Innovative Strategies anad Scientific Foundations for Developing The Creative Potential of Primary School Students
DOI:
https://doi.org/10.31150/ajshr.v6i3.3417Keywords:
Creativity, Primary Education, Innovative Teaching, Cognitive Development, UzbekistanAbstract
Modern education systems prioritize creativity development in primary schools because these programs teach fundamental skills such as innovative thinking and problem-solving abilities and learning aptitude. The study investigates scientific foundations together with contemporary innovative techniques that target the creative development of primary school children in Uzbekistan. The analysis concentrated on students from the 2nd, 3rd and 4th grades in Urgench City School No. 6 with 74 participants under qualitative research methods using classroom observation and semi-structured interviews with teachers. Deme categoria sought classroom methods that would promote students' imagination development together with their cognitive flexibility and self-thinking capabilities in primary schools. The combination of project-based learning with storytelling along with role-play and visual arts teaching approaches enhanced student engagement to its greatest level. Supportive classrooms formed a fundamental element for increasing creativity because they gave students spaces to share their ideas securely. The school environment grew better because teachers adopted facilitation methods instead of relying entirely on instructional teaching. The research presents relevant scientific education approaches for developing creative capacities in preschool children. Future-proof learning requires an educational model that satisfies the cognitive needs and emotional well-being of children to prepare them for the complex challenges ahead. The study examines how creative powers drive educational advancement while explaining how Uzbekistan with similar educational systems should prepare research and curriculum development.
References
Crayola, «Creativity Matters: A National Parent Survey». 2019 г. [Онлайн]. Доступно на: https://www.crayola.com/education
R. K. Sawyer, Explaining Creativity: The Science of Human Innovation, 2nd изд. Oxford University Press, 2012.
J. M. Zosh и others, «Learning through play: A review of the evidence». 2017 г.
E. P. Torrance, Torrance Tests of Creative Thinking. Lexington: Ginn & Co., 1966.
C. Edwards, L. Gandini, и G. Forman, The Hundred Languages of Children: The Reggio Emilia Approach—Advanced Reflections. Ablex Publishing, 1998.
S. Bell, «Project-Based Learning for the 21st Century: Skills for the Future», Clear. House J. Educ. Strateg. Issues Ideas, т. 83, вып. 2, сс. 39–43, 2010.
USAID, «All Children Succeed Program in Uzbekistan». 2020 г. [Онлайн]. Доступно на: https://www.usaid.gov/uzbekistan/education
W. Achimugu, Introduction to science education. Wholesome Publishers, 2022.
J. D. Eduok, S. O. Bassey, и A. U. Danson, «Insecurity as an Impediment to Curriculum Delivery in Basic Education», The Intuition, т. 10, вып. 1, сс. 1–13, 2023.
I. M. D. M. Adnyana, K. A. Mahendra, и S. M. Raza, «The importance of green education in primary, secondary and higher education: A review», J. Environ. Sustain. Educ., т. 1, вып. 2, сс. 42-lastpage, 2023.
W. Achimugu, Introduction to science education. Wholesome Publishers, 2022.
A. Adelowo, «How improved prison education can decongest correctional centres, reduce crime, by experts». 2020 г.
T. O. Adeyemi, «Principals’ leadership styles and teachers’ job performance in senior secondary schools in Ondo State, Nigeria», Int. J. Educ. Adm. Policy Stud., т. 2, вып. 6, сс. 83–91, 2010.
R. Adams и L. Zhang, «Educational barriers and women’s political roles», J. Educ. Soc. Policy, т. 48, вып. 1, сс. 112–130, 2022.
W. Achimugu, Introduction to science education. Wholesome Publishers, 2022.
