Correlation of the kindergarten educators' creativity level with their ability to set creativity in children

Problem and purpose. The sphere of modern preschool education requires new competencies from the educator. A successful pedagogue of the XXI century is significantly different from his colleague of the XX century. And matter is not only in the usage of in the use of information technologies which nowadays are included in the maximum of life situations but it also concerns the personality of a specialist working with today' preschoolers. The problem of professional successfulness of a pedagogue-educator is particularly acute today. In the theory and practice of education, alongside with the search for new methods and technologies the image of a new educator is being sought. In our opinion, the core of this image must be creativity as a particular personality characteristic [Kerzhentseva, 2011]. Only a creative educator, being an object of imitation for pupils, can be conducive to the development and manifestation of their own creativity. Only a creative person can develop a setting for creativity, only if this person has such a bias and is able to put it into effect, his or her educatee will follow the educator. The purpose of the article is to identify and characterize the peculiarities of correlation between the ability of pedagogues to set creativity in their charges and the level of their own creativity. The methodology of the research is grounded on the subject-activity approach of K.A. Abulkhanov-Slavskaya, and dispositional concept of regulating social behavior of the personality by Yadov. When assessing personal characteristics of creativity, the diagnostics of personal creativity by E.E. Tunic was used, To measure settings for creativity - the authors used their own “Questionnaire for setting measuring” based on R. Likert's scale. In the pilot study 26 educators who work with children of senior preschool age in kindergartens of Krasnoyarsk were involved. Results. The respondents were divided into two groups with low (46,2 %) and medium (53,8 %) levels of creativity development, high-level indicators were absent. Having analyzed personality characteristics of the testees, the authors described them as ones who preferred risk but possessed rather weak imagination. Personality indicators of creativity, namely, “inclination to risk”, “curiosity”, “complexity” have a positive correlation with the educators' setting on the formation of conditions for the development of creativity and the adequacy of perception and understanding of children, “imagination” has a negative correlation (-, 485 *) with the setting on the development of preschoolers. Conclusion. The authors concluded that for the respondents engaged in the experiment medium and low levels of creativity development are characteristic. This, on the one hand, makes them inclined to demonstrating patterns and models regulating substantive work and controlling the educatees' activities in the situations in which the educators feel themselves to be quite on a strong note, but, on the other hand, a low level of their own imagination stimulates them to set up situations in which their charges would feel free solving creative problems, and the educators would entrust the children to do what they themselves do not feel capable of doing (cannot). Most educators do not have a defined the pedagogical position for creativity development: they know the conditions necessary for children's creative development, but do not know how to create such conditions.