Volume 02 Issue 09-2022
38
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
38-42
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article considers the methods of development of creative thinking and creative abilities that are applicable to
teaching in primary education. The author gives the characteristic of creative thinking that are suggested by the
majority of scientists.
KEYWORDS
Primary education, creative thinking, method, brainstorming, six thinking hats, characteristic.
INTRODUCTION
With the modernization of the public education
system, new goals and objectives of teaching in the
humanities are being set. These changes require
general educational institutions to educate the
younger generation of socially active, creatively
thinking, and also able to freely acquire and evaluate
new information independently.
As you know, in general education institutions, i.e. in
schools, a special place is occupied by the development
of creative thinking of students. The problem of
creative thinking of students is very relevant today,
accordingly, there are many works devoted to the
study of this problem. Such scientists as L.S. Vygotsky,
E. A. Vyakhireva, J.P. Guilford, I.Lerner, G. Lindsay,
R.Thompson, K. Hull and many others have made
Research Article
THE METHODOLOGY OF DEVELOPMENT OF CREATIVE THINKING OF
SCHOOLCHILDS IN THE SYSTEM OF PRIMARY EDUCATION
Submission Date:
September 10, 2022,
Accepted Date:
September 19, 2022,
Published Date:
September 30, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue09-09
Nilufar Sabirova
Student,Primary Education, Yeoju Technical Technical Institute In Tashkent Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 09-2022
39
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
38-42
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
significant contributions to the development of the
theory of creative thinking.
THE MAIN RESULTS AND FINDINGS
If we talk about the importance of creative thinking in
the public education system, then it should be
developed at all stages of education. This task is of
particular importance in primary school age, since it is
in primary school that the techniques of mental activity
are laid, mental actions are formed. The renewal of the
educational process in primary school is based on the
searches that are conducted in the theory and practice
of developmental learning. The effectiveness of
developing learning is achieved, first of all, through the
activation of educational activities of schoolchildren.
The student should not passively perceive the
teacher's explanation of new knowledge in a ready-
made form, but extract and comprehend this
knowledge in feasible independent work [2, p. 2].
According to L.S. Vygotsky, "We call such human
activity creative activity. which creates something new,
I don't care whether it is created by creative activity by
some thing of the outside world or a well-known
construction of the mind or feeling that lives and is
found only in the person himself" [3, p. 3]. So what is
meant by creative thinking? One of the first to attempt
to answer this question is the American psychologist
Joy Paul Guilford. In his writings on creative thinking,
the scientist expressed the idea that the level of
development of creativity is determined by the
predominance of four features in thinking. "Firstly, it is
the originality and unusual nature of the ideas
expressed, the desire for intellectual novelty. A person
capable of creativity almost always and everywhere
strives to find his own solution. Secondly, a creative
person is distinguished by semantic flexibility, i.e. the
ability to see an object from a new angle of view, the
ability to detect the possibility of a new use of this
object. Thirdly, in creative thinking there is always such
a trait as imaginative adaptive flexibility, i.e. the ability
to change the perception of an object in such a way as
to see its new, hidden sides Fourth, a person with
creative thinking differs from other people by the
ability to produce a variety of ideas in an uncertain
situation, in particular in one that does not contains
prerequisites for the formation of new ideas" [5, pp.
323-324].
If we summarize the definitions of creative thinking
proposed in explanatory dictionaries, "creative
thinking is one of the types of thinking characterized
by the creation of a subjectively new product and
neoplasms in the cognitive activity itself to create it.
These neoplasms relate to motivation, goals,
assessments,
meanings.
Creative
thinking
is
distinguished from the processes of applying ready-
made knowledge and skills, called reproductive
thinking"[7].
In his research, J. Guilford identified the main features
of creative thinking: I) fluency, i.e. the ability to create
new ideas and proposals for solving the problem as
quickly as possible; 2) flexibility as the ability to apply
different approaches and change them in case of
inefficiency in solving problems; 3) originality - the
ability to generate something new or apply known
methods for new situations; 4) accuracy or structuring,
i.e. logical construction of a future solution [4].
Thus, the scientist considered the concepts of creative
thinking and creativity as synonyms. As a result,
students show new abilities to think creatively, i.e. to
create a new original product, which includes painting,
literature, technology, design, music, etc.
Here again, we should turn to the concept of J.
Guilford, in which the development of creative skills is
formed by the predominance of the following
Volume 02 Issue 09-2022
40
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
38-42
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
properties in thinking, such as: 1) originality and
unusual ideas, striving for intellectual novelty; 2)
semantic flexibility (the ability to see an object from
different angles); 3) figurative adaptive flexibility (the
ability to change the perception of an object in such a
way as to see its new, hidden sides); 4) semantic
spontaneous flexibility (the ability to produce a variety
of ideas in an uncertain situation, in particular in one
that does not contain prerequisites for the formation
of new ideas). This issue is being actively investigated
not only by psychologists, but also by teachers in the
field of vocational education. But the main obstacles to
creative thinking, according to well-known American
psychologists G.Lindsay, K. Hull and R. Thompson, can
be not only insufficiently developed abilities, but in
particular:
1) a tendency to conformism, i.e. dependence on public
opinion;
2) censorship-a person's tendency to passively react to
the environment and do not try to creatively solve
emerging problems;
3) regidity, i.e. unwillingness to change the program of
action
in
accordance
with
new
situational
requirements;
4) the desire to find an answer immediately, this
excessively high motivation often contributes to the
adoption of ill-considered, inadequate decisions [6].
In our opinion, in the process of creative thinking, not
only a concrete material phenomenon perceived by the
senses is created, but also for improving non-standard
solutions, creating the basis for scientific research.
There are various methods of developing creative
thinking in schoolchildren. One of these methods is
brainstorming, which is the most effective method in
the course of classes. This method is widely used in all
branches of science to solve certain problems. What is
its essence, basically it is a group work, each participant
gives his point of view to the question posed. In the
process of solving the issue, it is forbidden to think
critically. The ultimate goal is to get as many new ideas
as possible. Accordingly, this process is carried out in
stages, which consists of the following four points: 1)
the way of working on a specific task; 2) the time
interval for thinking about and solving the task; 3)
writing on the board of various opinions; 4) choosing
the appropriate option for solving the task. Therefore,
in the course of classes, this method sets itself the
following tasks such as:
a) to increase the level of independence of students;
b) minimize feelings of fear in front of the audience;
c) develop listening skills;
d) develop logical thinking.
Solving these tasks in the classroom increases the
activity and develops the creativity of the teacherthe
remaining ones.
But there are other ways to analyze creative thinking,
i.e. the "Six Hats of Thinking" method, which was
developed by the British psychologist Edward de Bono.
Also, there is a special book by the author "Six Hats of
thinking"[1]. This method allows you to overcome
difficulties by dividing the thought process into six
separate modes - hats, differing in six colors (white,
black, yellow, red, green, blue). Accordingly, when a
person puts on a hat, he focuses his thinking, when he
changes the hat to a different color, he changes its
direction. And this method is based on the idea of
parallel human thinking. In the process of solving
practical tasks, this method of thinking helps in solving
three difficulties, i.e. emotions, confusion and
confusion.
Volume 02 Issue 09-2022
41
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
38-42
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
1)
Here are the meanings of the Edward de Bono
hat pole:
2)
1) the white hat is a scientific, scientific
approach. Arguments are studied here, gaps are
identified that should be filled in for missing
information;
3)
2) a black hat is a critic, a critical assessment of
the situation is disadvantages and risks;
4)
3) the yellow hat is an optimist, reveals the
advantages of solving a specific problem;
5)
4) the red hat is an artist, an intuitive solution
to the situation;
6)
5) the green hat is a creative (creator), solving
the problem in a non-standard way;
7) blue hat - the head, the general solution of a certain
task is formed. Further, all possible ideas are
systematically combined into one consistent line.
The six hats method is very simple to comprehend and
the task is considered systematically. This method can
be applied in all spheres of human activity, both in the
exact and the humanities. It is especially widely used in
psychology, in pedagogy and in the field of vocational
education. Based on the purpose and objectives of
classes, there are other ways to form students'
creative thinking.
If we take the example of primary education, students
in labor lessons prefer to perform different games. The
main task of this type of activity was the development
of a creatively thinking person in the learning process,
as well as the upbringing of such qualities as
independence, initiative, sociability. Creative abilities
are developed by students in practical activities In
order to simultaneously train the attention of students,
which is the basis for adapting to the educational
process, the task "to make various figures from
colored papers" is suitable. At work lessons, the
teacher offers various solutions to the task, i.e. it is
proposed to draw several drawings with different
geometric shapes, such as a circle, triangle, rectangle,
etc.
And as for the color selection, here in the process of
making figures of various animals, for example, a
parrot made of paper, here students try to choose the
color themselves. At this stage, their creative abilities
manifest themselves, students begin to think
creatively about this figure of a bird that lives in the
world of their fantasies, i.e. the abilities associated with
the figurative content are manifested - what color is
the head (yellow - this color reminds them of the color
of the sun), wings (blue - this blue color is the sky), eyes
(black - here the cultural characteristics of a certain
people are manifested, for example, the Uzbeks have
black eyes, this eye color has the figurative meaning of
"the eyes of a beloved girl", there is also the expression
"charosdek kora kuzlar" (charos is the name of a grape,
a table variety with a large, black-violet berry), beak
(red), paws (white is the color of purity of innocence,
virtue and joyfully), beak (red - most of the students
(girls) have this color as their favorite color, and here
the beak is compared with red lips). This is how the
creative thinking of students manifests itself. In
addition, there are different ways to develop creative
thinking, for example, various drawings on white,
where students develop their creative imaginations, it
is recommended to use such methods in nature, in the
garden or by the river in the open air (forest, cloud,
sun). Here it is necessary to take into account the age
of the students, where their character is very
contradictory in many ways.
Volume 02 Issue 09-2022
42
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
09
Pages:
38-42
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
The teacher should take into account these
characteristics of the students. The teacher, both as a
teacher and a psychologist in primary education, needs
to create a system. Where the students of the class
spend four years under the guidance of one teacher,
who needs to have a system to achieve the desired
result in the course of lessons.
CONCLUSION
Thus, we have considered several methods of
developing creative thinking among students in
primary education and the result of which is an open,
fundamentally improved solution to a particular
problem. Work experience in accordance with the
above material shows an increased interest of students
in performing tasks for creative thinking. In order to
develop creative thinking in students, it is necessary to
systematically solve problems of any complexity. The
scientific material analyzed by us allows students with
different levels of speech development to feel
comfortable and evaluate themselves adequately.
With the help of creative thinking methods, it is
possible to teach students to better understand the
peculiarities of their thinking and control their way of
thinking and more accurately correlate it with the tasks
set in order to use the thinking process more
effectively when solving problems.
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