PRESCHOOL TEACHERS’ OPINION ON CHILDREN’S ART CREATIVITY

Abstract

Comprehension of children’s art creativity was always in accordance with pedagogic ideas of its time. Educational programmes based on the comprehension could be put in three categories: academic (where teachers "teach" children to draw by imitating their models), socialization – maturational (where teachers restrain themselves from influencing on children and just eliminate constrains to children’s “natural” development and cognitive – developmental (where teachers appreciate characteristics of child’s development, but also influence on child through partnership).

Research study that used Questionnaire for preschool teachers, that was originally created, proved superiority of the cognitive – developmental programme of art teaching over the socialization – maturational programme which is applied in the Republic of Serbia for more than one decade. The superiority of cognitive – developmental programme of art teaching is explained by experience in applying of Karlavaris’ New conception of art teaching, defined goals and programme contents, clear instructions which suggest systematic quality and graduality in work, as well as the programme concept which enables them to be creative in the process of art teaching.