Abstract:

Information and communication technologies (ICT) have become an integral part of modern people’s everyday lives, therefore, the development of ICT has also affected the education sector. Properly selected ICT tools facilitate the education process, create a favourable learning environment, and encourage the development of children’s creative thinking and creativity, which leads to the growth of individuals who are confident in themselves and their abilities, while creativity has become one of the most important skills for modern people.

Ežerskienė and Tamašauskienė (2022) describe preschool age as a stage of the expression of creativity and define creativity itself as one of the most valuable personality traits. Since today’s children grow up surrounded by digital technologies and tools, it is essential to know how to use them effectively in developing this important skill. Achievements in the development of creativity depend on a whole range of actions and measures, therefore, when developing the creativity of preschool children, it is important to provide the most interesting and innovative tools for the development of creativity. The inclusion of ICT tools in the education process inspires children to implement their ideas, cooperate, experiment, explore, seek different solutions, and create dynamic learning conditions that empower, encourage, and enrich children’s creativity. Properly selected and used ICT tools are an effective educational instrument that enriches children’s experiences and shapes their unique personal growth.

The research object is the development of creativity in preschool children using ICT tools. The research aim is to reveal ways of developing creativity in preschool children using ICT tools.

Research methodology:
The research strategy is qualitative research, the participants were given a questionnaire. The field of research is preschool education institutions. The research was conducted in March-May, 2025. 259 preschool teachers from North Lithuanian preschool education institutions participated in the study. In the study, a common essential characteristic of the participants is linked to a common profession – teachers working in preschool education institutions. The research participants were asked to share their professional experience regarding the specifics of applying ICT in the educational process with the aim of developing the creativity of preschool-age children.

Research and data analysis methods:
Analysis of scientific, methodological, informational literature, content analysis method. The qualitative content analysis method was used for data analysis. Using this method, semantic units were singled out, allowing to understand how the analysed phenomenon and its content are understood by the subjects themselves. Statements with the same meaning were grouped together into categories and subcategories and interpreted.

Key research results:
Preschool teachers most often use the following ICT tools to develop children’s creativity: interactive floors, light tables, and computers with various educational applications. The most common methods used to develop creativity are creative tasks and games. According to the teachers, ICT not only facilitates the organisation of activities, but also stimulates children’s interest and involvement in educational activities. Teachers rather rarely use ICT tools when working with very young children.

Keywords:

ICT application, creativity development, preschool age, educational tools.