Developing Children’s Creative Thinking Potential Through Visual Activities in Preschool Educational Organizations

Abstract

This article highlights the pedagogical foundations for developing children's creative thinking potential in preschool educational institutions. It analyzes the content of the concept of creative thinking, the characteristics of its formation in preschool age, and the possibilities of its development through visual-art activities. The study also substantiates the methodological potential of the open-ended tasks method aimed at developing key components of creative thinking in children, such as originality, flexibility, fluency of ideas, elaboration, and reflection. The article emphasizes the pedagogical importance of organizing visual-art activities based on a creative approach, the facilitator role of the educator, and the creation of an environment that supports free choice and creative expression. The research findings confirm that the use of open-ended creative tasks in preschool education serves as an effective methodological tool for developing independent thinking, creative initiative, and the ability to find unconventional solutions to problem situations among children.