poljski

"Przewodzenie" kreatywności dzieci w przedszkolu

One of the important methodical questions within creativity „training“is how to carry out children's creativity in the kindergarten context. In our work creativity management has been based on its perception as a generic human characteristic. Revelation and transformation of social and cultural experience throughout ones childhood represent creativity in its widest sense. In our work we question two paradigms of creative management: the traditional paradigm of the adults and the paradigm of the „perfect“childhood. In elaboration of the above mentioned paradigms, we use our personal research findings on the social adults-children interaction (parents and preschool children) while playing and studying, as a part of the childhood pedagogy. Arguments over creativity training reflect contradictions at both explicit and implicit levels of adults’ pedagogy. Numerous are hesitations in implementing general attitudes of management, such as support and indirect management. Analyzed examples of the preschool practice point out the relevance of teacher's insight into the child's conceptualization of his/her own experience related to cooperative and other creative activities with adults. Furthermore, it sheds new light on the possibilities and limitations of creativity education.

children's creativity, education (guiding) creativity, preschool educations, social interaction

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