Abstract
The requirements imposed by society also apply to modern preschool education. First of all, it includes the need to create optimal conditions for the education of a dynamic and creative personality, which contributes to a full-fledged interaction with the environment in accordane with their age characteristics and capabilities. In the concept of preschool education and upbringing, the formation of creative and creative potential is an essential task in preschool education. In this regard, it is crucial to create an atmosphere of freedom of expression, encourage children to be proactive and independent, and approve original creative solutions, according to leading scientists such as L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, E.I. Ignatiev, T.S. Komarova, N.P. Sakulina, I.V. Strakhov, E.I. Fleerin, the foundations of creative activity and creative potential are laid at preschool age. Therefore, preschool age is more sensitive to the formation of this personality quality. The article discusses the issues of an integrative approach to the quality of preschool education in developing children's creative potential. The essence of the integrative approach is the combination of knowledge from different fields that complement each other. According to T.S. Komarov, "integration is a deeper form of interconnection, interpenetration of different content of upbringing and education of children. It covers all types of children's activities (artistic and creative activities, various games: didactic, mobile; dramatization games, plot-role-playing; visual activity, artistic speech, music). Keywords:an integrative approach, preschool children, creativity, creative potential, development