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Today our society needs intelligent and creative people more than ever and in the current situation, the matter of the creativity is one of the most important issues that needs to be addressed, therefore the present study was conducted with the aim of investigating the ways of fostering creativity among 3-6-years-old preschool children. The context...
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... this plan is to achieve education, it is a training strategy. The obtained results of this study with regard to Figure 4 shows that teaching strategies involve: opportunities, space, classroom atmosphere, provision of resources, cognitive and meta-cognitive strategies, motor skills (fine and coarse), core and basic courses and strategies related to the parents. ...
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Citations
... Literatūrā (Deiviss, 1982;Sternberg & Williams, 1996;Fasko, 2001;Šūmane, 2012;Amabile, 2012;Nevanen & Juvonen, Ruismäki 2014;Aminolroaya, Yarmohammadian, & Keshtiaray, 2015;Brakovska, 2018;Walia, 2019;Zdanevych et al., 2020;Briška & Kalēja-Gasparoviča 2022) ir daudz ieteikumu par to, kā attīstīt radošās spējas no bērnības līdz pieaugušā vecumam, piemēram, ka radošās domāšanas spējas var attīstīt ar tiešām mācībām vai arī to var darīt, elastīgi organizējot izglītības programmas un šajās programmās pielietojot mācību metodes, kas stimulē gan konverģentu, gan diverģentu domāšanu, jo tas ir svarīgi radošās domāšanas attīstībai. Individuālie uzdevumi, kuru pamatā ir problēmu atrašana un risināšana, arī stimulē un attīsta radošumu. ...
... Individuālie uzdevumi, kuru pamatā ir problēmu risināšana un problēmu atrašana, arī stimulē un attīsta radošu domāšanu (Fasko, 2001;Aminolroaya, Yarmohammadian, & Keshtiaray, 2015). ...
Creativity is the ability to generate new ideas. Creativity is of great importance nowadays, because this skill is in demand in society. It is useful for preschool and school-aged children, when performing the tasks assigned by teachers in an educational institution, as well as applying this skill in solving household problems. At a later stage of life, when a person has already started his independent life - in solving everyday problems or in a professional career, where non-traditional solutions are needed. The aim of the article is to theoretically study the factors affecting creativity and analyze the possibilities of creativity development in 6-7 year old children. In the first part of the article studies and analyzed creativity in the theories of scientists and the factors affecting the development of creativity. The second part of the article analyzes and interprets the triangular evaluation data obtained from 2 groups teachers and 8 children's parents, who evaluated creativity development of 10 children. There are many different factors that affect the development of creativity, so the teacher should be creative and competent in order to be able to apply both the right methods and create an environment favorable to the development of creativity.
... The primary school years are a pivotal phase in a child's didactic expedition, situation the stage for enduring erudition. During this period, children begin to question, explore, and create, and the effectiveness of primary teachers in harnessing these innate abilities cannot be overstated (Aminolroaya et al., 2016). Smith's study, conducted in 2015, highlighted the fundamental role of primary teachers in shaping students' cognitive development. ...
... Research by Aminolroaya et al. (2016) emphasized the central role of primary teachers' beliefs in shaping students' cognitive development. It's findings underscored the significance of educators' convictions about creativity and critical thinking and how these beliefs influence their teaching strategies. ...
... Primary teachers consistently express strong beliefs in the value of creativity and critical thinking in education. They view these skills as essential for nurturing problem-solving abilities and promoting lifelong learning (Aminolroaya et al., 2016;Bereczki & Karpati, 2021). These beliefs are deeply rooted in their perspectives and significantly influence their instructional practices (Poon et al., 2017). ...
In the realm of primary education, primary teachers play a pivotal role in development creativity and fostering critical thinking in students. This study's four objectives encompassed investigating primary teachers' core beliefs about the importance of these skills and their influence on instructional practices, evaluating the classroom strategies used to enhance these skills, determining the alignment between beliefs and practices, and providing evidence-based recommendations. Employing a mixed-methods approach, the research found that primary teachers consistently believe in the value of creativity and critical thinking, aligning their beliefs with classroom practices. However, practical constraints such as standardized testing and resource limitations present challenges. The study underscores the importance of supportive school environments, ongoing professional development, and resource allocation to promote these skills. Overall, the findings highlight the critical role of primary teachers in influence the students' cognitive development and offer insights for stakeholders aiming to enhance creativity and critical thinking in primary education, aligning with the demands of the 21st century.
... Starting from creativity as the foundation of social progress and the belief that it is the most desirable trait for success in the modern world, the need for creative and intelligent people today is greater than ever (Aminolroaya, Yarmohammadian, and Keshtiaray 2016). Hence, the ability to think and act creatively is recognised and advocated as the educational imperative of the twenty-first century (Harris 2016). ...
Although recognising multiple creativities as an interdisciplinary and contemporary approach to creativity represents the basic opportunity for future change, the assessment of children’s musical creativity is a problematic and insufficiently explored area. The paper discusses the problem of encouraging and assessing the creative musical potential of preschool children using the adopted Measures of Creativity in Sound and Music – MCSM. Considering the inappropriateness of assessing children’s creative musical potential with numerical indicators, the research was focused on the method of participatory observation of fluency and imagination in making sounds and music. The research included 25 children aged 5–6 years in a preschool setting within an ethnographic practice-based methodology. The reactions of children to activities were varied but each child reacted to some of the conducted activities. In addition to the confirmed giftedness of one girl, the musical potential and musical giftedness of one boy were discovered, which was further confirmed by the state of flow during the activities. It was concluded that well-designed and stimulating musical activities can encourage children’s musical creativity and contribute to the recognition of their musical potential and giftedness.
... Creativity that is started or developed early will be stable in adolescence, even some experts believe that children are the real manifestation of creativity. For this reason, it is important to have a process of developing creativity that can be packaged in fun teaching materials that can generate new ideas, new technology, or discoveries that refer to potentials and criteria that must be cultivated from an early age [1]. ...
... (7) has great selfconfidence, is courageous in showing the work, and presents ideas to the surrounding environment. (8) full of enthusiasm [1]. ...
... The strategies in the field of science that can be carried out by educators to develop creativity in early childhood include; (1) creating a product, in children's work activities it will be easier to express their creative power, when children make something there will be an internalization process between imaginary power or imagination and their creative abilities, (2) through imagination, this can train basic thinking skills In terms of connecting experiences that they may have seen before with possibilities that will occur in the future, (3) exploring, exploring the surrounding environment has a very large effect on the child's creative side because this involves the child directly as an object [1]. ...
... Pulmonary tuberculosis is a serious respiratory disease caused by pulmonary infection with tuberculosis bacteria, and has a high infectivity and mortality [1] . Pulmonary tuberculosis can be asymptomatic in the early stages, or show symptoms such as cough, sputum, low fever, and fatigue, which can easily be misdiagnosed as other respiratory diseases, so the best treatment time is missed, causing respiratory disorders and endanger patients' lives [2][3] . ...
... This also applies to children as unique individuals; it is an integral part of their education to encourage and cultivate their creativity. Findings from a recent American research study shows that promoting creative thinking in young children is beneficial for children's success in the future (Aminolroaya et al., 2016). Additionally, scholars indicated that fostering creativity from early childhood will have many benefits that extend for the span of their whole life (Lowenfeld & Brittan, 1987;Mirgheydari, 2001). ...
... Additionally, scholars indicated that fostering creativity from early childhood will have many benefits that extend for the span of their whole life (Lowenfeld & Brittan, 1987;Mirgheydari, 2001). Moreover, according to Benlliure (2013), training creativity can help children understand the world and build relationships between its components and increase children's flexibility, imagination, and skills of formulating issues (as cited in Aminolroaya et al., 2016). According to Kohl (2008), "Creativity is as natural and necessary for children as fresh air and sunshine" (p. 1). ...
This qualitative case study aims to analyze whether there are differences in creativity in preschool children growing up in China and in the U.S. by exploring how children used symbols in the creation of artwork. The context of this research includes early childhood education in China and America, theories of childhood development and creativity, and the development of symbolic thinking in young children. The instruments for collecting data included classroom observations, open-ended interviews and the children’s artwork. The research findings offer important information about cross-cultural investigations into creativity. First, the study found that children's artwork demonstrates varied and unique expression patterns and can be interpreted in connection with children's thoughts. Second, the study indicated that environment has a significant influence on how children produce art. As a result of the findings, the research suggests that in order to better promote creativity and imagination in children, teachers and parents should give them more opportunities to observe the outside world. Moreover, through a comparison of American and Chinese teaching strategies in connection with art, it can be concluded that educators should balance children’s natural talents and instincts with professional guidance and instruction.
... A recent research synthesis and integrative study of the literature on ways creativity can be supported in early childhood (Aminolroaya, Yarmohammadian, & Keshtiaray, 2016) identified many ways that creativity could be encouraged in individual children, for a group, or through group-individual interactions. Many of the suggestions required children to use a limited set of given materials along with ambiguous terms in creating a meaningful product. ...
... They worked diligently on the word card, definition card, and object layouts, actively making suggestions about the meaning and humor portrayed during the discussion of researcher-made cartoons, and focusing intently while making their own cartoons with clip-art cut-outs. This high level of engagement indicates that the lesson activities were challenging and appealing as suggested for creativity-enhancing projects by Aminolroaya et al. (2016). Lubart (Henshon, 2016) suggested that activities for assessing creativity be complex activities in which several components are synthesized. ...
Research on mood related to subsequent creativity is sparse for samples of children. The current study was conducted to determine the effects of positive mood induction through upbeat music and simulated laughter on creativity. Fourteen gifted third grade students (9 female, 5 male; 10 White, 3 African American, 1 Native American; aged 8–9 years) from a low-socio-economic urban public school in the Midwest participated in the repeated-measures study with two trials in the control and two trials in the experimental conditions. Each lesson began with wordplay work in making a layout of word cards, definition cards, and objects to show homophone or words with multiple meanings concepts. Students analyzed humorous cartoons related to leadership that the researchers had made. Finally, students used paper images and wrote in speech bubbles to create their own leadership cartoons. During the experimental condition, two mood-lifting activities were added: students listened to a couple of minutes of upbeat instrumental music as they gathered for the class and later, before cartoon production occurred, they participated in simulated laughter for thirty seconds. Results showed that cartoons produced during the experimental condition contained more humor, were more original, and had greater fluency of speech or thought bubbles with very large, large, and medium effect sizes respectively. Greater creativity is attributed to positive mood allowing more working memory for complex synthesis of ideas, recognition of more diverse ideas, and a safe environment for taking creative risks.
The study aimed to reveal the relationship between creativity and both social competence and cognitive growth in light of the variables of supervisory authority and gender, among kindergarten children. The study sample consisted of (135) children, of whom (62) males and (73) females, enrolled in government kindergartens. And in particular, during the second semester of the academic year 2021-2020, using the descriptive correlative methodology, and to achieve the objectives of the study, the TCT-DP creative thinking test, the social competence scale, and the cognitive growth assessment tool were applied, after checking the indications of its validity and stability, and the results indicated that the level of ability on creativity among kindergarten children, it came at the weak level, and the level of social competence at the medium level, and the results showed a statistically significant correlation between creativity and both social competence and cognitive growth, and there was no significant difference in the value of the correlation attributed to the variables of gender and the authority in the kindergarten.
This article reports a literature review focused on the areas of psychology and education that aimed to identify if academic research has been addressing the topic imagination as a psychological process of human development; and also if research articulates imagination and educational processes through the educational curriculum. For this review, 39 research papers published in the last five years were selected. The analysis of the articles revealed articulations between imagination and some specific areas of knowledge. However, in most articles, imagination was only peripherally addressed. In conclusion, we emphasize the need to deepen the discussion on imagination and education, which should be given due importance in curricular documents.
