FROM PLAY TO GENIUS: A STUDY OF OPTIMAL INTERACTION STYLES AND THEIR IMPACT ON HEMISPHERIC INTEGRATION IN THE DEVELOPMENT OF CHILDREN'S CREATIVITY

The article presents a comprehensive theoretical and analytical review of the problem of developing creativity in preschool children through the lens of contemporary psychological, pedagogical, and neuropsychological approaches.The relevance of the study is determined by the growing demand of modern society for the formation of a creative and flexible personality under conditions of uncertainty, digitalization, and transformation of the educational space, which necessitates a rethinking of traditional models of preschool education.Particular attention is paid to the contradiction between the tendency toward the "schoolification" of preschool education and the neurophysiological necessity of play activity as the leading mechanism of a child's mental development.Within the framework of L. S. Vygotsky's cultural-historical theory and modern concepts of play-based learning, the idea of play is substantiated as a key factor in the formation of interhemispheric integration, which constitutes the neurophysiological basis of creative thinking.The role of fine motor skills, bilateral coordination, and sensorimotor activity in stimulating the corpus callosum and synchronizing the functioning of the left and right hemispheres of the brain is analyzed.It is demonstrated that creativity is considered not as an innate ability, but as a dynamic quality that is formed through optimally organized play interaction between an adult and a child.The article presents the concept of scaffolding as a leading strategy of pedagogical support within the zone of proximal development, combining emotional safety,Наукові перспективи № 12(66) 2025 2042 cognitive guidance, and the organization of an enriched play environment.The effectiveness of using neuropsychologically oriented play-based methods (constructive exercises, object manipulation, sensory and cross-lateral movements) for the development of cognitive flexibility, speech, emotional regulation, and divergent thinking in preschool children is substantiated.A comparative analysis of the proposed neuroconstructivist approach with the Montessori method and Waldorf pedagogy is carried out, which makes it possible to outline its integrative and applied potential.It is concluded that the implementation of scientifically grounded play strategies aimed at interhemispheric interaction is a promising direction for optimizing preschool education and creates neuropsychological prerequisites for the development of a child's creative potential.