engleski

CHILD CREATIVITY AND TEACHING: PEDAGOGICAL PRESPECTIVES FROM ALBANIA AND CROATIA

This paper focuses on child creativity in preschool and primary school. The authors consider theories and models (Psychoanalytic Theory ; Behaviorist Theories ; Psychologically Safe Environment ; Humanistic Theory ; Constructivist Theory ; Social Constructivism ; and Theory of Multiple intelligences) that illuminate the meaning of creativity at this stage of child development. They adjudicate the process of creativity from Torrance's point of view (1964, 1969). The paper extensively defines the dimensions of creativity (Isbell, & Raines, 2003) combined with examples from the teaching practice of pre-school and primary school teachers (first and second class) in both countries, Albania and Croatia. The authors make a comparative analysis of the pedagogical approaches used by teachers in both countries by identifying the strengths and priorities of teachers' training in the future. Based on this analysis, they highlight the need for continuing education of teachers in order to possess the necessary professional skills to create a nurturing environment for creativity as well as for the identification of gifted children.

creativity ; teacher cognition ; teacher expertise ; teacher development ; teacher training

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