Penkerių-šešerių metų amžiaus vaikų kūrybiškumas aplinkos pažinimo veiklose: pedagogų požiūris

LTVaiko kūrybiškumui skleistis svarbi saugi, kūrybiška aplinka, įvairių formų žaidybinė veikla bei kūrybinga mokytojo asmenybė. Nuo pedagogų požiūrio į kūrybiškumą priklauso ir vaikų kūrybiškumo ugdymo ypatumai aplinkos pažinimo veiklose. Siekiant išanalizuoti pedagogų požiūrį į kūrybiškumą aplinkos pažinimo veiklose, naudotasi šiais tyrimo metodais: mokslinės literatūros analize, standartizuotas interviu, kokybine kontentine analize. Išanalizavus empirinio tyrimo duomenis paaiškėjo, kad penkerių-šešerių metų amžiaus vaikų kūrybiškumas pedagogų suvokiamas, kaip gebėjimas originaliai, neįprastai mąstyti, o aplinkos pažinimo veiklose reiškiasi gamtos tyrinėjimu, žaidžiant. Pagrindiniai žodžiai: kūrybiškumas, aplinkos pažinimas, pedagogų požiūris.

ENResearch problem. A safe and creative environment, play activities and a competent and creative teacher who is able to foster the development of children's creativity through a variety of activities play a key role in the development of their creativity. Teachers play a decisive role in organising an educational process geared towards the development of children's creativity. Research aim – to reveal teachers' attitudes towards the creativity of five- to six-year-olds in environmental cognitive activities. Research methods: analysis of scientific literature, standardised interviews, qualitative content analysis. Key results. 1. Children are able to discover new properties in objects and phenomena, come up with interesting ideas and solutions as they learn about their environment and explore the world - these are the aspects of creativity. 2. Creativity is perceived as a personal quality of a child, the ability to think in an original and unusual way. 3. Children's creativity in environmental cognitive activities is manifested in exploring nature, playing, acting freely, communicating and cooperating. Conclusions. In defining creativity, educators understand it as a child's personal quality, as original thinking. The importance of creativity is obvious, and creativity must be encouraged. Creativity in environmental learning activities is manifested in nature through walks, exploration and playing with natural tools. Various games and smart technologies stimulate children's interest in learning more about the environment. A creative educator will encourage children to act independently and freely in environmental learning activities. Keywords: creativity, environmental awareness, teachers' attitudes.