scholarly journals Creative potential and conceptual tempo in preschool children

1988 ◽  
Vol 1 (1) ◽  
pp. 115-121 ◽  
Author(s):  
Gayle Christensen Broberg ◽  
James D. Moran
Keyword(s):  
Preschool Children ◽  
Creative Potential ◽  
Conceptual Tempo

Developmental Study of the Effect of Dimensionality and Presentation Mode on Original Thinking of Children

1989 ◽  
Vol 68 (3_suppl) ◽  
pp. 1275-1281 ◽  
Author(s):  
Deborah W. Tegano ◽  
James D. Moran
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Age Groups ◽  
Presentation Mode ◽  
Developmental Study ◽  
Creative Potential ◽  
3 Dimensional ◽  
Multidimensional Stimulus ◽  
Test Conditions ◽  
Original Thinking

A sample of 188 children in three age groups, preschool, first and third grades, were administered the Patterns Task of the Multidimensional Stimulus Fluency Measure in four test conditions. The conditions systematically varied dimension (three or two) and presentation mode (handling or nonhandling). The fluency measure assessed ideational fluency, popular and original responses, as a measure of creative potential in young children. Analysis showed that dimensionality does not play a major role in the generation of original responses for any grade. However, handling 3-dimensional or 2-dimensional stimuli did appear to facilitate original thinking in preschool children. The use of 2-dimensional photographs which depict dimensionality appeared to compensate for the need to have 3-dimensional stimuli.

MOTIVATIVE ASPECTS IN THE DEVELOPMENT OF PRESCHOOLERS WITH HIGH CREATIVE POTENTIAL

2020 ◽  
Vol 22 (12) ◽  
pp. 28-33
Author(s):  
Belova E.S.
Keyword(s):  
Preschool Children ◽  
Empirical Study ◽  
Personality Traits ◽  
Diagnostic Techniques ◽  
Individual Variability ◽  
Creative Potential ◽  
Main Attention ◽  
Modern Psychology ◽  
Creative Personality ◽  
The Individual

The article is devoted to one of the urgent problems of modern psychology - the problem of personality traits in the development of children with high creative potential. The main attention is paid to their motivational manifestations at the stage of preschool childhood. Motivation is seen as an important factor in the disclosure of children's abilities and gifts. The approach proposed by A.M. Matyushkin is used to understand and study giftedness as a prerequisite for the development of a creative personality. The article presents the results of an empirical study, which purpose was to highlight the features of the motivation of preschoolers with high creative potential. The study involved 265 preschoolers of 6-7 years old. The use of a complex of diagnostic techniques made it possible to identify a group of children (N = 52) with a high creative potential among them, and to analyze the specifics of their motivational manifestations in comparison with their peers. It was found that their desire to learn new things was more pronounced than that among their peers. Different variants of the ratio of motivational manifestations are highlighted. More than half of preschoolers, both among the gifted and among their peers, were characterized by a balance of motivational manifestations and their severity: they equally wanted to learn new things and play. At the same time, the willingness to be active and proactive in cognition was observed in less than a third of older preschool children, regardless of the level of their creative potential. The need to take into account the age characteristics of motivation and the individual variability of its manifestations at the stage of preschool childhood for the successful disclosure of children's talents and the harmonious development of a creative personality is emphasized.

Organization of Exploratory Activity of Pre-School Teachers in the Process of Professional Development

2017 ◽  
Vol 5 (4) ◽  
pp. 32-37
Author(s):  
Л. Никитина ◽  
L. Nikitina
Keyword(s):  
Professional Development ◽  
Preschool Children ◽  
First Graders ◽  
Exploratory Activity ◽  
Advanced Training ◽  
Creative Potential ◽  
School Teachers ◽  
Organization Of Work ◽  
Educational Activities ◽  
Training Courses

The article describes the features of organization of work with students of advanced training courses in order to form their readiness to open and use in their practical pedagogical activities various ways of preparing preschool children for school. Particular attention is paid to the involvement of teachers in the preparatory classes in exploratory activities, which allows them to most effectively formulate the preconditions for educational activities among future first-graders, include them in new types of cooperation, preserve and multiply the creative potential of children.

Conceptual Tempo and Inhibition of Movement in Black Preschool Children

1972 ◽  
Vol 43 (2) ◽  
pp. 657 ◽  
Author(s):  
Algea Harrison ◽  
Lorraine Nadelman
Keyword(s):  
Preschool Children ◽  
Conceptual Tempo

scholarly journals PLAY AS A MEANS OF DEVELOPING THE CREATIVE POTENTIAL OF PRESCHOOL CHILDREN

2021 ◽  
Vol 2 (36) ◽  
pp. 31-37
Author(s):  
S. Nurbekova ◽  
L. Kozak
Keyword(s):  
Preschool Children ◽  
Creative Thinking ◽  
Spatial Representation ◽  
Educational Games ◽  
Research Problem ◽  
Early Age ◽  
New Combinations ◽  
Creative Potential ◽  
Creative Personality ◽  
Attention Memory

The article highlights topical issues of the development of the creative potential of preschool children through play. The works of foreign and domestic scientists on the research problem are analyzed. The essence of the concepts “creativity”, “creativity of children”, “creative potential”, “developing game”, “TIPS” is revealed. Indicators of creativity according to J. Guildford and E. Torrance are presented. The effectiveness of educational didactic games with TIPS elements in the development of the creative potential of preschool children has been substantiated. Educational games provide material for the development of creative abilities from a very early age, always create conditions that are ahead of the development of abilities, they can be different in their content and they are not compatible with coercion and create an atmosphere of free and joyful creativity, do not interfere with the child’s thinking and making decisions on his own. not doing what they can do themselves. At the same time, they develop intellectual qualities: sensation, perception, attention, memory — especially visual; the ability to find dependencies and patterns, classify and systematize material; the ability to combine, that is, the ability to create new combinations from known elements, parts, objects; the ability to find mistakes and shortcomings; spatial representation and imagination, the ability to foresee the results of their actions. Together, these qualities make up intelligence, ingenuity and creative thinking. The goals, objectives, peculiarities of TIPS pedagogy are characterized. Some TIPS methods and techniques are considered, as well as the methodology for their use in working with preschool children. The description (name, goal, course of the game) of educational didactic games with TIPS elements is given. It is concluded that by using the TIPS methodology in working with preschool children, we develop a creative personality, imagination and fantasy. TIPS helps to reduce formulaic thinking, reveals the flexibility of thought, helps to see and make decisions, teaches people to use unusual methods, helps to develop horizons.

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