THEORETICAL FOUNDATIONS OF DEVELOPING DIVERGENT THINKING IN PRESCHOOL CHILDREN

Abstract

The article examines the theoretical foundations of developing divergent thinking in preschool children from the standpoint of the systemic-activity approach. It analyses different interpretations of the concept of “activity” and substantiates the role of play and the leading importance of intrinsic motivation. The concept of divergence is compared across mechanics, mathematics and biology and interpreted as separation followed by integration into a new whole. The article describes the structure of creativity, the cognitive, motivational and personal-reflexive components of divergent thinking, and the stages of the thinking process. The conclusions provide a basis for developing a play-based methodology for fostering divergent thinking in children.