CREATIVE WRITING COMPETENCE IN PRIMARY EDUCATION: CONCEPTUAL FOUNDATIONS AND TYPOLOGICAL DIMENSIONS
CREATIVE WRITING COMPETENCE IN PRIMARY EDUCATION: CONCEPTUAL FOUNDATIONS AND TYPOLOGICAL DIMENSIONS

Summary/Abstract: This article investigates the conceptual foundations and typological dimensions of creative writing competence in primary education, with particular reference to the role of Information and Communication Technologies (ICT) in supporting its development. Drawing on a systematic analysis of theoretical frameworks from Romanian, Moldovan, and international pedagogical literature, the study defines creative writing as a complex, multidimensional competence that integrates cognitive, linguistic, and affective-motivational dimensions. The article examines the main types of creative writing practised in primary classrooms — narrative, descriptive, poetic, and journal writing — and analyses the methodological approaches that support their development. Special attention is given to the dual nature of written communication competence: functional accuracy and creative expressiveness. The findings confirm that systematic integration of ICT tools, combined with coherent pedagogical strategies and appropriate teacher training, significantly enhances pupils’ creative writing competence, motivation, and metacognitive awareness. The study contributes a theoretically grounded and practically applicable framework for creative writing pedagogy in primary education.

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