Preparation of preschool education specialists for innovative activities in preschool organizations

Abstract

The purpose of this research; To get the opinions of preschool teachers in order to prepare preschool teachers for innovative activities in preschool organizations. In this study, in-depth interview technique, one of the qualitative research techniques, was used. The study group of the research consists of 33 volunteers working as pre-school teachers in various educational institutions in the city of Shymkent, Kazakhstan. Research data were collected through a form consisting of semi-structured interview questions prepared by the researchers. As a result of the research; It is seen that the majority of teachers define innovation as a compulsory need, renewal of oneself and an indicator of development. The majority of preschool teachers participating in the research describe themselves as moderately innovative. In parallel with this, teachers stated that they take part in innovative activities in preschool organizations. Teachers' suggestions for the development of innovative approaches are to be open to new ideas, to follow and try new methods and practices, to use technology in the educational environment, to gain creative thinking skills and to try new ways in problem solving. In addition, teachers stated that institutions and the ministry should aim to develop teachers' innovative attitudes through various practices. These results reveal that institutions, the ministry and the state have duties in order to develop teachers' innovative attitudes and to enable them to take a more active role in innovative activities in preschool organizations.
 Keywords; Innovation, innovative activities, preschool organizations, preschool teachers
 

Developing Creative Thinking in Preschool Children: A Comprehensive Review of Innovative

“…Another prevalent issue in different parts of the world is the lack of resources and facilities for fostering creative thinking in early childhood. For example, in some remote areas, access to quality education is limited, and there is insufficient emphasis on training teachers to teach children in creative and innovative ways (del Moral Pérez et al, 2017;Saira et al, 2022;Semchuk, 2022).…”