CREATIVE DEVELOPMENT OF PRESCHOOL CHILDREN: EFFECTIVE FORMS OF WORK USED BY MODERN EDUCATORS

Abstract

Introduction. In the context of today's societal challenges – including war, digitalization, and the outmigration of young professionals – the issue of fostering artistic and creative competence in preschool children is becoming increasingly relevant. Creativity is a key component of a child's harmonious development. It promotes self-expression, critical thinking, and emotional intelligence. Modern preschool education requires not only adaptation to rapid societal changes but also the development of innovative forms of work to stimulate each child's creative potential. Purpose. The purpose of the article is to analyze the effective forms and methods used by contemporary preschool educators to stimulate and develop the creative abilities of children, as well as to define the personal and professional qualities necessary for educators to foster artistic-creative competence in early childhood. Methods. The research is based on the analysis and synthesis of current pedagogical and psychological literature, comparative analysis of educational approaches, systematization of practical experience in preschool institutions, and pedagogical observation. The article examines both traditional and innovative forms of creative activity in preschool settings. Results. The study reveals that successful creative development in preschool children is facilitated by an educational environment that encourages experimentation, imagination, and artistic expression through diverse activities such as drawing, modeling, music, theater, movement games, and storytelling. The effectiveness of project-based learning through artistic activities – including dramatization, visual arts, music, and fairy-tale therapy – is highlighted as a powerful tool for developing teamwork, communication skills, and artistic taste. The article emphasizes that the integration of digital tools, such as interactive whiteboards and mobile applications, significantly expands the possibilities for children's artistic interaction with the world. Originality. This article offers a comprehensive look at the role of the educator in developing creative potential among preschool children, underscoring the necessity of pedagogical mastery and emotional resilience. It introduces a structured model of project-based creative activities in preschool education, which includes active collaboration with parents and multimedia integration. Furthermore, it distinguishes between creativity and creativity-based thinking (creative thinking), providing theoretical and practical implications for both. Conclusions. Creative development in preschool-aged children is a vital area of modern pedagogy, contributing to their independent thinking, originality, and emotional expressiveness. Effective implementation of creative activities in preschool settings requires highly competent and empathetic educators who can combine traditional and digital methods, apply project-based approaches, and adapt educational content to individual needs. The development of artistic and creative competence is not only a pedagogical task but also a prerequisite for a child's successful socialization and personal growth. Future research should explore the optimal balance between digital tools and traditional methods in shaping the artistic and creative competence of preschoolers.