CHILDREN OF PRESCHOOL AGE THROUGH DIVERGENT TASKS DEVELOPMENT OF CREATIVE THINKING

The article examines the development of creative thinking in preschool children through divergent tasks. This problem is one of the most urgent in psychological and pedagogical science. The purpose of the article is to substantiate the effectiveness of using divergent tasks as a tool for developing creative thinking in preschool children and to provide practical recommendations for their integration into the psycho-pedagogical process. The dynamic changes taking place in society increase the demands on the intellectual development of the younger generation every day. Today, specialists are in demand who not only possess deep professional knowledge but also demonstrate flexible thinking and a creative approach to problem-solving. A university graduate will have these indicators if he is taught to think creatively from early childhood. Hence, the relevance of developing creative thinking in preschoolers is beyond doubt. The novelty of our research lies in the use of divergent tasks to develop creative thinking, accessible to preschool children's understanding and perception. The article provides examples of divergent tasks in teaching children that, in practice, have proven effective in developing creative thinking in preschool children. The purposeful and systematic use of divergent tasks in working with preschool children and in encouraging toddlers to express creative ideas stimulates the development of their creative thinking. The conducted research contributes to replenishing the piggy bank of psychological and pedagogical ideas, and educational psychologists and educators can use the divergent tasks proposed by the authors in practice.

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