Nghiên cứu đề xuất mô hình cấu trúc năng lực sáng tạo của giáo viên đáp ứng yêu cầu Chương trình Giáo dục mầm non 2026

Tóm tắt

In the context of ongoing reforms in early childhood education guided by the 2026 Early Childhood Education Curriculum, preschool teachers’ creative competence has become increasingly important in responding to changes in educational goals, content, and approaches to organizing educational activities. This study aims to clarify the theoretical foundations of creative competence in preschool teachers’ educational activities, analyze the requirements of the 2026 Early Childhood Education Curriculum concerning this competence, and identify its component competencies. Employing a theoretical research approach involving the analysis, synthesis, systematization, and generalization of relevant literature, the study identifies six essential creative competencies for preschool teachers. The findings provide an initial theoretical model of preschool teachers’ creative competence aligned with the requirements of the new curriculum, thereby contributing to the theoretical basis for designing the content and organizing pre-service and in-service training for preschool teachers. However, as the proposed model is primarily grounded in theoretical analysis, further empirical research in specific early childhood education contexts is needed to examine its relevance, feasibility, and effectiveness before broader implementation.