Keyword: «креативность»

The article examines the psychological and pedagogical conditions for the development of creative imagination in six-year-old children. The results of an experimental study conducted on the basis of a preschool educational institution are analyzed. The effectiveness of using non-traditional drawing techniques and collective forms of creative activity to activate the imagination of senior preschoolers is substantiated. Special attention is paid to the principle of continuity in the development of imagination at the stage of transition from preschool to school education.

In conditions of rapid technological progress and uncertainty of the future labor market, art and creativity are transformed from additional qualities into fundamental competencies of the 21st century, necessary for successful socialization and professional adaptation of a person. The article analyzes the role of creativity in the modern educational process based on the theoretical foundations laid by Russian and foreign scientists. It is shown that the dominance of reproductive methods, the overload of curricula, the lack of teacher training and the incompatibility of creative approaches with final assessment systems suppress the creative potential of students. Practical strategies for integrating creative technologies such as problem-based, project-based and research-based learning, simulations, and creative modules into subject-based courses are proposed, with an emphasis on developing cognitive flexibility, intrinsic motivation, and a safe educational environment. Only a systematic reform of curricula, teacher training, and evaluation criteria will make it possible to transform creativity from a decorative element into the core of the educational process, ensuring the transformational effectiveness of education as a means of self-realization and social progress.

The article examines the educational policy of the Russian Empire during the reign of Alexander III (1881–1894). Contrary to the established historiographical view of the strictly conservative nature of the educational system during the counter-reforms era, the authors identify and analyze forms of pedagogical initiative and creativity. Special attention is paid to teaching methods in classical gymnasiums and real schools, as well as students' extracurricular activities. The conclusion is substantiated that the educational environment of the late 19th century was a complex synthesis of administrative regulation and local pedagogical creativity, which paved the way for the educational reforms of the early 20th century.

The purpose of the study is to provide a theoretical substantiation of the system for managing the development of students' creative abilities in a modern school. Based on the analysis of works by domestic and foreign researchers, the structure of creative abilities and factors influencing their development are identified. Organizational and pedagogical conditions for managing this process are determined: diagnostic support, creation of a creative educational environment, teacher training. The scientific novelty lies in the systematization of approaches to managing the development of creative abilities and the identification of key components of a management model.