Development of greativity as a necessary condition for the vocational training of future service sector specialists
The article deals with the problem of developing a creativity of students at higher education institutions. It is proved that the development of creativity is a necessary condition for the vocational training of future specialists in the sphere of service and for mastering general and special competencies, defined in the Project for the Standard of the Higher Education of Ukraine: the level of higher education the first (Bachelor), the degree of higher education the bachelor, the field of study 01 «Education «, specialty 015 «Professional education. Service sector». On the basis of the psychological and pedagogical literature analysis, the essence of the concept of «creativity» is generalized and its structural components are defined: an interest in paradoxes, a tendency to doubt, a sense of novelty, an acuity of thought, a creative imagination, an intuition, an aesthetic sensation of beauty, a wit, an ability to open analogies, a courage and independence of judgments, a self-criticism, a logical accuracy, an ability to use the various forms of evidence, etc. The internal (existence of competing types of thinking critical and creative) and external (a lack of support among others, an insufficient material support, etc.) factors are analysed in detail as those that slow down the realization of the individual’s creativity. It is noted that the educational environment of a higher education institution is the most favourable for the development of individual’s creativity. It is noted that one of the indicators of students’ creativity is the level of their creative thinking. The main features of creative thinking are defined, they are: an orientation onto creating a new solution to a problem, a discovery or an idea; aresistance to imaginative thinking; a breadth and flexibility of thinking; a vision of other function of the usual object or thing; a self-transfer of knowledge and skills to a new level; a development and use of intuition; a generalized and mediated reflection of reality; an ability to see alternatives, etc. Droodles as one of the methods of non-standard thinking and creativity development is described. The expediency of using droodles, as a method of non-standard thinking activating, in the process of students’ creative development is proved. It is noted that the use of game methods in working with students activates their cognitive and creative activities, promotes a development of their creativity.