Creation Process during Learning of Gifted Students: Contributions from Jean Piaget

Abstract

This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to escape from school for not having reason to attend it. According to Piaget's theory, the process of creation and of new discoveries is being driven by affection. The creation itself is the result of the interaction and balance between assimilation and accommodation, thus representing a new adaptation, which integrates the affective and cognitive aspect. The process of imagination, creation, invention toward new discoveries depends on how the school performs the necessary referrals for a stimulating environment of creativity. In this sense, we should always rely on the support of a team of professionals prepared to offer a quality education that aims a full human development.

La Participación Infantil: La Llave para la Construcción de Ambientes Creativos en la Escuela

“…Existe una relación de complementaria entre la generación de ambientes creativos y los justos, pues las pretensiones de ambos ambientes se direccionan a la transformación de cuestiones culturales. Los autores del campo de conocimiento que asumen la creatividad como transformación social son numerosos (Piske, et al, 2017), como también los son los investigadores del campo de la justicia y la participación en la educación (Larkins, 2013;Murillo y Hernández, 2014;Oraisón, 2016;Resh y Sabbagh, 2014).…”

“…Glaveanu (2010) destaca algunas características esenciales para la generación de productos creativos, estas son: la técnica o el conocimiento de los niños en el campo que pretenden incidir, la expresión de ideas y la libertad de transformar el producto (Glaveanu, 2015). De esa manera, los ambientes creativos permiten la expresión de nuevas ideas e investigación de su entorno (Gozoga et al, 2006;Piske et al, 2017).…”

Components of Geographical Practice Power Competency (Gppc) for Primary and Secondary School Students: Conceptualization, Contexts, and Content

“…Furthermore, learners are more concerned about geography as an examination subject, and so GPPC receives relatively more attention at the upper-secondary school level and less at the lower-secondary school level. However, according to Piaget's cognitive theory of occurrence, the development of an ability or a volitional quality occurs from a lower to higher order (Piske, et al, 2017). Accordingly, since the acquisition of GPPC may also progress from elementary school to secondary school, it is important that this study also explores the competency component of GPPC from international curriculum documents.…”

Características De Crianças Com Altas Habilidades/ Superdotação: Uma Revisão Sistemática1

“…Destacam-se os benefícios da oferta de educação diferenciada para as AH/SD. Conhecer aspectos da cognição é importante, pois eles contribuem, junto a outros aspectos, no processo de identificação das crianças com altas habilidades/superdotação (Piske et al, 2017). Na categoria "Instrumentos de avaliação e processos de identificação", os achados de O desenvolvimento assíncrono de uma criança de cinco anos e três meses com superdotação foi investigado por Saranli (2017).…”