see creativity as a complex, multilayer, integral phenomenon, characterized by the general universal ability for creative work. Creativity includes cognitive-creative, cognitive-intellectual and creative components characterized by the corresponding criteria, such as imagination and emotional development for the cognitive-creative component; verbal intelligence, cognitive activity, predictive ability, creative thinking for the cognitive-intellectual component; creative perception and creative product for the creative component. In order to develop each creativity component, the following methods are suggested: method of focal objects, modeling, garland and association methods. Developing children’s creativity is a purposeful process enabling the teachers to solve a number of particular pedagogical objectives and reach the ultimate goal. As a result, the inner creative potential of a child is activated and emotional stress is removed.
The paper is devoted to the issue of developing children’s creativity by means of observing the environment. The relevance of the issue is based on the ideas outlined in the previous Federal State Educational Standards of pre-school education. One of the ways to develop creativity in preschool age is providing interaction with nature and environment. Observing natural objects and items makes a particular emotional impact on children by giving them joy, delight, and surprise and thereby improving their aesthetic sense and creativity. The authors see creativity as a complex, multilayer, integral phenomenon, characterized by the general universal ability for creative work. Creativity includes cognitive-creative, cognitive-intellectual and creative components characterized by the corresponding criteria, such as imagination and emotional development for the cognitive-creative component; verbal intelligence, cognitive activity, predictive ability, creative thinking for the cognitive-intellectual component; creative perception and creative product for the creative component. In order to develop each creativity component, the following methods are suggested: method of focal objects, modeling, garland and association methods. Developing children’s creativity is a purposeful process enabling the teachers to solve a number of particular pedagogical objectives and reach the ultimate goal. As a result, the inner creative potential of a child is activated and emotional stress is removed.
Keywords:
kreativnost', poznavatel'no-kreativnyy komponent, poznavatel'no-intellektual'nyy komponent, tvorcheskiy komponent, metod fokal'nyh ob'ektov, modelirovanie, metod girlyand i associaciy
kreativnost', poznavatel'no-kreativnyy komponent, poznavatel'no-intellektual'nyy komponent, tvorcheskiy komponent, metod fokal'nyh ob'ektov, modelirovanie, metod girlyand i associaciy
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