An Investigation of Creativity Among Children in Kindergartens, Primary, Middle and High Schools

Abstract

This study, which has a correlational survey design, aims to investigate creativity among children in kindergartens, primary, middle and high schools. The population of this study is comprised of all children attending kindergartens, primary, middle and high schools in the 2011-2012 academic years. The sample of the study consisted of a total of 1200 students, 100 of whom were randomly selected from each level of education. For some reasons, some cases were omitted, and analyses were done using the data of 1085 students. As a result of the study, it was observed that gender caused major differences regarding fluency in children attending kindergartens, elaboration and resistance to premature closure in children middle schools, and regarding originality, abstractness of titles, and elaboration and total creativity in children attending to high schools. It was found out that the average creativity score of girls were higher than those of boys (p<0.05). Besides, the scores for fluency, elaboration, and resistance to premature closure and total creativity differed on the level of education (p<0.05).

Examining the Development of Creativity in Adolescents in 9th and 12th Grades: A Four-Year Longitudinal Study

“…Mullineaux and Lisabeth F. DiLalla (2009), they stated that elaboration scores of 10-15 year-old girls were higher than boys' elaboration scores and girls' drawings were better and more innovative. In their study, Aysel Köksal Akyol and Güneş Salı (2016) found that there was a significant difference between the grade levels in terms of ATs and the creativity mean score of the girls attending high school was higher than boys.…”

“…As the grade level rises, the age increases and this result can be interpreted as the fact that as the grade level increases, detailing (elaboration) enhanced. In a cross-sectional study conducted at the level of the grades, it was found that the elaboration scores was the highest in the 5th, 6th, 9th, and 10th grades (Köksal Akyol & Salı, 2016). There was no significant difference in the scores of originality and ATs subscales of the creativity and TC score.…”

“…It was determined that the fluency scores of the adolescents in the 12th grade differed according to gender and this differentiation was in favor of the scores of the MAs. In their study, Köksal Akyol and Salı (2016), found that there was a significant difference in fluency scores only in favor of girls attending kindergarten. Even though there was no significant difference, fluency mean scores of girls in the first and second levels of primary school and in high school were higher than those of boys.…”

“…When the results of other studies were examined, it was seen that they supported these results. In a cross-sectional examining the DC at the level of the grades, it was determined that the fluency scores were the highest in the 6th, 7th and 9th grades, and decreased in the 10th and 11th grades, and the RPMC scores increased from the 1st grade to 9th grade, were the highest in the 9th grade, and decreased in the 10th and 11th grades (Köksal Akyol & Salı, 2016). The decrease in some creativity subscales scores may be associated with the characteristics of the age period.…”

“…In the literature review, it is seen that studies conducted in the nation mainly focused on the relationship between creativity and demographic variables (Çetingöz, 2002) and the effect of education programs (EPs) on CT (Atkıncı, 2001;Yaman & Yalçın, 2005;Sonmaz, 2002). It is seen that CT skills have been studied in every age period from pre-school to adulthood (Salı & Köksal Akyol, 2015;Köksal Akyol & Salı, 2016;Yüksel, 2016;Kayar, 2016;Runco, Acar, & Cayirdag, 2017).…”