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Creativity and striving for. Components of creativity

The creative potential of an individual is a combination of its properties, state and abilities, a set of tools and techniques used in solving creative problems.

A characteristic feature of the creative potential of the individual is its redundancy in relation to implementation, the presence of a "reserve" of opportunities. The latter is a condition that allows the individual to effectively solve new problems.

Each person is born with unique abilities, certain inclinations to certain activities and talents. The creative potential of the individual is in everyone, but not everyone strives to develop it throughout their lives.

Creativity gives rise to imagination, fantasy in the human mind. This beginning is nothing but the desire to always develop, go forward, achieve perfection. The development of the creative potential of the individual can lead to hyperactivity human brain, the predominance of the unconscious over consciousness and, as a result of the combination of creativity and intelligence, can give rise to genius in a person.

The creative potential of the individual is a kind of core of his inner forces, helping him to realize himself. Some of the qualities that determine its potential are formed genetically, some - during the period of childhood development, and the rest of the component appears in different periods of human life.

So, a person's memory is genetically laid down, the sharpness of his thinking (depending on the conditions of both childhood and further development, it can either develop or become dull), his physical data and temperament.

Components of creativity

The basic component of creativity are:

1) special knowledge

2) breadth of outlook

3) internal and external readiness for creativity.

Without initial specialized knowledge, it is difficult to count on an effective creative process. Sometimes, to solve a problem, you just need to "pull up" the basic knowledge. In this case, the task from the category of creative can go into the category of algorithmic. Genuine creativity is connected with the idea, and basic knowledge is also necessary for its origin and disclosure. They serve as the basis for understanding the degree of contradiction between the opportunity and the task. But the creative process becomes much more difficult without expanding one's horizons and accumulating information in related areas, because often creative tasks are solved at an unconscious level, using knowledge from other areas. In the absence of knowledge, the contradiction is perceived as an abyss, there is a feeling of fear, a feeling of the impossibility of solving the problem. At the same time, creativity is initially blocked. In the presence of a certain amount of knowledge, the contradiction in the creative situation is experienced as anxiety, which is the "trigger" of the creative process.

The conditions for the development of the creative potential of the individual are laid down from childhood, when the formation of the main character traits of a person and his psychological features that determine future development. Under the influence of living conditions, certain qualities and psychological characteristics are strengthened or weakened, changed for better or worse.

1. Communicative.

2. Axiological.

3. Epistemological.

4. Creative.

5. Artistic potential.

Creativity is an amalgamation of many qualities. The question of the components of human creativity is still open, although at the moment there are several hypotheses concerning this problem.

Creativity is divided into three main groups:

1) abilities associated with motivation (interests and inclinations);

2) abilities associated with temperament (emotionality);

3) mental abilities.

R. Sternberg (58) points out that the process of creativity is possible in the presence of three special intellectual abilities:

Synthetic ability to see problems in a new light and avoid the usual way of thinking;

Analytical ability to assess whether ideas are worth further development;

Practical-contextual ability to convince others of the value of an idea.

If an individual has too developed an analytical faculty to the detriment of the other two, then he is a brilliant critic, but not a creator. Synthetic ability, not supported by analytical practice, generates a lot of new ideas, but not substantiated by research and useless. Practical ability without the other two can lead to brightly presented but "poor" ideas. Creativity requires independence of thinking from stereotypes and external influence.

Creativity, from Sternberg's point of view, implies the ability to take reasonable risks, willingness to overcome obstacles, intrinsic motivation, tolerance (tolerance) to uncertainty, willingness to resist the opinions of others.

A well-known domestic researcher of the problem of creativity A.N. Luk (25), based on the biographies of prominent scientists, inventors, artists and musicians, highlights the following creative abilities:

1) the ability to see the problem where others do not see it;

2) the ability to turn off mental operations, replacing several concepts with one and using symbols that are more and more capacious in terms of information;

3) the ability to apply the skills acquired in solving one problem to solving another;

4) the ability to perceive reality as a whole, without splitting it into parts;

5) the ability to easily associate distant concepts;

6) the ability of memory to produce the necessary information at the right moment;

7) flexibility of thinking;

8) the ability to choose one of the alternatives for solving a problem before checking it;

9) the ability to include newly perceived information in existing knowledge systems;

10) the ability to see things as they are, to distinguish what is observed from what is brought in by interpretation;

11) ease of generating ideas;

12) creative imagination;

13) the ability to refine the details, to improve the original idea.

Candidates psychological sciences V.T. Kudryavtsev and V. Sinelnikov (20), based on a wide historical and cultural material (the history of philosophy, social sciences, art, individual areas of practice), identified the following universal creative abilities that have developed in the process of human history:

1) realism of the imagination - a figurative grasp of some essential, general trend or pattern of development of an integral object, before a person has a clear idea about it and can enter it into a system of strict logical categories;

2) the ability to see the whole before the parts;

3) the supra-situational-transformative nature of creative solutions, the ability, when solving a problem, not just to choose, but to independently create an alternative;

4) experimentation - the ability to consciously and purposefully create conditions in which objects most clearly reveal their essence hidden in ordinary situations, as well as the ability to trace and analyze the features of the "behavior" of objects in these conditions.

Teachers-scientists and practitioners G.S. Altshuller, V.M. Tsurikov, V.V. Mitrofanov, M.S. Gafitulin, M.S. Rubin, M.N. Shusterman (14; 16; 17; 20; 30; 48; 53; 54), who develop programs and methods of creative education based on TRIZ (theory of inventive problem solving) and ARIZ (algorithm for solving inventive problems), believe that one of the components The creative potential of a person consists of the following abilities:

1) the ability to take risks;

2) divergent thinking;

3) flexibility in thinking and actions;

4) speed of thinking;

5) the ability to express original ideas and invent new ones;

6) rich imagination;

7) perception of the ambiguity of things and phenomena;

8) high aesthetic values;

9) developed intuition.

IN AND. Andreev (3) proposed a structural model that makes it possible to single out the following enlarged components (blocks) of the creative abilities of an individual:

1. motivational and creative activity and orientation of the individual;

2. intellectual and logical abilities of the individual;

3. intellectual-heuristic, intuitive abilities of the individual;

4. worldview properties of the individual, contributing to creative activity;

5. the ability of the individual to self-government in educational and creative activities;

6. communicative and creative abilities of the individual;

7. effectiveness of creative activity.

In our opinion, the methods of these scientists are more suitable for children of senior school age. Therefore, consider what abilities other scientists have identified.

At L.D. Stolyarenko (43) identified the following abilities that characterize creativity: plasticity (the ability to produce many solutions), mobility (quick transition from one aspect of the problem to another, not limited to one single point of view), originality (generating unexpected, non-banal, non-trivial solutions).

The famous American psychologist D. Gilford (28) identified 16 such intellectual abilities. Among them: fluency of thought (the number of ideas that arise per unit of time), flexibility of thought (the ability to switch from one idea to another), originality (the ability to generate new non-standard ideas), curiosity (sensitivity to problems in the surrounding world), the ability to develop a hypothesis, fantastic (complete isolation of the answer from reality in the presence of a logical connection between the stimulus and the reaction), completeness (the ability to improve your "product" or give it a finished look).

The problem was further developed in the works of P. Torrens (58). His approach is based on the fact that the abilities that determine creativity include: ease, which is assessed as the speed of completing a task, flexibility, assessed as the number of switches from one class of objects to another, and originality, assessed as the minimum frequency of occurrence of a given answer in a homogeneous group. . In this approach, the criterion of creativity is not the quality of the result, but the characteristics and processes that activate creative productivity: fluency, flexibility, originality and thoroughness in the development of tasks. According to Torrens, the maximum level of creative achievements is possible with a combination of a triad of factors: creative abilities, creative skills and creative motivation.

In psychology, it is customary to associate the ability to creative activity, primarily with the peculiarities of thinking. Creative thinking is characterized by associativity, dialectic and system.

Associativity is the ability to see the connection and similarities in objects and phenomena that are not comparable at first glance. To formulate contradictions and find a way to resolve them allows dialectical thinking. Another quality that shapes creative thinking is consistency, i.e. the ability to see an object or phenomenon as an integral system, to perceive any object, any problem comprehensively, in all the variety of connections; the ability to see the unity of interconnections in the phenomena and laws of development. The development of these qualities makes thinking flexible, original and productive.

A number of scientists (15; 27; 37; 55; 57; 58) are based on the connection of creative thinking with associations. S. Mednik notes that thinking is considered the more creative, the more distant are the ideas between which associations arise, they must, in turn, meet the requirements of the task and be characterized by utility. Ways creative solutions based on associations are: serendipity, finding similarities between individual elements (ideas), and the mediation of some ideas by others.

Creativity covers a certain set of mental and personal qualities that determine the ability to be creative. One of the components of creativity is the ability of the individual. Many of the researchers distinguish motivation, values, personality traits individual. Under the influence of motivation, creativity indicators increase.

K.M. Gurevich, E.M. Borisova (1) note that there are points of view on the motivation of creativity as a desire for risk, to test the limit of one’s capabilities and as an attempt the best way to realize oneself, to correspond to one's abilities as much as possible, to perform new, unusual activities, to apply new methods of activity.

A.M. Matyushkin (30) believes that achievement motivation is necessary for creativity. According to Ya.A. Ponomarev (36), creativity is based on the global irrational motivation of human alienation from the world. He sees the features of the motivation of a creative person in satisfaction not so much with the achievement of the result of creativity, but in the process itself, the desire for creative activity.

There is also a special approach that links the level of intelligence and the level of creativity on a completely different basis. According to this approach, presented by M.A. Vollah and N.A. Kogan (28), the personality characteristics of a schoolchild depend on various combinations levels of intelligence and creativity.

In our study, we were of the opinion that for the optimal manifestation of creative abilities, the cognitive and motivational spheres of the personality must interact as an organic whole.

It is impossible not to take into account the social environment in which the personality is formed. Moreover, it needs to be actively shaped. Therefore, the development of creative abilities depends on what opportunities the environment provides for realizing the potential that each person has to varying degrees. All Environment should contribute to the development of creative abilities. V.N. Druzhinin notes that "the formation of creativity is possible only in a specially organized environment" (17,231). For example, M. Volakh and N. Kogan (28) speak out against strict time limits, an atmosphere of competition, and the only criterion for the correctness of an answer. In their opinion, for the manifestation of creativity, a relaxed, free environment is needed, ordinary life situations, when the subject can have free access to additional information on the subject matter.

D.B. Bogoyavlenskaya (7.64) singled out a unit of measurement of creative abilities called "intellectual initiative". She considers it as a synthesis of the mental abilities and the motivational structure of the personality, manifested in the "continuation of mental activity beyond the required, beyond the solution of the problem that is put before the person."

An analysis of the psychological and pedagogical literature on the problem of the development of creative abilities has shown that a unified approach to assessing creative abilities has not yet been developed. Despite the difference in approaches to their definition, researchers unanimously single out creative imagination and the qualities of creative thinking (flexibility of thought, originality, curiosity, etc.) as essential components of creative abilities. The criterion is the creation of a new product, as well as the realization by a person of his own individuality, while it is not at all necessary to create some kind of product, etc. Almost all approaches emphasize such an important distinguishing feature of creativity as the ability to go beyond a given situation, the ability to set own purpose.

Based on the analysis of various approaches to the problem of developing creative abilities, we identify the main directions in the development of creative abilities junior schoolchildren: application of methods for organizing and motivating creative activity, development of imagination and development of the qualities of thinking.

At the beginning of the 20th century, “creativity” became a strictly scientific subject of research (P.K. Engelmeyer). Then a surge of activity in the study of certain aspects of the development of the creative potential of the individual is noted in the 60-80s. in philosophy (S.R. Evinzon, M.S. Kagan, E.V. Kolesnikova, P.F. Koravchuk, I.O. Martynyuk and others), as well as in psychology (L.B. Bogoyavlenskaya, L. B. Ermolaeva-Tomina, Y. N. Kulyutkin, A. M. Matyushkin, Y. A. Ponomarev, G. S. Sukhobskaya, etc.) (Yatskova, 2012).

In pedagogy, an active study of this phenomenon began in the 80-90s. (T.G. Brazhe, L.A. Darinskaya, I.V. Volkov, E.A. Glukhovskaya, O.L. Kalinina, V.V. Korobkova, N.E. Mazhar, A.I. Sannikova, and etc.). The creative potential of a person, as noted by O.Yu. Yatskova, was one of the key pedagogical concepts for understanding the personality as a systemic integrity in connection with its development and the most complete realization of internal essential forces [Yatskova, 2012].

The category “potential” is one of the general scientific concepts and is characterized as mental capabilities, inclinations, abilities, qualities, inclinations, energy, productive forces, the need to know oneself (I. Kant, G. Hegel, N. A. Berdyaev, M. K. . Mamardashvilli and others). This concept in the studies of K. Rogers, A. Maslow, E. Fromm correlates with the processes of actualization, implementation, deployment, reproduction, disclosure, embodiment, ascent to oneself, the desire to "go beyond", the accumulation of social experience, self-creation, self-expression, self-affirmation, self-realization and development [Yatskova, 2012].

As I.M. Yarushin, the concept of “potential” implies such properties and possibilities of a person that can be realized and become a reality only under certain conditions. But the potential also acts as a result of development, as well as a complex systemic formation that contains new driving forces for further development [Yarushina, p.12].

Creativity is understood as a variety of psychological phenomena: the process of creating new material and spiritual values ​​(E.L. Yakovleva, E. Torrance, N. Rogers), the spiritual state of a person (V.D. Shadrikov), interaction leading to development (I .A. Ponomarev), the creation of something unique (D. Morgan), an element of any labor process(T.N. Balobanova, T. Edison), intellectual activity (D.B. Bogoyavlenskaya).

According to E.A. Yakovleva, creativity is the process of revealing one's own individuality. Creativity is inseparable from the individuality of a person, it appears as a realization by the personality of its universality [Yakovleva, p.10].

An analysis of the literature showed that there are many points of view on the essence of creativity. With all the variety of definitions of creativity, its overall characteristic is that creativity is the ability to create something new, original.

As I.M. Yarushin, the meaning of human existence comes down to the realization of this desire, in self-expression as finding oneself. Creativity, the ability to create is a generic quality of a person, i.e. inherent in everyone, but can be developed to varying degrees [Yarushina, 2007].

Being a rather complex formation, the creative potential of the individual does not have an unambiguous interpretation, a generally accepted definition. So, from the point of view of the axiological approach (M.S. Kagan, A.V. Kiryakova, etc.), creativity is understood as a repertoire of acquired and independently developed skills and abilities, as an ability to act and a measure of their implementation in a certain field of activity and communication [Yarushina, 2007].

The authors of the ontological approach (M.V. Koposova, V.N. Nikolko and others) consider creativity as a characteristic property of an individual that determines the measure of his capabilities in creative self-realization and self-realization. M.V. Koposova considers creativity as “a characteristic property of an individual that determines the measure of opportunities in creative self-realization and self-realization” [Koposova, 2007].

This phenomenon is recognized as the most important generative factor of mankind, a way of actualizing the creative essence of a single person.

From the point of view of the developmental approach (OS Anisimov, VV Davydov, GL Pikhtovnikov), the creative potential of a person is defined as a set of real opportunities, skills and abilities, a certain level of their development.

Within the framework of the activity-organizational approach (G.S. Altshuller, I.O. Martynyuk, V.G. Ryndak), this phenomenon is considered as a quality that characterizes the degree of a person’s ability to carry out creative activities.

V.G. Ryndak defines creative potential as “a system of personal abilities that allow optimally changing methods of action in accordance with new conditions, and knowledge, skills, beliefs that determine the results of activity and encourage a person to creative self-realization and self-development” [Ryndak, 2008].

In the works of D.B. Bogoyavlenskaya, A.V. Brushlinsky, Ya.A. Ponomarev and others, an ability approach is presented that allows one to identify creativity with the creative abilities of a person and consider it as an intellectual and creative prerequisite for creative activity. In the works of D.B. Bogoyavlenskaya emphasizes that an indicator of creativity is intellectual activity, which combines two components: cognitive (general mental abilities) and motivational [Bogoyavlenskaya, 2003].

In the interpretation of Ya.A. Ponomarev's creativity is seen as "interaction leading to development". The researcher notes that “only a person with a developed inner plan actions, which allows him to assimilate in the right way the amount of special knowledge of a particular field of activity necessary for its further development, as well as to claim personal qualities, without which genuine creativity is not possible” [Ponomarev, 2006].

T.A. Salomatov, V.N. Markov and Yu.V. Sinyagin consider the creative potential of the individual from the standpoint of the resource approach. Researchers emphasize that potential, being a resource indicator, is constantly consumed, renewed in the course of the subject's life, realized in relationship with the outside world, and is also a systemic quality [Salomatova, 2009].

According to the supporters of the energy approach (N.V. Kuzmina, L.N. Stolovich), creativity is identified with the psychoenergetic resources and reserves of the individual, which are expressed in the extraordinary intensity of spiritual life and can be discharged in other activities [Kuzmina, 2006].

P.F. Kravchuk, A.M. Matyushkin's creative potential of the individual is studied from the standpoint of an integrative approach. Researchers define integrativity as its characteristic property, and characterize creativity as a gift that everyone has. At the same time, an integrative personal characteristic acts as a systemic dynamic formation, which reflects the measure of the possibilities of actualizing its essential creative forces in real transformative practice; expresses a person's attitude to creativity (positions, attitudes, orientation [Kravchuk, 2009].

T.G. Braje defines creativity as the sum of a system of knowledge, skills and beliefs on the basis of which activities are built and regulated; a developed sense of the new, a person's openness to everything new; a high degree of development of thinking, its flexibility, non-stereotyping and originality, the ability to quickly change methods of action in accordance with new conditions of activity. And the development of creative potential as a whole consists in finding ways to develop each of the components and ways of their interrelationships [Brage, 2006].

N. V. Novikova defines creative potential as “a set of internal capabilities, needs, values ​​and appropriated means for a person to achieve such states of consciousness, which are expressed in the person’s readiness for creative self-realization and self-development; in the realization by the individual of his own individuality” [Novikova, 2011].

IN AND. Maslova defines the creative potential of an individual as a systemic characteristic (or system of properties) of an individual, which gives him the opportunity to create, create, find something new, make decisions and act in an original and non-standard way [Maslova, 2003].

An analysis of the philosophical and psychological literature shows that up to the present time there is no unity in the definition and content of the concept of "creativity".

In general, it can be concluded that the creative potential of the individual is an integral integrity of the natural and social forces of a person, providing his subjective need for creative self-realization and self-development.

From the point of view of Yu.N. Kulyutkin, the creative potential of an individual, which determines the effectiveness of his activity in a changing world, is characterized not only by the value-semantic structures that have developed in a person, the conceptual apparatus of thinking or methods of solving problems, but also by a certain general psychological base that determines them [Kulyutkin, 2006].

According to Yu.N. Kulyutkin, such a base (such a development potential) is a systemic formation of a personality, which is characterized by motivational, intellectual and psychophysiological reserves of development, namely:

- the wealth of the needs and interests of the individual, its focus on more and more complete self-realization in various areas of work, knowledge and communication;

- the level of development of intellectual abilities that allow a person to effectively solve new life and professional problems for him, especially of a global nature, that is: to be open to the new; to realistically approach emerging problems, to see them in all their complexity, inconsistency and diversity; have a broad and flexible mindset, see alternative solutions and overcome existing stereotypes; critically analyze experience, be able to draw lessons from the past;

– high working capacity of a person, his physical strength and energy, the level of development of his psychophysiological capabilities [Kulyutkin, 2006].

The structural and content plan of the creative potential, according to the researcher, reflects the complex of the abilities of the intellect, the complex of the properties of creativity, the complex of personal manifestations, but is not limited to them. The probability of manifestation of creative potential depends on the personal desire of a person to fully realize their capabilities, on the degree of their inner freedom; from the formulation of social feeling (effectiveness, creativity) [Kulyutkin, 2006].

Creativity contributes to bringing the individual to a new level of life - creative, transforming the social essence, when the individual realizes, expresses himself not only in the order of resolving the situation, responding to its requirements, but also in the order of a counter, opposing, transforming the situation and life itself decisions.

As I.M. Yarushin, when they talk about creativity in childhood, most often mean the disclosure in the process of training and education of the creative potential of the personality of a growing person [Yarushina, 2007].

Developing in the process of activity and being stimulated by its leading motives, creativity characterizes the measure of an individual's capabilities and manifests itself as the ability to productively change and create a subjectively new product, thereby determining the creative style of the activity itself. Therefore, the goal of developing the creative potential of an individual is to create the prerequisites for its creative self-realization [Yarushina, 2007].

As an initial factor in the accumulation and realization of the creative potential of V.I. Maslova highlights motivational readiness for creativity. If the role of the genotype in the formation of general intellectual ability is great, then the environment and motivation become the determining conditions in the development of creative potential (E.A. Golubeva, V.N. Druzhinin, V.I. Kochubey, A. Maslow). Most common characteristic and the structural component of the child's creative potential are cognitive needs, the dominant cognitive motivation. It is expressed in the search activity of the child, manifested in increased sensitivity and selectivity to the new and unusual [Maslova, 2003].

According to V.I. Maslov's creative potential includes the following structural components:

- the motivational component expresses the level and originality of the interests and hobbies of the child, the interest and activity of his participation in creative activity, the dominant role of cognitive motivation;

- the intellectual component is expressed in originality, flexibility, adaptability, fluency and efficiency of thinking; ease of association; in the level of development of creative imagination and in the use of its techniques; in the level of development of special abilities;

- the emotional component characterizes emotional attitude the child to the process and result of creative activity, emotional attitude to it, emotional-figurative characteristics of the psyche;

- the volitional component characterizes the child's ability to the necessary self-regulation and self-control; qualities of Attention; independence; ability for volitional tension, striving for the goal of creative activity, the child's exactingness to the result of his own creativity [Maslova, 2003].

As V.I. Maslov, these components of creative potential are mutually interconnected and with its integral structure. Thus, providing conditions for the formation of interests will contribute to the development of the emotional sphere (K.E. Izard, A. Maslow, J. Singer, etc.); directed formation of the emotional-figurative sphere - the development of intelligence and motivation; the inclusion of an intuitive search and an associative process - the development of emotional and intellectual spheres; creation of intensive and long-term motivation for the development of all spheres; the formation of a critical attitude and aspirations to improve the products of creative activity - the development of the volitional sphere [Maslova, 2003].

An analysis of the psychological and pedagogical literature allows us to conclude that in order to develop creative potential, it is necessary to ensure the transition of the totality of creative abilities and mental neoplasms of preschoolers from a potential state to an actual one, from a state of possibility to an actual one, which as a result will encourage children to manifest and develop creative individuality.

Thus, the following conclusion can be drawn. As the analysis showed, there are the following approaches to the concept of "creativity": axiological, ontological, developing, activity-organizational, energy, ability, resource, integrative. The conducted theoretical analysis allows us to consider the creative potential of a person as a general personal ability of a person to create something new, which is expressed in the following features: personal (emotional stability, adequate or high self-esteem, focus on success, independence, self-confidence, motivation for creative self-expression); cognitive (curiosity, fluency, flexibility, originality of thinking); communicative (empathy, developed ability to interact).


Similar information.


In pedagogy, an active study of creative potential began in the 80-90s. (T.G. Brazhe, L.A. Darinskaya, I.V. Volkov, E.A. Glukhovskaya, O.L. Kalinina, V.V. Korobkova, N.E. Mazhar, A.I. Sannikova, and etc.). The creative potential of a person has become one of the key pedagogical concepts for understanding the personality as a systemic integrity in connection with its development and the most complete realization of internal essential forces. Being a rather complex formation, the creative potential of the individual does not have an unambiguous interpretation, a generally accepted definition.

Based on the works of L.A. Darinskaya, creativity is a complex integral concept that includes natural-genetic, social-personal and logical components, which together represent the knowledge, skills, abilities and aspirations of the individual to transform in various fields of activity within the framework of universal norms of morality and morality " . The creative potential of the student, according to the author, as a system of personal abilities, knowledge, skills, relationships is characterized through:

striving for the significance of one's own personality (self-realization);

creative approach to educational activities; creative activity in educational activities;

ability to self-expression;

reflection of one's own life;

orientation to creative activity in the changing educational space.

The reference book "Culture and Culturology" gives the following interpretation of the concept of "creativity": "Creativity is the totality of an individual's abilities necessary for creative activity."

If we turn to the Great Dictionary of Sociology, we find the following definition: “Creativity is an aspect of intelligence characterized by novelty in thinking and problem solving. Creativity involves divergent thinking, usually requiring as many responses as possible to a simple situation.”

From this it follows that there is a consensus on the definition and content of the concept of "creativity", on this moment does not exist.

In the context of this work, it is advisable to use the interpretation of "creativity", which gives us the "Encyclopedic Dictionary of Psychology and Pedagogy": and originality in problem solving. It is assumed that creativity is associated with the ability to divergent thinking.

Formation of creative potential should be given attention with early age. Children are instinctively drawn to the beautiful, and very rarely choose the ugly as their ideals. The school plays an important role in the formation of creative potential.

The teacher-psychologist Naumova N.E. identifies the following structure of the creative potential of schoolchildren.

Creativity includes components:

  • - motivational-target;
  • - meaningful;
  • - operational and activity;
  • - reflective-evaluative components.

The motivational-target component reflects a personal attitude to activity, expressed in goals, interests, motives. It assumes that students have an interest in a certain type of activity; striving to acquire general and special knowledge, skills and abilities. Represented by external motivation, which provides interest in the subject, and internal motivation, which is more significant for creative activity, is:

motivation based on the result, when the student is focused on the results of activities;

process motivation, when the student is interested in the process of activity itself

The operational-activity component is based on a set of skills and abilities for organizing creative activity. It includes methods of mental actions and mental logical operations, as well as forms practical activities: general labor, technical, special. This component reflects the ability of students to create something new and is aimed at self-determination and self-expression in individual creative activity.

The reflective-evaluative component includes: internal processes of reflection and introspection, self-assessment of one's own creative activity and its results; assessment of the ratio of their capabilities and the level of claims in creativity.

The development of the creative potential of students is important at all stages of schooling, but the formation of creative thinking in primary school age is of particular importance. This is due to the fact that in the primary grades, especially in the first year of study, ways of academic work, methods for solving educational problems are laid down, which students will use in the future. An important role in the development of the creative potential of younger students is played by educational tasks that act as the goal of mental activity and determine its nature. But the “key” moment in the development of the creative potential of a younger student is extracurricular work. This is what will be discussed in the third paragraph of the work.

Thus, each person possesses a set of qualities with the help of which the development of creative potential is carried out, and the task modern education to find such resources and opportunities that will ensure the formation of the creative potential of each child throughout the school period.