Ikimokyklinio ugdymo pedagogo veikla, lavinant 5-6 metų vaikų kūrybiškumą

LTPriešmokyklinio amžiaus vaikų kūrybiškumas - svarbi visuomenės problema sparčiai kintančiame pasaulyje. Vienu svarbiausiu priešmokyklinio ugdymo ir ugdymosi uždavinių tampa vaikų kūrybiškumo puoselėjimas. Straipsnyje analizuojama ikimokyklinio ugdymo pedagogų veikla, lavinant 5-6 metų vaikų kūrybiškumą. Pateikiama kūrybiškumo samprata, aptariami kūrybiškumą skatinantys ir slopinantys veiksniai, kūrybiškumo ugdymo priešmokykliniame amžiuje specifika. Nagrinėjami grupės auklėtojų taikomi ugdymo metodai ir priemonės. Pateikiami tyrimo duomenys, atskleidžiantys ikimokykinio ugdymo pedagogų požiūrį į kūrybiškumą. Gauti rezultatai parodė, kad priešmokyklinio ugdymo pedagogas atlieka svarbų vaidmenį vaikų kūrybiškumo ugdyme, nes tiesiogiai kuria ugdymo procesą, parenka ir planuoja ugdymo turinį, derina ugdymo metodus bei priemones. Pagrindiniai žodžiai: kūrybiškumas, kūrybiškas pedagogas, kūrybiška veikla, kūrybiškumo lavinimas.

ENCreativity is a very important personal feature distinguished by flexibility, which provides a variety of meanings to things and phenomena, and applies different strategies of decisions. Development of child’s creativity is of great importance because it enables recognition of different vision of issues and helps to discover new versions of decisions; moreover, child becomes able to see and assess his (her) own abilities. Thus, development and cherish of children’s creativity become one of the most important goals of preschool education and self-education. This thesis is aimed at the analysis of activities of teachers of preschool education in the process of developing creativity among 5-6 year olds. The following goals were used to reach the aim: reveal the concept of creativity in terms of theory, figure out factors that develop and inhibit children’s creativity and determine methods of developing creativity among 5-6 year olds applied by teachers of preschool education. Theoretical part is dedicated to analysis of the concept of creativity, factors that develop and inhibit creativity, importance and features of creativity at the preschool age and analysis of methods of developing creativity applied by teachers. Research, which has been performed on the basis of this thesis, is aimed at determining methods and means of preschool education applied by teachers in the process of development of education among 5-6 year olds. Results and conclusions of the research have been discussed. Research problem: According to V. Kazragytė (2008), intensive academic research of creativity has been started several decades ago; however, there is a lack of extensive research that would reveal features of expressing creativity at the preschool age both in the world and in Lithuania.It is relevant to be aware of the ways and means of developing creativity, and obstacles and factors in the process of education among 5-6 year olds. The following questions were used to define research problem: What is the scope of activities of the mentor in the process of developing children’s creativity at the preschool age? What are the main fields of activities of the mentor in the process of developing creativity among 5-6 year olds? What types of methods and means of activities are applied by the mentor in the process of developing creativity at the preschool age? Research goal: Perform the analysis of activities of teachers of preschool education in the process of developing creativity among 5-6 year olds. Participants of the research: 60 teachers from preschool institutions of Klaipėda and Neringa are the main participants of the research. Conclusions: Empirical research has shown that creativity of a preschool child is encouraged by the ability to reveal previously unrecognized or unfulfilled opportunities of a child. It is also encouraged by a creative teacher and proper and favorable environment for children. Different restrictions, criticism, requirement to act in accordance with the rules of an educator and lack of time have a negative impact on children. Results of the quantitative research have shown that day-care mentors constantly develop children’s creativity in a variety of activities (art, different games), apply methods of free drawing, improvisation and music games. The method of applying projects is used less frequently. Teachers often use visual means, means of drawing and painting.