Children’s developing reflections on and understanding of creativity

Stricker, Laura W.; Sobel, David

doi:10.1016/j.cogdev.2020.100916

Cited by 8 publications

(10 citation statements)

References 20 publications

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“…The development of abstract thought follows this phase. At the age around 8 children also begin to innovate instead of imitating ( Stricker and Sobel 2020 ). By contrast from a sociocultural perspective, Vygotsky ( 1962 ) viewed social interaction as the primary source of cognition and behaviour.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Young Creators: Perceptions of Creativity by Primary School Students in Malta

Mangion

Riebel

2023

J. Intell.

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Policymakers and employers insist that educational institutions prepare workforce-ready candidates fluent in the application of 21st Century Skills such as creativity. So far, only a few studies have explored the self-perceived creativity of students. This paper addresses this gap in literature by providing an understanding of how young students in upper primary feel about themselves as creative beings. Data for the present study was collected through an anonymous online survey that 561 students, aged 9–11 years and residing in Malta (EU), completed. In-depth responses were collected from a subset of the original sample made up of 101 students through an anonymous online form containing a set of questions. Data was analysed using regression analysis for the quantitative component and through thematic analysis for the qualitative part. Results indicate that, overall, students in Year 6 felt less creative than students in Year 5. Furthermore, findings show that the type of school attended impacted the students’ perception of creativity. From a qualitative perspective, findings led to insights into (i) the interpretation of the term creativity and (ii) the impact of the school environment and how timetabling impacted students’ creativity. The findings suggest that the student’s perceived creative personal identity and the concrete manifestations that they engage in are influenced by environmental factors.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Young Creators: Perceptions of Creativity by Primary School Students in Malta

Mangion

Riebel

2023

J. Intell.

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“…Pengembangan pengetahuan dan keterampilan dilakukan melalui pendekatan saintifik untuk penanaman sikap akan dipandu dengan pedoman tersendiri. Sesuai dengan pendapat (Stricker & Sobel, 2020) Kualifikasi dan kompetensi guru PAUD didasarkan Pada Peraturan Menteri Pendidikan Nasional Indonesia Nomor 16 tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi Guru beserta lampirannya. Tantangan bagi pendidik PAUD untuk dapat memberikan sentuhan pendidikan yang kreatif, inovatif, cerdas, dan menyenangkan sehingga dunia bermain yang merupakan dunia anak usia dini tidak hilang begitu saja dalam kehidupannya.…”

Section: Pendahuluanunclassified

“…Aspek perkembangan seperti kognitif, bahasa, fisik motorik, sosioemosional, moral spiritual, dan seni dapat distimulasi dengan berbagai cara agar pertumbuhan dan perkembangannya berjalan dengan baik. Salah satu metode pembelajaran relevan yang dapat dilakukan untuk menggugah kesadaran anak usia dini terhadap pentingnya pengolahan sampah yaitu melalui edukasi (Stricker & Sobel, 2020). Edukasi yang paling tepat dan efektif dilakukan pada masa anak-anak jenjang anak usia dini, karena pada masa ini anak-anak dapat memperoleh pengetahuan-pengetahuan dasar untuk keberhasilan penyesuaian diri mereka pada kehidupan yang akan dating (Fernández-Santín & Feliu-Torruella, 2020).…”

Section: Pembahasanunclassified

Metode Pembelajaran Berbasis 3r (Reuse, Reduce, Recycle) dalam Upaya Memperdayakan Kreativitas Anak Usia Dini

2022

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Tujuan dari penelitian ini adalah untuk mengetahui metode pembelajaran berbasis 3R (reuse, reduce, recycle) sebagai upaya memperdayakan Kreativitas Anak Usia Dini TK PGRI 8 Wonorejo Sumbermanjing Malang. Terbentuknya kreativitas tentunya sangat dipengaruhi oleh lingkungan belajar anak. Setiap individu anak usia dini memiliki potensi yang sangat unik. Salah satu keunikan individu anak tersebut adalah perkembangan perkembangan kreativitas anak.. Metode penelitian yang digunakan dalam penelitian ini menggunakan koalitatif deskriptif. Dengan teknik penumpulan data secara observasi, wawancara, dokumentasi dan audio visual. Analisis data yang digunakan secara deskriptif seperti reduksi data, display data, verifikasi data. Kemudian dilkukan keabsahan data dengan teknik Triangulasi. Hasil penelitian dapat disimpuljan bahwa metode pembelajaran berbasis 3R (reduce, reuse, recycle) berdampak pada peningkatan kreativitas anak usia dini yaitu dengan memanfaatkan sampah anorganik secara inovatif sebagai menyediakan media pembelajaran dengan tujuan mengembangkan kreativitas anak sejak dini. Karena kreativitas anak itu tumbuh dipengaruhi oleh metode pembelajaran melalui pendekatan 3R. Kemudian lingkungan belajar yang telah disiapkan oleh guru dengan bahan-bahan yang berupa bahan mentah habis pakai (sampah anorganik) diolah dan dimodifikasi sehingga dapat digunakan dalam pembelajaran dengan membuat permainan edukatif sederhana berbahan bekas atau sampah sampah anorganik. Maka dengan Metode pembelajaran berbasis 3R (reduce, reuse, recycle) yang diimplementasikan oleh guru diperlukan sebagai sumber pengetahuan, ketrampilan baru sekaligus dalam pengembangan nalar dan kreativitas anak usia dini. .

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“…In recent years, the development of children’s creative competences has received increased attention in primary schools (OECD, 2019; van Broekhoven et al, 2020). While societies at large are increasing their efforts to facilitate and foster children’s creative skills, the research on children's creativity has predominantly focused on children’s divergent thinking in the detriment of investigations of children’s creative processes or creative products (Stricker & Sobel, 2020).…”

mentioning

confidence: 99%

“…Divergent thinking tasks have been shown to predict creative achievement in adults (Guilford, 1967; Kim, 2008; Runco et al, 2010) and have been argued to be useful as estimates of children's potential for creative thinking as well (Runco, 1991). In children, creative potential and divergent thinking has received more attention compared to other aspects of children’s creativity (Stricker & Sobel, 2020). Yet, the extent to which creative cognition predicts creative action is still unknown, as well as the extent to which divergent thinking predicts real-life creative outputs (Zeng et al, 2011).…”

mentioning

confidence: 99%

Trust the process: The effects of iteration in children’s creative processes on their creative products.

Taranu¹,

Andersen²,

Bojesen³

et al. 2024

Psychology of Aesthetics, Creativity, and the Arts

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In creativity research it is often claimed that creativity pertains to persons and products as well as processes. However, most studies have focused on the creative potential of persons and their creative products in detriment of looking at the creative process itself or investigating all three facets of creativity in the same study. In this article, we report on a study that investigated children's creative potential, iterations in their creative process, and the effects of these factors on their creative products. Twenty-seven children aged 10-12 participated in a LEGO building task and were asked to build creative products in a five-step iterative process (for a total of 135 creative products). Children's creative potential was then assessed with an Alternative Uses Task. Finally, children's creative products were evaluated by six expert raters using a Consensual Assessment Technique. Results revealed statistically significant effects of iterations in the creative process on children's creative products. Specifically, iterations significantly increased originality but decreased task-appropriateness of the creative products. These results suggest that, in children, iterations in creative processes might facilitate exploration but inhibit exploitation. We found no statistically significant effects of children's creative potential on their creative products, supporting domain specificity in creativity. These findings represent some of the first empirical evidence showcasing the effects of iteration on originality and appropriateness in children's creative products, emphasizing the importance of investigating creative processes in children.

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Children’s developing reflections on and understanding of creativity

Cited by 8 publications

References 20 publications

Young Creators: Perceptions of Creativity by Primary School Students in Malta

Young Creators: Perceptions of Creativity by Primary School Students in Malta

Metode Pembelajaran Berbasis 3r (Reuse, Reduce, Recycle) dalam Upaya Memperdayakan Kreativitas Anak Usia Dini

Trust the process: The effects of iteration in children’s creative processes on their creative products.

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