Effects of School Environments on the Development of Young Children's Creativity

Thomas, Nancy G.; Berk, Laura E.

doi:10.1111/j.1467-8624.1981.tb03161.x

Cited by 20 publications

(26 citation statements)

References 14 publications

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“…These findings replicate results obtained by Avanzini andFerrero (1976-1977) and Frankiewicz (1984). However, our results are not completely congruent with those of Thomas and Berk (1981), which revealed, like Horwitz (1979), mixed findings. In fact, creative performance, according to various studies, could depend on gender, creative task and pedagogy.…”

Section: Discussioncontrasting

confidence: 79%

“…This issue will be discussed below because we observed variations between schools in the current results. Moreover, Thomas and Berk (1981) found in their study a gender effect according to which boys showed better creative performances than girls. They suggested that teachers may tolerate creativity among boys more easily than among girls.…”

Section: Discussionmentioning

confidence: 95%

“…However, it is difficult to draw any strong conclusions about the superiority of this method because there is no information on pupils' initial level of performance: indeed, it is possible that pupils of the freetext group already had higher performances than other children in the pretest. Thomas and Berk (1981) conducted a literature review concerning the effects of different school environments on children's creativity, which revealed non-conclusive results as well. They emphasized that these divergent results can be due to the various definitions allowed for the school environment.…”

Section: Studies On the Influence Of School On Children's Creativitymentioning

confidence: 98%

See 2 more Smart Citations

Differences in the development of creative competencies in children schooled in diverse learning environments

Besançon

Lubart

2008

Learning and Individual Differences

141

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Section: Discussioncontrasting

confidence: 79%

Section: Discussionmentioning

confidence: 95%

Section: Studies On the Influence Of School On Children's Creativitymentioning

confidence: 98%

See 1 more Smart Citation

Differences in the development of creative competencies in children schooled in diverse learning environments

Besançon

Lubart

2008

Learning and Individual Differences

141

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“…The core features of these traditional summer camps may explain some of the variation in DT (Amabile & Gitomer, 1984;Goor & Rapoport, 1977;McCrae, 1987;Thomas & Berk, 1981).…”

Section: Discussionmentioning

confidence: 99%

Summer Camp as a Force for 21st Century Learning: Exploring Divergent Thinking and Activity Selection in a Residential Camp Setting

Lynch

Hegarty²,

Trauntvein

et al. 2018

JYD

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This study investigated change in divergent thinking (DT), an indicator of creative potential, at 2 genderspecific residential summer camps. Additionally, this study examined whether the change in DT varied by gender and by the type of activities campers self-select. Quantitative methods, using a quasiexperimental design was used in order to understand differences in camper scores. A total of 189 youth, 100 girls, 89 boys, between the ages of 9 and 14 years participated in the current study. Participants were administered a modified version of Guilford's (1967) alternate uses task, a measure of DT, in which respondents were asked questions such as name all of the uses for a brick or name all of the uses for a plate before the camp session started, and then again at the end of the two-week session. Results indicate overall mean significant increases in DT across all scoring methods of fluency, flexibility, and originality. Participants who self-selected 1 or more artistic activities (e.g., drama, arts and crafts, dance) had significant increases on the tasks as opposed to participants who did not select any artistic activities (e.g., basketball, baseball, archery). Finally, girls significantly increased across all scoring methods, whereas boys slightly increased in fluency and flexibility but not in originality. These results indicate residential summer camp may provide a creativity "benefit" for youth in attendance, especially those who participate in certain activities. Practitioners should use this study to understand their own programming in terms of creativity, activity offerings, and camp culture.

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“…Amabile, Schatzel, Moneta, Kramer, & 2004;Forrester & Hui, 2007), organizational (e.g. Besançon & Lubart, 2008Thomas & Berk, 1981) or cultural level (e.g. Leung, Maddux, Galinsky, & Chiu, 2008;Rudowicz, 2003).…”

Section: Approaches To Measuring Creativitymentioning

confidence: 99%

Approaches to Measuring Creativity: A Systematic Literature Review

Said-Metwaly

Noortgate

Kyndt

2017

Creativity. Theories – Research - Applications

149

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This paper presents a review of the literature on the measurement of creativity. Creativity definitions are discussed as a starting point for understanding the nature of this construct. The four major approaches to measuring creativity (process, person, product and press) are reviewed, pointing out commonly used instruments as well as the advantages and weaknesses of each approach. This review reveals that the measurement of creativity is an unsettled issue, and that the existing instruments purporting to measure creativity suffer from serious conceptual and psychometric shortcomings. Research gaps and suggestions for future research are discussed. INTRODUCTIONCreativity is considered as a precious asset for solving individual, organizational and social problems and achieving sustainable development (Barbot, Besançon, & Lubart, 2015;Lubart, Zenasni, & Barbot, 2013;Zeng, Proctor, & Salvendy, 2011). Accordingly, understanding the nature and determinants of creativity is of great importance to enhance its development. However, although much research has been devoted to such understanding, some controversial issues have not yet been settled.One of the most controversial issues in creativity research is the measurement of this construct (Baer & McKool, 2009; Barbot, Besançon, & Lubart, 2011; Blamiresa & Peterson, 2014;Kaufman, Baer, Cole, & Sexton, 2008;Mouchiroud & Lubart, 2001;Park, Chun, & Lee, 2016;Zeng et al., 2011). The growing body of creativity research has devoted considerable attention to the development of numerous instruments assessing dif- Wim Van den NoortgateUniversity of Leuven, Belgium E-mail address: wim.vandennoortgate@kuleuven.be * This research was supported by a grant from the Government of Egypt Unauthenticated Download Date | 5/11/18 5:43 PM 239 ferent aspects of creativity, ranging from cognitive processes to environmental factors (Kaufman, Lee, Baer, & Lee, 2007;Park et al., 2016).The most prominent characteristic of this body of instruments is their diversity, indicating the complexity of defining and measuring creativity (Hocevar, 1981). In addition, these instruments have limitations, such as measuring trivial aspects of creativity or lacking adequate psychometric properties (Baer & McKool, 2009;Kaufman et al., 2007). Hence, researchers seeking to measure creativity face a number of unsolved issues, including how creativity should be defined, what particular aspects of this construct need to be valued and measured, and what the most appropriate instruments are, for measuring these aspects (Blamiresa & Peterson, 2014;Treffinger, Young, Selby, & Shepardson, 2002). In this regard, this paper aims to shed light on these issues through answering these questions:1. How is creativity defined and described in the literature? 2. What are the approaches to measuring creativity? 3. What are the most commonly used instruments in each approach? 4. What are the advantages and weaknesses of the existing approaches for measuring creativity?We try to answer these questions through systematically reviewin...

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Effects of School Environments on the Development of Young Children's Creativity

Cited by 20 publications

References 14 publications

Differences in the development of creative competencies in children schooled in diverse learning environments

Differences in the development of creative competencies in children schooled in diverse learning environments

Summer Camp as a Force for 21st Century Learning: Exploring Divergent Thinking and Activity Selection in a Residential Camp Setting

Approaches to Measuring Creativity: A Systematic Literature Review

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