5–6 metų vaikų kūrybiškumas: pedagogų ir tėvų požiūris
Creativity education of 5–6 year old children in pre -schol education institutions and family

Summary/Abstract: All years of the child’s life are equally important for child‘s development and education; however, many researchers (I. Becker-Textor (2001), O. M onkevičienė (2002) agree that pre-school education gives most possibilities to act spontaneously, i.e. creatively. The concept of creativity is defined variously but most authors agree that it is the person’s ability to discover new things [6]. Creativity, ability to explore, analyze, and experience the joy of cognition is one of the forces without which a human being can not exist [17]. A child‘s creativity is increased by (1) the need of cognition which stimulates self-cognition and cognition of the world, and (2) the natural need for self-expression. What the child experiences in this period of life, often determines the course of development of his personality, therefore, it is essential to start educating the child’s creativity from the first days in the pre-school education institution. Therefore the aim of this work is to reveal the possibilities of creativity education of 5–6 year old children in pre-school education institutions and family. The aim was determined by the following tasks: to reveal the theoretical aspects of creativity concept; to analyze the factors stimulating and holding down creativity; to discuss the role of the teacher in the process of creativity development; to analyze pedagogues’ and parents’ opinion about 5–6 year old children’s creativity education possibilities in a preschool education institution and in family. Analysis of scientific literature, questionnaires, and analysis of statistical data lead to the aim. Questionnaires were answered by 50 parents raising 5–6 year old children, and 50 pre-school education pedagogues working in kindergartens „Nykštukas“, „Eglutė“ in Kuršėnai (Šiauliai district), and in Daugeliai kindergarten. After completion of scientific literature analysis and empirical research, it can be concluded that both, pedagogues and parents, try to stimulate and develop children‘s creativity, and want pupils to become creative personalities. Therefore, they create a rich and diverse environment which contributes to education of children‘s emotional and value systems.

• Details
• Contents