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

Abstract

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.

Camp Organizational Support for Creativity Among New And Returning Camp Counselors

“…For something to be considered creative, it needs to be both new (novel) and have appropriate use (utility) within a social context. In summer camp, creativity may be enacted through theming activities, creating new traditions, or offering training focused on creativity (Ellis, Jiang, Lacanienta, & Carroll, 2019;Hosseini & Watt, 2010;Lynch et al, 2018). Prior studies assert that effective implementation (or 'buy-in') of camp themes involves co-creation of activities which is based on awareness of camper needs, counselor experience, and overall expectations of the camp traditions and values (Lacanienta, Ellis, Taggart, Wilder, & Carroll, 2018).…”

“…This is because the production of novel and applicable ideas and practices has become paramount in modern organizations. Prior research has focused solely on the role camp plays for supporting camper creativity in a residential camp setting (Lynch et al, 2018).…”

“…Creativity has been extensively researched in school and work contexts; however, no known studies empirically address workplace creativity among new and returning camp counselors in a residential summer camp (Amabile, Conti, Coon, Lazenby, & Herron, 1996;Goor & Rapoport, 1977;Lynch, Hegarty, Trauntvein, & Plucker, 2018). Understanding and implementing creativity for counselors in a camp context may help support novel training techniques and professional development opportunities throughout the summer.…”

Camp Research: What? So What? What’s Next?

“…Bird and Subramanium (2018) were also interested in the key processes that occurred that led to enhanced camper experiences. Similarly, Lynch et al (2018) examined how creative experiences might be facilitated in camp. Wilson and Sibthorp (2018) began to explore the mechanisms that enhanced workplace readiness such as experiential learning, camp as separate time and space, camp schedules, the role of counselors, communal living, safe and supportive environments, and diversity of people.…”

“…Camp is not always inherently good. For example, although many people believe camp is a safe place free of sexism or racism, Lynch et al (2018) pointed out the need to help boys focus on creativity just as much as girls, and Perry (2018) noted how White privilege continues to occur in camps just as it does in society at large. Baker (2018) also showed in her article on liminality and communitas that being a camp counselor can be a positive experience, but is not without struggles that must be acknowledged by camp directors.…”