DEVELOPMENT OF VERBAL CREATIVITY BY BILINGUAL AND ENGLISH AS FOREIGN LANGUAGE LEARNERS IN KINDERGARTEN TO 8TH GRADE SCHOOLS

Bilingualism has long been within the scope of creativity studies that investigate creativity and problem solving. This study aims to explore the possible effect of bilingualism on the verbal creativity of English language learners. Participants from a bilingual and an English as foreign language teaching program within the same school were selected as an experimental and a control group respectively to compare verbal creativity. A series of creative English writing tasks designed by the authors were assigned to a total of 86 third grade (aged 7–8) students. Both the English as foreign language group (N = 42) and the bilingual group (N = 44) were subject to assessment and evaluation in terms of verbal creativity. The two cohorts completed the same creative writing tasks that were then assessed by a board of five English teachers from the same school who were trained by the authors to assess verbal creativity using a Student Product Assessment Form. An independent samples Student’s t-test was conducted and descriptive statistics of both cohorts for 9 of the assessment form were analyzed. The results showed that the students on the bilingual program outperformed those on the English as foreign language program in terms of verbal creativity. The study offers implications for English language teaching in primary schools with reference to developing creative verbal language skills at early ages.

Functions of Borrowed Vocabulary in Literary Texts by a Bilingual Author

The article is devoted to understanding the functional range of borrowed vocabulary in the Russian-language literary text of a bilingual author. In modern science, there is an opinion that this range is limited to a specific nominative function. Moreover, there is a research position that the fact of borrowing vocabulary from an ethnic language is an indicator of interference, that is, in a broad sense, it indicates an unconscious, often erroneous, inclusion of a foreign language word in a literary text. Based on modern research in the field of literary bilingualism, we refute this thesis and strive to show that the functional load of borrowings in works of verbal creativity is very significant: lexical units with a national-cultural component play an important role in text and plot formation, have conceptual, archetypal, symbolic content, act as significators of onto-linguistic being and perform an aesthetic function.

Abdullah ibn Rizvan-Pasha. The Chronicle «Tevarikh-i-Desht-i Kiptchak». Part 3

The column presents one of the principal narrative sources reflecting the history of the Golden Horde and the Crimean Khanate – the work “Tevarikh-i Desht-i Kiptchak” (“The Chronicle of the Desht-i Kiptchak”, 1638) from under the pen of Abdullah ibn Rizvan. Notwithstanding the presence of works in the scientific literature on this chronicle, they still have a superficial character. The artistic and literary merits of the work have not been fully analyzed. The chronicle is a vivid example of the evolution of the Crimean Ottoman traditions of verbal creativity and chronology, which later gave impetus to the emergence of other universal histories. The text of “Tevarikh-i Desht-i Kiptchak” is given in the original transliteration from two manuscripts (National Library of France S 874 and The Library of Topkapı Palace Museum B 289) and in Russian translation (author of transliteration and translation – R. R. Abduzhemilev). The translation is made up of the combined text from two manuscript copies in the book Ananiasz Zajaczkowski “La Chronique des Steppes Kıptchak Tevarih-i Deşt-ı Qıpçaq du XVIIe siecle” (Warszawa 1966).

Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland)

The article outlines the essence of professional creativity in pedagogical activity. The teacher’s creativity is described as a complex of intellectual and personality characteristics of the individual, contributing to the independent generation of original ideas and their non-traditional solution. On the basis of comparative experimental research, the level of non-verbal creativity of future teachers of the bordering regions of Ukraine and Poland was revealed in the paper. According to the results of the diagnosis of non-verbal creativity (Torrens methods), the authors conclude that a significant proportion of Ukrainian and Polish students are not able to produce a sufficient number of original ideas in a minimal verbalization (for example, most of the future teachers had the average (47.3% in Ukraine, 45.8% in Poland) and low (respectively 18.7% and 25.8%) levels of non-verbal creativity based on the index of originality). It is emphasized on the need to focus the content of higher education on the development of future teachers’ ability to seek out non-standard options in organizing the pedagogical process, creative modeling of lessons and educational activities, the creation and implementation of original pedagogical ideas, authoring techniques, etc.

CREATIVE THINKING AND IMAGINATION IN THE STRUCTURE OF JUNIOR SCHOOLCHILDREN CREATIVITY

This article is devoted to the theoretical analysis of the problem of psychological features of the development of creative thinking of children of primary school age. Thinking is characterized as a cognitive process in which objects and phenomena of reality are reflected in their essential features, connections and relationships. Thinking arises on the basis of practical activities of sensory cognition. The difference between thinking and other mental processes is that it is almost always associated with the presence of a problem situation, the task to be solved and the active change of the conditions in which the task is set. The paper reveals the essence of the concept of “creative thinking” and analyzes its criteria. Creative thinking is seen as a type of thinking characterized by the creation of a subjectively new product and new formations in the cognitive activity on the way to its formation. The theory of creative thinking is substantiated, which contains many different approaches to determining its mechanisms and patterns: dialogic, dialectical, critical, reflexive, lateral, positive thinking. The peculiarities of the formation of creative thinking in primary school students are substantiated and the methods of its development are analyzed, namely: the development of students’ independence, their ability to move independently from one stage to another, mastering the ability to find the most rational way to solve non-standard problems. The main methods of research of psychological features of development of creative thinking of junior schoolchildren are analyzed: the technique “Drawing of figures” (modification of the technique of E. Torrens, developed by O. Dyachenko), which is aimed at assessing the abilities of junior schoolchildren to productive imagination (figurative creativity); the method “Invent a game” (according to R. Nemov) is aimed at assessing the flexibility, non-standard, originality of the child in the field of verbal creativity; Renzulli's creativity questionnaire (modified by O. Tunik) allows to diagnose the level of development of creative thinking (creativity) of primary school children by identifying the creative initiative of primary school students by the method of experts.The sample, stages of research are characterized and the received results of studying of psychological features of development of creative thinking of pupils of elementary school are analyzed.

Social Robots as Creativity Eliciting Agents

Can robots help children be more creative? In this work, we posit social robots as creativity support tools for children in collaborative interactions. Children learn creative expressions and behaviors through social interactions with others during playful and collaborative tasks, and socially emulate their peers’ and teachers’ creativity. Social robots have a unique ability to engage in social and emotional interactions with children that can be leveraged to foster creative expression. We focus on two types of social interactions: creativity demonstration, where the robot exhibits creative behaviors, and creativity scaffolding, where the robot poses challenges, suggests ideas, provides positive reinforcement, and asks questions to scaffold children’s creativity. We situate our research in three playful and collaborative tasks - the Droodle Creativity game (that affords verbal creativity), the MagicDraw game (that affords figural creativity), and the WeDo construction task (that affords constructional creativity), that children play with Jibo, a social robot. To evaluate the efficacy of the robot’s social behaviors in enhancing creative behavior and expression in children, we ran three randomized controlled trials with 169 children in the 5–10 yr old age group. In the first two tasks, the robot exhibited creativity demonstration behaviors. We found that children who interacted with the robot exhibiting high verbal creativity in the Droodle game and high figural creativity in the MagicDraw game also exhibited significantly higher creativity than a control group of participants who interacted with a robot that did not express creativity (p < 0.05*). In the WeDo construction task, children who interacted with the robot that expressed creative scaffolding behaviors (asking reflective questions, generating ideas and challenges, and providing positive reinforcement) demonstrated higher creativity than participants in the control group by expressing a greater number of ideas, more original ideas, and more varied use of available materials (p < 0.05*). We found that both creativity demonstration and creativity scaffolding can be leveraged as social mechanisms for eliciting creativity in children using a social robot. From our findings, we suggest design guidelines for pedagogical tools and social agent interactions to better support children’s creativity.

4X6 POSTER STRATEGY TOWARDS STUDENTS’ CREATIVITY AND THEIR MASTERY IN WRITING AT FBMB UNDIKMA

This research was aimed 1) To find the differences between students having high creativity and students having low creativity, 2) To identify the interaction between students’ creativity and 4x6 poster strategy in their writing mastery. The research was quasi experimental. In this research, represented factorial 2X2 Analysis of Variant (ANOVA) design. Next to that, this research deal with the third semester of English department program with the total number was 80 students in which it was assumed that they have not creative in writing. Next to that, the data collected by using verbal creativity test and questionnaire. The techniques of data analysis was used descriptive analysis and inferential analysis. In analyzing data of the research the researcher used t–test formula. Based on the analysis, it was gotten that t-test score was 2.58 with the degree of freedom (df) = 78 and t-table was 2.00 at the significant level =0.05 It means that the value of t-test was bigger than t-table. Alternative hypothesis is accepted (Ha) and Null hypothesis (Ho) is rejected. In conclusion, There is a significant effect of 4x6 poster strategies towards students' creativity at FBMB UNDIKMA (10 pt).

„MYTH – FOLKLORE – HISTORY“ – INTERDISCIPLINARY LESSON IN 5-TH GRADE

The modern way of living, full of a lot of information and high technologies, changes the reality and places in front of the teachers more and more challenges related to the motivation for acquiring lasting knowledge and developing research skills in their students. This requires the use of various innovative methods. The lesson – „Myth – Folklore – History“ allows fifth-graders through research tasks, role-playing games and project work understand the relationship between time – calendar – faith – art, to acknowledge that the ancient people in our lands had spatial thinking and developed symbolism, on the basis of which they create rituals, arts and calendars. This is a lesson that provokes not only exploratory thinking, but also children’s imagination. It allows the human mind to begin an incredible journey through time. Students, exploring verbal creativity, ancient images and interesting facts about the caves „Kozarnika“, „Magura“, „Altamira“, „Lascaux“, comprehend the concepts of chaos, space, myth, opposition pair, folklore, time, science, history. They understand the structure of the world according to ancient people and relate it to the modern world.

Publicistic Reflection Of Russian Entrepreneurship in Second Half of 19th — early 20th Centuries in Context of History of Russian Journalism

An attempt to outline the contours of a new research field within the framework of the history of Russian journalism — the history of entrepreneurial journalism of the mid — second half of the 19th — early 20th centuries is presented. The publicistic work of Russian entrepreneurs of this time is interpreted by the authors as the forerunner of modern business journalism. It is shown that the key role in its constitution was played by the Great Reforms of the 1860s — 1870s, during which entrepreneurship became a collective actor in the emerging public (media) space and showed the ability to express and defend its interests, including through the printed word. It is noted that even then an array of non-professional entrepreneurial publications of various genres began to take shape, which subsequently evolved into an independent branch of journalistic creativity. It is pointed out that entrepreneurs-publicists remained primarily practitioners, people of action, which determined the special pragmatism of their texts, closely related to the “guild” and personal business interests. The authors come to the conclusion that when studying the journalistic creativity of entrepreneurs, not only logical coherence should be taken into account, but also the synchronicity of all forms of the author’s verbal creativity and his business activity.