STRATEGIES OF PEDAGOGICAL CREATIVITY OF THE EDUCATOR IN THE MATHEMATICAL EDUCATION OF PRESCHOOL CHILDREN

Abstract

The article is devoted to the justification of pedagogical creativity strategies of a preschool teacher in the context of mathematical education. The research is aimed at studying the process of pedagogical creativity of a teacher as a purposeful process of searching, developing and implementing new or improved methods, techniques, forms and means of education that correspond to the age characteristics of children. Summarizing the approaches of scientists to explaining the mechanisms of creativity in general and pedagogical creativity in particular, two theories are identified: 1) creativity is considered as an exclusively intuitive process, a product of the unconscious work of the brain; 2) creativity is a purely logical process of deriving knowledge from initial predispositions and conditions. Therefore, the result of such activity of a teacher can be due to both enlightenment in the process of creative thinking, the manifestation of spontaneous creativity, and systematic work on the organization of educational activities based on recommended strategies and algorithms. It is substantiated that the second approach provides the possibility of guaranteed development of creative qualities and achievement of creative results provided that certain requirements and sequence of organized purposeful creativity are met. The strategies of creative thinking identified by Ukrainian scientists are aimed at ensuring such an approach: analogizing, combining, reconstructing, universal and strategy of random substitutions. The functions of the teacher's pedagogical creativity are analyzed and their clarification is carried out in the context of ensuring mathematical education of children: implementation of interactive teaching methods through the use of mathematical didactic games; creation of conditions for independent search and research; use of information and communication technologies, involvement of preschool children in creating their own mathematical mini-projects, organization of extracurricular activities of a mathematical direction. Based on the identified functions, strategies of creative activity are rethought for their application for the logicalmathematical development of preschool children.