Development of Children’s Initiative in Creative Activities
Introduction Child’s self-expression, individuality and naturality can be observed in different daily activities, but creativity finds its expression when the child feels the necessity to act following one’s own initiative. In the research studies of pedagogues and psychologists (H.Hekhauzers, T.Volotkina, L.Rostovecka, P.LeBuffe, J.Naglieri, V.Hibnere, I.Domashenko etc.) the initiative is described as creative activity that follows inner inspiration. It is formed by explorative and learning motivation of the child. The study of literature (E. Erikson, N.Podjakovs, R.Garleja) allows to conclude that the foundation for child’s learning motivation is laid already in the pre-school age, and through creative activity the development of initiative can be supported and strengthen in a long term perspective. Also the fundament of human initiative is established in early childhood, and in the later stages initiative supports and ensures the development of learning activities and learning accomplishments. Research studies show that in pre-school age child’s learning skills or lack of learning skills, and his/her movement towards learning accomplishments are closely related to the development of initiative (H.Hekhauzens, L.Rostovecka). At the base of initiative is the explorative motivation of the child, which later creates the fundament for learning motivation (D.Liegeniece, I.Mikelsone). According to research studies on quality and effectiveness of education in Latvia (I.Jemeljanova, M.Gurbo, S.Mikuda) and assessment of pupils’ achievements (A.Geske, A.Grinfelds, A.Kangro, R.Kiselova), and following the publications in social media (D.Klanska), there is a tendency for school results and learning motivation to decline. [10], [5] [9] The research reveals, that in Latvia there are relatively a few pupils with good or outstanding results in reading, mathematics and nature sciences, and their numbers continue to decrease. [9, 156] One of the main causes for pupils’ failure is the complicatedness of the learning content; and if it is not understood, pupils lose their interest and motivation to learn. In OECD states the average reading results show that pre-school educational establishments play important role in providing full-value possibilities for preparation for school, and this influence the average results of the pupils. [9] Research studies reveal the connection between applied teaching forms, methods and pupils’ achievements, which in the case of mutual discrepancy influence the learning motivation. [5;52] The involvement of pupils in elaboration of study tasks improves the learning achievements, and it
can be done by: 1) basing the learning process on explorative and constructive approach that includes inductive activities, 2) observing principle of succession and gradualism (employing adequate study methods keeping in mind the perception abilities of each pupil), 3) adjusting the learning tempo, taking into account individualization and differentiation. Initiative of children – search for the new forms of activity and starting the activity following the inner encouragement. Initiative fosters person’s independent activities. I.Domashenko characterizes initiative as a creative activity that emerges as the result of personal encouragement. [16] P. LeBuffe and J. Naglieri suggests that initiative is child’s independent thoughts and activities in result of which the child satisfies his/her needs. Therefore, initiative is the readiness and capacity for starting/initiating the activity. [13] Initiative is connected with generating creative attitude towards independent activities, and its formation and development is defined by human needs, motivation and interests. Initiative of pre-school children is researched by V.Hibnere, P.LeBuffe, J.Naglieri, N.Vetlugina, L.Rostovecka, etc. L.Rostovecka emphasizes that the level of creative initiative is the most essential for engaging in self-supporting activities. P.LeBuffe and J.Naglieri connects it with child’s defence mechanism. T.Volotkina in her research on initiative development and its place in creative activities of children suggests that there are three children groups with different expression of initiative: 1) In the first group there are children with high level of initiative, which is characterized as: a) emotional responsiveness, b) independence, perseverance, c) self-confidence, d) desire to act, e) ability to maintain good mutual relationships with other children. 2) The impermanence of initiative is characteristic for the children of the second group. Initiative is not directed towards independent activity but towards side-tracking other children from their activities (interfering in other children’s activities). No independence and stability is expressed for the interest. High aggressiveness. 3) In the third group there are children who express their independent initiative very seldom. Mostly the activities of these children are directed towards capturing the initiative of the other partner. Research of L.Rostovecka suggests that when the problemoriented work methods are applied, the children