PRACTICAL APPROACHES TO DEVELOPING CREATIVE THINKING IN PRESCHOOL CHILDREN: A NARRATIVE REVIEW

This thesis reviews practical approaches to developing creative thinking in preschool children (about 3–6 years old). Drawing on early childhood guidance, two practitioner articles and a recent pilot study, it describes four approaches: guided pretend play, open-ended materials and process art, dialogic storytelling, and small inquiry projects. Each gives children a chance to propose varied ideas, adapt plans and explain choices through play. Based on these practices, a four-step classroom cycle is proposed: ask, explore, share, revise. Brief observations of talk, gestures, drawings and changes of plan can guide the next activity. The paper is a narrative review; it reports no original intervention or child-level data and makes no claim about measured effectiveness.