CREATIVE POTENTIAL OF FUTURE PRESCHOOL TEACHERS AS THE BASIS OF THEIR INNOVATIVE ACTIVITIES

This article analyses the concepts of "creativity" as a psychological and pedagogical phenomenon, and "creative potential" as a holistic system of characteristic qualities and abilities of an individual. It presents different views on the nature of creativity and considers the practical application of these views within the context of the professional development of preschool teachers. Attention is drawn to approaches such as: psychoanalytic, which emphasises the importance of self-knowledge and reflection for the teacher; cognitive, which highlights the significance for the teacher of developing flexibility of thinking, the ability to generate ideas, and the search for non-standard solutions to pedagogical tasks; humanistic, which underscores the value of creating a favorable psychological environment and fostering self-actualisation among preschool educators. It was found that understanding the nature of creativity is crucial for the effective development of the creative potential of future teachers. Its specificity is determined by a combination of several interrelated factors, particularly: the teacher’s pedagogical activity, the age characteristics of preschoolers, and the constantly changing requirements of modern education. A detailed structure of the creative potential of a preschool teacher is proposed, distinguishing four structural components: cognitive, motivational, emotional-volitional, and reflective, each of which unites corresponding groups of abilities. A conclusion is made regarding the need for higher education to focus on the purposeful stimulation of creativity, increasing mental plasticity, and forming initiative in students. Practical recommendations are provided for the development of the creative potential of future teachers, which will contribute to high-quality preparation for successful innovative activities in preschool education. These recommendations include: transforming the educational environment of higher education, activating active and interactive forms of learning, implementing innovative educational technologies in the educational process, strengthening practice-oriented training and cooperation with preschool education institutions, and systematically using methods that promote the development of reflective skills and self-analysis.