CREATIVITY AS A COGNITIVE AND EMOTIONAL DRIVER IN LEARNING IN PRIMARY BASIC EDUCATION

Abstract

This article examines the role of creativity as a cognitive and emotional catalyst for learning in elementary school children. It shows how the concept of creativity, defined as the ability to generate new and useful ideas, fosters the teaching of cognitive skills related to logical thinking, problem-solving, and self-expression. Through these skills, children develop basic competencies that are critical to the cognitive process of child development. Although there have been some key developments toward incorporating creative practices into classrooms, the continued use of traditional approaches has not yet overcome the barrier to using creativity. The study highlights the importance of training teachers in pedagogical practices that are creative, not just digital, and how they should maximize their influence on learning. Creativity, cooperation, mental flexibility, and the ability to respond to new realities will therefore remain essential skills in a changing world. It suggests that creativity should become a cross-cutting theme in school curricula, not only in the arts but in all areas of knowledge, for deeper and more meaningful learning. Because technological infrastructure is limited in rural areas, this cannot impede the development of creativity and 21st-century skills; the findings of this article emphasize the importance of adapting pedagogical approaches to the conditions of the context.