Development of creative thinking of junior schoolchildren in the educational process of NUS

The article addresses the issue of developing creative thinking in primary education students of the New Ukrainian School (NUS), the relevance of which is determined by the strategic goals of state documents in the field of Ukrainian education, particularly in primary education. It is noted that updating the content of education in primary school involves mastering a certain system of subject knowledge and special skills, as well as the formation of their desire and ability to learn, promoting the acquisition of important competencies. It is noted that the Ukrainian school creates modern conditions for each individual's creative development and self-realization, forming the need and ability for self-education. Particular attention should be paid to pupils in grades 1–4, since primary school age is a period when mental neurodevelopment is formed, allowing children to reach a new level of knowledge of the world and self-knowledge, and to open up new opportunities and prospects of their own. Various approaches to defining the term “creative thinking” are characterized. It has been found that the interpretation of this concept remains a matter of debate among scholars. A review of the main theoretical and methodological research on the importance of developing creative abilities and creative thinking at the primary school age has been conducted. It is determined that the development of creative thinking in younger students involves readiness to solve new problems, expanding the spectrum of abilities (cognitive, intellectual, special), revealing intellectual and creative initiative, and personal qualities in the learning process (emotionality, courage, imagination, fantasy, intuition, etc.). The importance and necessity of a system for developing creative thinking in students, which is an integral part of the educational process in the primary school of NUS, are proven. Factors influencing the development of creative thinking in children of primary school age in the context of learning are described. The main types of methods for developing creative thinking in primary education students and productive forms of implementing students' creative activities are identified.