A Study Of The Cognition And Promotion Of Infant Creativity

The infant creativity is characteristic of itself. It is potential and developmental, the performance of which, compared with adults, is more usual. Its comprehensive promotions are confined not merely to creative techniques and reverse thinking, In addition, it is personality-oriented, that is, the infant creativity should be evaluated along with each infant' s development. The development of infant creativity not only lays the foundation for individual creativity, but also meets the demand of an infant's physical and mental development and lays the basis for individuals' all-round development. The development of the infant creativity requires the certain external environment, among which the teacher's function is very important.The paper takes the survey of investigation and interview in order to point out the characteristics and shortcomings in preschool teachers' promoting and guiding the infant creativity, with the result of the following problems: first of all, in teachers' cognition of the infant creativity, teachers focus more on infants' creative thinking, especially the training of reverse thinking and creative techniques, neglecting the training of the creative values, motives and spirits. Secondly, in educational practice, teachers lack the awareness, methods and actual activity of their participation, hi the evaluation of the infant creativity, teachers are inclined to result-oriented evaluation. Moreover, we found that the teachers' cognition of creativity and practice are disjointed, the former exceeding the latter.Aim at the shortcomings in preschool teachers' promoting and guiding the infant creativity, the paper proposes some suggestions as follows. Teachers should set up the conviction that the infant creativity is a developing ability: Stir up the teachers' subjectivity and creativity, and put it more concretely, they should take active part in infant activity, develop infant creativity in teacher-infant interaction...