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Phonological awareness begins to develop in children's preschool age, which refers to recognizing linguistic units smaller than words (Shankweiler et al., 1995). Measures of phonological naming and phonological awareness in the preschool period proved to be good predictors of word recognition (Ivšac Pavliša, 2011). Artfulness in art pedagogy is based on a successful practice that often uses art as the content of activities aimed to enrich children's understanding of everything to which children are exposed (Balić et al., 2023). The aim of thisthe paperstudy iswas to examine howthe artattitudes canof stimulatestudents and artists regarding the developmentfactors influencing creativity in visual expression. The random sample consisted of phonological105 awarenessstudents from the Fine Arts Department of the Arts Academy in Split, and phonological50 namingvisual artists. A questionnaire with 21 statements about the factors influencing creativity in preschoolvisual children.expression and Likert scale for self-assessment was used as the measuring instrument. The sampleresults willwere include children with a chronological age between 5 years to until starting school. The first group of children (N=25) will be encouraged to create their own signature - their own name through fine artanalysed using differentFisher's art techniquestest and dancethe Z-test for thetwo durationproportions.
of one month. The second,results controlindicated group,that offor childrenmost (N=25)statements, willstatistically also,significant duringdifferences thewere samenot month, be asked to write their own name on a sheet of paperfound in the wayattitudes theyof wantstudents duringfrom different study groups within the activitiesFine providedArts byDepartment, nor between the preschoolattitudes curriculumof students and artists. Significant differences between study groups were observed in statements: social engagement and social awareness drive my creative process, where the Painting group expressed the least agreement; acquiring fundamental professional skills is as important as fostering creativity, where the Conservation and Restoration group were more positive compared to encourageothers; and extracurricular communication and collaboration with colleagues stimulate my creativity, where the developmentPainting group predominantly held a positive attitude. Furthermore, significant differences between the attitudes of pre-skillsstudents and artists were identified in readingstatements: social engagement and writing.social Bothawareness groupsdrive my creative process, and a specific artistic medium inspires my creative process, where artists exhibited more pronounced negative attitudes than students for both statements.
The research results contribute to understanding the influence of childrenvarious (N=50)factors willon befostering testedcreativity beforein andvisual afterexpression, completingespecially theamong activities with a test for assessing pre-reading and writing skills PredČip (Kuvač Kraljević & Lenček, 2012). Descriptive-narrative notes and photo and video documentation will be taken during the research. The contributionstudents of thisfine researcharts is that it will indicate different approaches and possibilities of improving the prerequisites for the development of reading and writing through art and emphasize the need to enrich the preschool curriculum with artistic approaches. academies.
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