Kreativni proces i dizajniranje podržavajuće didaktičke kulture u vrtiću i u školi

Abstract

Uverenja vaspitača i nastavnika o manifestacijama kreativnosti od velikog suznačaja za tretman dečije kreativnosti u vaspitno-obrazovnim ustanovama. U radu se saopštavaju rezultatiispitivanja uverenja vaspitača i nastavnika o tome kako se ispoljava kreativnost u detinjstvu i mladosti.Upoređivanje uverenja vaspitača iz predškolskih ustanova, nastavnika osnovne i nastavnika srednje školeukazalo je da su sve tri grupe ispitanika najčešće opažale manifestovanje kreativnosti na uzrastu sa kojimrade kao kreativni proces. Analiza sadržaja odgovora ukazala je na očekivane razlike u polju ispoljavanjakreativnosti: na predškolskom uzrastu to je spontana ili vođena igra, a u osnovnoj i srednjoj školi to suučenje i druženje sa vršnjacima. Bez obzira na uzrast, kreativni proces je uvek bio povezivan sainicijativom pojedinca da pokrene aktivnost, samostalnim i originalnim radom, i ispoljavanjem i razvojemličnog stila u mišljenju i ponašanju. Zaključeno je da su dobijeni nalazi ukazali na razvojno viđenjekreativnosti, ali u isto vreme idu u prilog uverenju da je suština kreativnosti istovetna od najranijeguzrasta do odraslog doba. U završnom delu rada diskutovane su pedagoške implikacije nalaza izvedenogistraživanja za dizajniranje didaktičke kulture koja bi podržala kreativnost dece i učenika.

The beliefs of preschool and school teachers about creativity manifestation are very importantfor the treatment of children’s creativity in educational institutions. Paper presents results of a researchstudy on preschool and school teachers’ beliefs about creativity expression during the period of childhoodand adolescence. Comparison of beliefs of preschool teachers, primary school teachers and secondaryschool teachers revealed that all three groups most frequently perceived creativity manifestation at the ageof their students as the creative process. Content analysis of responses that pointed to creativity as thecreative process revealed differences in the field of creativity manifestation: creativity was perceived asspontaneous or directed play at the preschool age, while at the primary and secondary schooling periodsit was perceived as learning and making friendship with peers. Regardless of age, the creative processwas always associated with individual initiative in starting an activity, working autonomously andoriginally, and expressing and developing personal thinking and activity style. It was concluded thatobtained findings represented a developmental notion of creativity, but at the same time they were aconfirmation of belief that creativity is a phenomenon with the same underlying essence from the earliestage to the adulthood. Educational implications of this research study for conceiving a didactic culturesupporting students’ creativity in childhood and adolescence were discussed in the last part of the paper.