Модель розвитку креативності дітей старшого дошкільного віку засобами техніки пап’є-маше

The article presents and theoretically substantiates a model for the development of creativity in senior preschool children using the papier-mâché technique. The model comprises three segments: the target segment, which defines the goals and objectives; the content-organizational segment, which encompasses the content of the creativity development process in senior preschool children, the principles of organizing creativity development through the papier-mâché technique, and the pedagogical conditions necessary for the implementation of the model; and the diagnostic-resultative segment, which includes criteria (motivational-orientational, cognitive-creative, personal), their indicators (inclination toward creative-transformative activity, speed, flexibility, originality of thinking, manifestation of creative qualities), and levels (initial, sufficient, creative) for assessing the development of creativity components in senior preschool children, along with the expected outcome. The proposed model outlines tasks aimed at developing the components of creativity-motivational, cognitive-creative, and activity-based-specifically: stimulating children's interest in creativity and acquiring creative activity skills; activating components of creativity (creative imagination, creative thinking, creative competence); and forming personal qualities of a creative individual (activity, curiosity, empathy). The content of the model is revealed through the formation of a need in senior preschool children for cognitive and transformative activity; encouraging them to express creative imagination, thinking, and competence; and developing qualities of a creative personality such as activity, curiosity, and empathy. It is noted that the development process becomes more effective with the implementation of specific pedagogical conditions: motivating children toward creative activity by creating a supportive environment; stimulating creative thinking and imagination using heuristic tasks; and designing and integrating a set of lessons involving the creation of objects using the papier-mâché technique into the educational process.