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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Published since 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Development of Creative Position in Senior Preschoolers 1009

|

Sidorova A.V.
PhD Student, Educational Psychology chair, Psychology faculty, Moscow Psychological and Social Institute, Moscow, Russia
e-mail: sidorovaanna_77@mail.ru

Abstract
The article describes a study on the development of a creative position in senior preschool children using an experimental technique akin to creative tip technique. The cultural-historical theory of L. S. Vygotsky serves as the basis of this technique development. The formation experiment was aimed at facilitating the development of a creative position in older preschoolers and their involvement in the cultural norm of creativity. The most important aspects of the cultural creativity norm are its creativity, content-richness and image development. Preschool children aged 5—6 years participated in the experiment. Results indicate that children in the experimental group had significant changes in the parameters of image development and content-richness. The study shows the applicability of the formation experiment design for research in creative position of senior preschoolers. The differences between the initial and final development levels of the creativity object in children result from gradual mastering of the creativity position.

Keywords: cultural-historical approach, formation experiment, creative tip, cultural norms of creativity, creative position

Column: The Problem Of Development

For Reference

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