How Early School Experiences Impact Creativity: An Ecological Perspective

Paris, Cynthia; Edwards, Nancy; Sheffield, Ellyn G.; Mutinsky, Maureen; Olexa, Terri; Reilly, Susan; Baer, John

doi:10.1017/cbo9780511606915.020

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…In succession, numerous cross-sectional studies (e.g., Jaarsveld, Lachmann, Hamel, & van Leeuwen, 2010;Klausmeier & Wiersma, 1964;Pickard, 1979;Smith & Carlsson, 1983) and many longitudinal studies (e.g., Claxton, Pannells, & Rhoads, 2005;Gaspar, 2001;Howieson, 1981;Torrance, 1968Torrance, , 1981a found "the creativity slump" in connection with educational transitions, that is, after school enrollment, in the 4 th grade. The hypothesis postulated by Torrance (1963) is plausible, empirically supported, and-therefore-its extensive coverage in psychological and educational contexts and publications began very early (e.g., Getzels & Elkins, 1964), has remained continuous (e.g., Sternberg & Lubart, 1991) and is current even now (e.g., Kaufman & Baer, 2006;Kaufman & Beghetto, 2009;Paris et al, 2006). However, three arguments must be considered.…”

Section: State Of Researchmentioning

confidence: 99%

Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students

Krampen¹

2012

PsycEXTRA Dataset

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The aim of the study is conducting methodologically sound, cross-sequential analyses of the creativity development of children attending different school systems. Culture-free tests of creativity (ideational fluency and flexibility) and intelligence were administered in 5 cohorts (two kindergarten and first three elementary school years), which were retested in three consecutive years. Samples include 244 Luxembourg and 312 German children enrolled in educational systems with obligatory kindergarten and 6-year comprehensive elementary school versus optional kindergarten, 4-year comprehensive elementary school and educational placement thereafter. Results demonstrate (1) linear increases in intelligence, (2) declines of divergent performances after school enrollment in both samples, (3) increases in divergent performances up to the 5th elementary school year in Luxembourg and up to the 3rd elementary school year in Germany (i.e., the next to last school year before educational placement) followed by a second creativity slump. Cross-sequential results confirm discontinuities in the development of divergent productions in childhood.

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Section: State Of Researchmentioning

confidence: 99%

Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students

Krampen¹

2012

PsycEXTRA Dataset

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“…Researchers have emphasized that technology is advancing our society at an unprecedented rate and creative problem solving will be needed to cope with new challenges as they arise (Robinson and Azzam, 2009). In addition to helping with problem solving, creativity also helps students identify problems where others have failed to do so (Csíkszentmihályi, 1999;Paris et al, 2006;Robinson and Azzam, 2009). Promoting intrinsic motivation and problem solving are two areas where educators can foster creativity in students, who are more creative when they see a task as intrinsically motivating, valued for its own sake (Byrge and Hanson, 2009;Csíkszentmihályi, 1999;Robinson and Azzam, 2009).…”

Section: Effects Of Atms On the Development Of Personalized Study Promentioning

confidence: 99%

Developing a personalized and adapted curriculum for engineering education through an ambient intelligence environment

Kadar¹,

Muntean²,

Marina³

2014

Engineering Education

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“…It is proposed that as children develop the cognitive ability to accurately report on concepts of self, their creativity is undermined, causing a decrease in performance when using metaphor to describe aspects of self. In fact, this negative relationship between cognition and creativity has been extensively researched (Beghetto, 2005;Beghetto & Plucker, 2006;Fasko, 2000Fasko, -2001Paris et al, 2006). The focus of previous research has surrounded the context of the classroom.…”

Section: Cognition Versus Creativitymentioning

confidence: 99%

How is a Fruit Tree Like You? Using Artistic Metaphors to Explore and Develop Emotional Competence in Children

Geldard¹,

Foo

Shakespeare‐Finch

2009

Aust. j. guid. couns.

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Counselling children often requires the use of supplementary strategies in order to interest and engage the child in the therapeutic process. One such strategy is the Metaphorical Fruit Tree (MFT); an art metaphor suited to exploring and developing self-concept. Quantitative and qualitative data was used to explore the relationships between children's ability to use metaphor, age, gender, and level of emotional competence (N = 58). Quantitative and qualitative analyses revealed a significant negative relationship between self-reported emotional competence and ability to use the MFT. It is proposed that children rely on different processes to understand self and as children's ability to cognitively report on their emotional capabilities via the Emotional Competence Questionnaire (ECQ) increases, their ability to report creatively on those capabilities via the MFT is undermined. It is suggested that the MFT may be used, via creative processes and as an alternative to cognitive processes, to increase understanding and awareness of intrapersonal and interpersonal concepts of self in the child during counselling.

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How Early School Experiences Impact Creativity: An Ecological Perspective

Cited by 8 publications

References 3 publications

Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students

Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students

Developing a personalized and adapted curriculum for engineering education through an ambient intelligence environment

How is a Fruit Tree Like You? Using Artistic Metaphors to Explore and Develop Emotional Competence in Children

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