FORMATION OF A CREATIVELY ORIENTED PERSONALITY OF AN OLDER PRESCHOOLER IN THE EDUCATIONAL ENVIRONMENT OF AN EXTRACURRICULAR EDUCATION INSTITUTION

Abstract

The article considers the current problem of forming a creatively oriented personality of a senior preschooler in the conditions of an out-of-school preschool education institution. In the conditions of reforming the education system and socio-political changes taking place in Ukraine, out-of-school educational institutions play an important role in forming a new generation of creative, reflectively thinking individuals. The authors analyze the content characteristics of the educational environment of an out-of-school educational institution, which contribute to the development of children’s creative abilities. They highlight such specific qualitative characteristics of the educational environment as socio-pedagogical relevance, personal interest, individualization, authenticity, heterogeneity, target and content variability, openness to pedagogical innovations, practice-oriented procedurality and creativity. The article also considers various aspects of the influence of the educational environment on the development of the child, in particular, cognitive-evaluative, behavioral-activity, emotional-sensory and communicative components. The authors emphasize the importance of subject-subject interaction between a child and an adult, which contributes to the development of creative abilities and self-realization of the individual. Based on the theoretical and methodological analysis, the authors developed a comprehensive technology for mastering the educational space, which includes cognitive-evaluative, behavioral-activity, emotional-sensory and communicative components. This technology is aimed at actualizing the needs of the older preschooler in creative activity and ensuring conditions for his personal, professional and socio-cultural self-determination. The conclusions of the article emphasize that the educational environment of an out-of-school preschool educational institution is the most favorable for the development of a creatively directed personality of a child of older preschool age. The need to create a structural-functional model of the formation of a creatively directed personality in the conditions of out-of-school education is emphasized.