The Peculiarities of the Development of Divergent Thinking in Young Schoolchildren

Abstract

The is devoted to the study of the characteristics of the development of divergent thinking in primary schoolchildren. Divergent thinking is seen as a key component of creativity, characterized by the ability to generate multiple ideas and solve problems in innovative ways. The study examined age and individual differences in the manifestations of divergent thinking in children of primary school age (6-10 years). The research methodology included the use of various tests and tasks aimed at assessing children's creative abilities. The showed that divergent thinking in younger schoolchildren develops unevenly, with pronounced jumps in certain periods. Significant differences in levels of creativity were also identified, due to both age and individual characteristics of children. The authors of the article note the importance of creating a stimulating educational environment that promotes the development of divergent thinking. In conclusion, recommendations are provided for teachers and parents on supporting and developing the creative potential of children, as well as directions for further research in this area.