Regulative mechanisms of perceptive-mental strategy of new object’s construction by junior preschool children

- Гулько, Ю. А. (2017) Regulative mechanisms of perceptive-mental strategy of new object’s construction by junior preschool children Актуальні проблеми психології: Збірник наукових праць Інституту пси-хології імені Г.С. Костюка НАПН України. Т. ХІІ. Психологія творчості, 1 (23). pp. 60-70. ISSN 2072-4772

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Abstract

To the end of the 21-st century, the psychology of creative activity has ceased to be considered only as a part of general psychology and have started to gain general theoretical-methodological status, the main postulates of which are the statements about creative nature of human psyche. To the present moment, the clearly arranged methodological base was set. It allows observing cognitive processes from the viewpoint of creative activity’s strategic nature. Lately, the row of researches shows that not only in senior preschool children but even younger children, in the cognitive flow we can fix spontaneously appearing leading mental orientation to the searching of analogs, combining and reconstructing. This leading orientation may be called perceptive-mental strategy. Observation of children in the process of integral object’s construction using stimulus materials, given as «figure and background» gave us an opportunity to define the main regulative mechanisms of perceptive-mental strategy, which: function simultaneously, provide the dynamics of integral semantic and object construct’s creation, and they are indicators of strategy’s functioning. A Perceptive-mental strategy appears from the moment of external task’s accepted by the child. In the task, the common data are defined and the condition (task) transforms by analogy with a known example. In the process of task’s accepting the project as the main idea of construction is arising and developing. As far as the project being developed, the understanding of task’s condition by a child changes. The project is realized and transformed in the process of child’s object activity with stimulus materials. The project is indistinct, generalized, easily changeable because of its unformed structure, quickly modified under the influence of new visual stimulus, object actions and happening due to the actualization of previous experience and knowledge. Also, because of the project’s general diffuseness, it does not include concrete separate parts of stimulus material. That is why further project’s transformations are connected with recombining of construction’s parts. These parts, due to the experimental and playing actions, are united by new semantic correlations. The project changes also when object constructing has been finished. Children easily change not only the sense of the construction but also its appearance. The realization of intention (as the task’s solving) is also can easily be transformed and its final result mostly depends on the child’s loss of interest to such activity or on the feeling of satisfaction by the created construction. The transfer of constructing to the more difficult level is realized at the expense of playing and experimental actions of a child with stimulus material.

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