Abstract
Typological diversity of pupils at primary school is very wide, while the degree of individualization and differentiation in their educational process is also diverse. Detection, definition of specific traits of the pupil's personality and especially their respect and subsequent cultivation is a necessary prerequisite for its successful development in a multidimensional context, while the integrity of the pupil's personality is synergistically shaped by social and macroenvironmental and microenvironmental factors.
I see the long-term and systematic development of his creativity as a highly suitable means for the continuous and gradual development of specific aspects of a student's personality. At the same time, I do not consider products that arise during the creative process to be the most important, but rather the process that the student goes through and that continuously shapes and allows him to exercise and develop his autonomy, as well as develop self-determined motivation, self-regulation, metacognitive strategies, critical thinking, etc.
Just as pupils'cognitive processes in learning are different, so is the degree of pupils' willingness to embark on the creative efforts of (not only) teachers and the process of implementing tasks and reflection on selected partial aspects of pupil's work depending on the goals we pursue. The selection of methods is also very important, the choice of which should correspond not only to the set goals in the field of creativity development (primarily in the areas of art-visual and linguistic-literary, secondarily in the field of drama-movement and music) in conjunction with other interdisciplinary goals, but which should, as far as possible, reflect knowledge about the typological specifics of the personalities of the pupils.
For the purposes of this paper, I chose the Graphic-Narrative-Embodied Play (GNEP) method, which intersects the above 4 artistic areas, as well as provides a suitable environment for the detection, definition and subsequent cultivation of specific aspects of the student's personality in various stages of his creative activity.