Psyhoemotional Aspects for Creative Potential Development within the Framework of Schoolchildren Informational Culture Environment
DOI:
https://doi.org/10.6000/2292-2598.2020.08.03.17Keywords:
Creative thinking, preschool age, intellectual and emotional development of a child, humanisation of the pedagogical process, interpersonal interaction.Abstract
Objective: In the process of creativity, the child develops intellectually and emotionally, determines its attitude towards life and its place in life, acquires the experience of collective interaction, improves its skills in working with various tools and materials.
Background: At present times, which most researchers refer to as the era of “creative information culture”, the potential for creative development of students is of interest to both scientists and teachers. This paper considers creativity as a child’s sense-creating ability, as a student’s ability to form a model of the surrounding microcosm in the consciousness, which most often develops based on reading and processing information. This feature determines the uniqueness of the value-semantic attitude of children with inclusion to the world in general and to information, in particular.
Method: The study used materials from textbooks and manuals. Learning programs for children with developmental standards were studied. The level of students' creative thinking was tested. Methods for its development are derived.
Results: Various sources of information make up such a picture of the child’s world in which a certain value-semantic core is gradually formed. On extensive material through comparative analysis it is proved that the creative component is characterised by the manifestation of fantasy and imagination in all the diverse informational aspects; the need for new information; dedication to the process of cognition; the desire to master the basics of creative search activity; manifestation of independence in the selection of means and methods of cognition; desire for co-creation with adults. In the process of creativity, the child develops intellectually and emotionally, determines his attitude to life and his place in it, acquires the experience of collective interaction, and improves his skills in working with various tools and materials.
Conclusion: According to the author, it is an artistic and creative activity that actualises the inner potential of the child, reveals his creative abilities, allows us to define the artistic and creative self-realisation of a pre-schooler as an organised process of targeted pedagogical.
References
Clarke R, Shaw-Ridley M. Parental attitudes and beliefs about pre-schooler preventive oral health behaviors: implications for health promotion. Journal of Immigrant and Minority Health 2019; 21(4): 731-36. https://doi.org/10.1007/s10903-018-0812-8 DOI: https://doi.org/10.1007/s10903-018-0812-8
Vygotsky LS. Education of mental activity in preschool children. Moscow: Pedagogika, 1983.
Gaidareva IN. Socio-cultural environment as a factor of formation of information culture of personality. Maykop: Ayaks, 2002.
Guildford D. Three sides of intelligence. The psychology of thinking. Moscow: Progress, 1965.
Heller K, Procidano ME, Swindle RW. Experimental studies of the nature and effects of social support. In: New developments in research on life stress and social support. Montreal: American Psychological Association, 1980.
Kazakova TG. Theory and methodology of the development of children's fine art. Moscow: Vlados, 2006.
Kudryavtsev VT. Psychology of human development: The foundation of a cultural-historical approach. Riga: Eksperiment, 1999.
Kudryavtsev VT. Creativity is the language of culture: how a child masters it. Pre-schooler. Methods and Practices of Education and Training 2012; 6: 5-13.
Landis TD, Hart KC, Graziano PA. Targeting self-regulation and academic functioning among pre-schoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum? Child Neuropsychology 2019; 25(5): 688-704. https://doi.org/10.1080/09297049.2018.1526271 DOI: https://doi.org/10.1080/09297049.2018.1526271
Lunkenheimer E, Panlilio C, Lobo FM, Olson SL, Hamby CM. Pre-schoolers' self-regulation in context: task persistence profiles with mothers and fathers and later attention problems in kindergarten. Journal of Abnormal Child Psychology 2019; 47(6): 947-60. https://doi.org/10.1007/s10802-019-00512-x DOI: https://doi.org/10.1007/s10802-019-00512-x
Melik-Pashaev AA. About the source of a person’s ability to art. Psychology Issues 1998; 1: 76-82.
Paramonova LA, Protasova EYu. Preschool and primary education abroad: History and present. Moscow: Izdatelskiy tsentr “Akademiya” 2001.
Poddyakov AN. Development of research initiative in childhood. Moscow: Moscow State University, 2001.
Podymova LS. Pedagogy. Moscow: Publishing House Yurait 2014.
Smirnova EO. Child psychology. Moscow: Knorus, 2016. DOI: https://doi.org/10.11621/vsp.2016.02.46
Downloads
Published
How to Cite
Issue
Section
