Abstract
This study investigates the educational settings necessary for fostering the foundations of self-fulfilment in older preschool children. Emphasising the role of creative activity as a core driver of personality development, the research aims to conceptualise self-fulfilment within early childhood education while providing practical strategies for fostering its emergence. The methodological framework incorporates theoretical analysis, synthesis, and inductive reasoning. A thorough review of psychological and pedagogical literature informed the investigation of effective educational environments and organisational strategies in preschool settings. The research delineates essential characteristics of an educational setting that promotes self-fulfilment, encompassing personalised learning trajectories, innovative involvement, and culturally attuned pedagogy. It delineates the primary types of preschool activities that foster socialisation, self-awareness, and creative expression. Research indicates that cultivating creativity in both structured and unstructured educational environments is essential for students to achieve a sense of purpose, emotional expression, and personal development. The findings of this study provide valuable insights for educators seeking to enhance early childhood education practices and create environments that support the holistic development of preschool children.