How can we enhance creativity in childhood? An action research with Italian children

##plugins.themes.bootstrap3.article.main##

Maria Elvira De Caroli
Rossella Falanga
Orazio Licciardello
Elisabetta Sagone

Resumo

Creativity was defined as “the centerpiece of an education that prepares a generation of change agents for doing good” (Sheridan-Rabideau, 2010). In the theoretical framework of the action research model (see Lewin, 1951) this study was aimed to propose a training to enhance creativity in children. According to the William’s model (1966, 1994), creativity is made by the following factors: fluency, flexibility, originality,elaboration and the ability to produce creative titles . Purpose: to explore the effects of a specific training on improvement of creativity factors. Training consisted of three steps (1 hour every one) in which the children, respectively, a) imagined to see objects looking in a Kaleidoscope and wrote a story with imagined objects; b) proposed ways to enhance a simple toy and to make it funny (see Torrance, 1989); c) found similarities between couples of objects. Sample: 36 Italian children (16 boys and 20 girls) aged between 7 and 8 years old, attending second classes of a primary school in Misterbianco (Italy). Participants were divided between experimental group (attending training) and control group (no training). Measures: The Italian version of Test of Divergent Thinking (TCT: Williams, 1994). We used protocol A to analyze levels of creativity before the training and protocol B (perfectly comparable with protocol A) to evaluate creativity after training. Results: Children reached levels of creativity similar to those obtained by children of the same age in our context (De Caroli, 2009). After training, children of the experimental group improved in flexibility (t= -2,872, p=.01), originality (t= -3,831, p=.001), elaboration (t= -6,096, p menor que .001), and in titles production(t= -3,573, p=.002). No significant changes emerged in the Fluidity. Future research could deepen the effects of this training in children of different ages.

Downloads

Não há dados estatísticos.

##plugins.themes.bootstrap3.article.details##

Como Citar
De Caroli, M. E., Falanga, R., Licciardello, O., & Sagone, E. (2017). How can we enhance creativity in childhood? An action research with Italian children. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 1(1), 95–102. https://doi.org/10.17060/ijodaep.2017.n1.v1.902
Secção
Artículos
Biografia Autor

Maria Elvira De Caroli, University of Catania

University of Catania, Department of Educational Sciences, Catania, Italy

Referências

Ahmadi, N. T., Mustaffa, S. & Ahmadi, A. (2014). The Barriers of Enhancing Creativity Developed by Parents in Developing Countries. Procedia - Social and Behavioral Sciences, 114(21), 257-261.

Canbulat, N., Inal, S. & Sönmezer, H. (2014). Efficacy of Distraction Methods on Procedural Pain and Anxiety by Applying Distraction Cards and Kaleidoscope in Children. Asian Nursing Research, 8(1), 23-28.

Cropley A. J., Dehn D. (eds.).(1996). Fostering the growth of high ability: European perspectives. Portsmouth: Greenwood: Publishing Group.

Dacey, J. & Lennon, K. (2000). Understanding creativity: the interplay of biological, psychological and social factors. Buffalo, NY: Creative Education Foundation.

De Caroli M. E. & Sagone E. (2014). Divergent Thinking In Children With Down Syndrome. Procedia - Social and Behavioral Sciences, 141(25), 875-880.

De Caroli M. E. (2009). Pensare essere, fare… creativamente. Riflessioni teoriche ed indagini empiriche in età evolutiva. Milano: Franco Angeli.

De Caroli, M. E. & Sagone, E. (2009a). Flessibilmente … stereotipi di genere creatività e contesti scolastici a confronto. In M.E. De Caroli (Ed.), Pensare essere, fare… creativamente. Riflessioni teoriche ed indagini empiriche in età evolutiva,(pp. 143-173). Milano: Franco Angeli.

De Caroli, M. E. & Sagone, E. (2009b). Persona(lità) e pensiero divergente in età adolescenziale. In M.E. De Caroli (Ed.), Pensare essere, fare… creativamente. Riflessioni teoriche ed indagini empiriche in età evolutiva,(pp. 176-185). Milano: Franco Angeli.

De Caroli, M. E. & Sagone, E. (2010a). A Study on Creative Performance in Italian Children with Learning Disability. INFAD-Revista de Psicologia, 3(1), 855-862.

De Caroli, M. E. & Sagone, E. (2010b). Mental synthesis and creative thinking in learning disabled children. In G. Perez-Bustamante, K. Phusavat & F. Ferreira (Eds.), Proceedings presented to the IASK International Conference on Teaching and Learning (pp. 272-279). Seville, Spain: IASK–International Association for Scientific Knowledge.

Gordon, W. J. (1961). Synetics: the development of creative capacity. New York: Harper.

Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444-454.

Guilford, J. P. (1987). Creativity Research: Past, Present and future. In S.G. Isaksen (Ed.), Frontiers of creativity research: beyond the basics (pp.33-65). Buffalo, NY: Bearly Limited.

Lewin, K. (1951). Field theory in Social Science. NY: Harper & Row. Trad. it., Teoria e sperimentazione in psicologia sociale. Bologna: Il Mulino (1972).

Lupi, G., & Antonietti, A. (2000). Sviluppo della creatività infantile attraverso la sintesi di immagini mentali [Enhancing children creatività through mental image synthesis]. Psicologia dell’Educazione e della Formazione, 2, 353-370.

Moore, M. & Russ, S. W. (2008). Follow-up of a Pretend Play Intervention: Effects on Play, Creativity, and Emotional Processes in Children. Creativity Research journal, 20(4), 427-436.

Runco, M. A. (2007). Creativity. Theories and Themes: Research, Development and Practice. Amsterdam: Elsevier.

Sagone, E. & De Caroli, M. E. (2014). Emotion comprehension and divergent thinking: what’s their relationship in developmental age? Procedia - Social and Behavioral Sciences, 116(21), 585-589.

Salavera, C., Usán, P., Chaverri, I., Gracia, N., Aure, P. & Delpueyo, M. (2017) Emotional intelligence and creativity in first- and second-year primary school children. Procedia - Social and Behavioral Sciences, 237 (21), 1179-1183.

Sheridan-Rabideau, M. (2010).Creativity repositioned. Arts Education Policy Review, 111(2), 54–58.

Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87-98.

Torrance E. P. (1959). Current research on the nature of creative talent. Journal of Research and development in Education, 15, 29-37.

Torrance, E. P. (1974). Norms technical manual: Torrance Tests of Creative Thinking. Lexington, Mass: Ginn and Co.

Torrance, E. P. (1981).Empirical validation of criterion-referenced indicators of creative ability through a longitudinal study. Creative Child and Adult Quarterly, 6, 136-140.

Tüfekci, F. G., Celebio, A. & Küçüko, S. (2009). Turkish children loved distraction: Using kaleidoscope to reduce perceived pain during venipuncture. Journal of Clinical Nursing, 18(15), 2180-2186.

Udwin ,O. (1983). Imaginative play training as an intervention method with institutionalized preschool children. British Journal of Educational Psychology, 53(1), 32-39.

Williams, F. E. (1966). Creativity in engineering education. Personnel Administration, 29 (5), 22-27.

Williams, F. E. (1994). Test della creatività e del pensiero divergente. Trento: Centro Studi Erickson. 1 Research was carried out in collaboration with children, teachers, and headmaster of L.Sciascia primary school in Misterbianco (Sicily).