Martina Hrkalová
The development of pupil’s creativity as a systematic part of the educational process at primary school
Číslo: 1-2/2023
Periodikum: Výtvarná výchova
Klíčová slova: creativity development, „soft skills“, primary school, CLIL, transdisciplinary teaching
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Anotace:
e subject of the action research probe is the analysis of the benets and
pitfalls of applying the methods of the author’s creativity-educational
strategy Cool Animal School – Learning through joy (CAS) into the
educational process at primary school for the development of creative
abilities, personal and social competences and specic potentialities
of pupils.
e subject of research was also the in uence of this strategy
on the development of students’ internal motivation, self-regulation,
metacognitive strategies and self-condence, as well as their feelings
of autonomy and success in their own educational process.
rough
the systematic inclusion of creativity-developing activities and tasks
in teaching in various classes of primary schools, we implemented
programs of the CAS strategy and monitored their contribution to the
development of established competencies and skills from the point of
view of a) the class, b) the selected pupil/s, especially those with specic
di culties or undesirable manifestations in learning, c) the teacher and
his ability to create and implement creative activities as a daily part of
teaching.
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pitfalls of applying the methods of the author’s creativity-educational
strategy Cool Animal School – Learning through joy (CAS) into the
educational process at primary school for the development of creative
abilities, personal and social competences and specic potentialities
of pupils.
e subject of research was also the in uence of this strategy
on the development of students’ internal motivation, self-regulation,
metacognitive strategies and self-condence, as well as their feelings
of autonomy and success in their own educational process.
rough
the systematic inclusion of creativity-developing activities and tasks
in teaching in various classes of primary schools, we implemented
programs of the CAS strategy and monitored their contribution to the
development of established competencies and skills from the point of
view of a) the class, b) the selected pupil/s, especially those with specic
di culties or undesirable manifestations in learning, c) the teacher and
his ability to create and implement creative activities as a daily part of
teaching.