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Актуальность исследования данной проблемы обусловлена необходимостью выявления сущности и поиска новых методов творческого развития младших школьников. Творческое развитие младшего школьника связано с его умственными способностями и проявляется в детской фантазии, воображении, творческом мышлении, особом видении мира, своей точке зрения на окружающую действительность. Важным условием успешного творческого развития младших школьников является использование метода педагогического сопровождения. Процесс педагогического сопровождения включает содержательно-целевой, функционально-деятельностный, пространственный и управленческий компоненты. При организации педагогического сопровождения используются различные методы и формы работы: упражнение, поручение, воспитательные ситуации, коллективные творческие дела, проекты, ситуация успеха, эмоционально-нравственное переживание, поощрение, соревнование, сюжетно-ролевые игры, практики и пробы в разных видах деятельности.
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Karpova L. G. Development of younger schoolchildren’s creative abilities. Omsk Scientific Bulletin, 2015, no. 2, pp. 137–140.
Leontiev A. N. Activity. Consciousness. Personality. Moscow: Politizdat, 1977. 304 p.
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Luk A. N. Thinking and creativity. Moscow: Izdatel'stvo politicheskoi literatury, 1976. 143 p.
Maslow A. Motivation and personality. St Petersburg: Piter, 2008. 105 p.
Petre V. G., Tanggaard L. Creativity, identity, and representation: Towards a socio-cultural theory of creative identity. New Ideas in Psychology, 2014, no. 34, pp. 12–21. doi:10.1016/j.newideapsych.2014.02.002
Petrovsky V. A. Personality in psychology: The paradigm of subjectivity. Rostov-on-Don:Feniks, 1996. 509 p.
Rubinstein S. L. Statements of general psychology. St Petersburg: Piter, 2000. 712 p.
Savenkov A. I. Gifted child at home and at school. Yekaterinburg: U-Factoria, 2004. 272 p.
Savenkov A. I. Gifted children in kindergarten and school. Moscow: Academia Publishing, 2000. 232 p.
Savina A. A. Demonstration peculiarities and development of younger schoolchildren’s creative abilities. Bulletin of Kazan State University of Culture and Arts, 2018, no. 1, pp. 115–118.
Slastenin V. A., Kolesnikova I. A. Educational activity of a teacher. Moscow: Academia Publishing, 2005. 336 p.
Teplov B. M. Problems of individual differences. Moscow, 1961. 536 p.
Torrance E. P. Tests of creative thinking. Scholastic Testing Service, Inc., 1974. Available at (accessed: 12.03.2021).
Tunik E. E. Diagnosing creativity. Torrance's test. St Petersburg: Rech’, 2006. 176 p.
Tunik E. E. The best tests for creativity. Diagnostics of creative thinking. St Petersburg: Piter, 2013. 320 p.
Vergeles G. I. Developing general creative abilities as a pedagogical psychology issue. Izvestia: Herzen University Journal of Humanites & Sciences, 2009, no. 100, pp. 7–18.
Vygotsky L. S. Imagination and creativity in childhood. St Petersburg: Soiuz, 2013. 96 p.
Wang Y., Wang, L. Self-construal and creativity: The moderator effect of self-esteem. Personality and Individual Differences, 2016, no. 99, pp. 184–189, doi: 10.1016/j.paid.2016.04.086.
Wenger A. L. Psychological drawing tests: Illustrated guide. Moscow: VLADOS-PRESS, 2003. 160 p.
Yakovleva E. V., Goltsova N. V. Informational and communicational technologies as a developing method of schoolchildren’s learning motivation in primary school. Annual International Scientific Conference Early Childhood Care and Education, ECCE, 12-14 May 2016. Procedia – Social and Behavioral Sciences, 2016, no. 233, pp. 428–432.
Yakovleva E. L. Development psychology of a personal creative potential. Moscow: Flinta, 1997. 224 p.
Ключевые слова:
младший школьник, творческое развитие, творческое мышление,
творческое воображение, творческие способности, творческая деятельность, педагогическое сопровождение
Для цитирования:
Яковлева Е. В., Колесов В. И., Гольцова Н. В., Смолонская А. Н.,
Гарифулин Р. Ш. Сущность и особенности творческого развития младших школьников // Вестник Череповецкого государственного университета. 2023. № 4 (115). С. 210–224.
https://doi.org/10.23859/1994-0637-2023-4-115-18.
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