DIDACTIC POSSIBILITIES OF THE PROBLEM-BASED SITUATION METHOD IN DEVELOPING CHILDREN'S CREATIVE THINKING THROUGH VISUAL ACTIVITIES IN PRESCHOOL EDUCATIONAL INSTITUTIONS
Abstract
This article highlights the pedagogical and didactic possibilities of the problem-based situation method in developing children's creative thinking potential during visual activities in preschool educational institutions. The study analyzes the essence of problem-based situations, their classification, and the methodological algorithm for their organization. Furthermore, the mechanisms for developing components of creative thinking–such as originality, flexibility, idea fluency, elaboration, and reflection–through a problem-based approach are substantiated. Practical examples of problem-based situations used in visual activities, as well as assessment criteria, are also presented. The research findings indicate that the problem-based situation method serves as an effective methodological tool for activating the preschool educational process and fostering independent thinking and creative approaches in children.