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Kumari, Priya, Lata Pujar, and Shobha Naganur. "Creative Thinking Ability among High School Children." IOSR Journal of Humanities and Social Science 19, no. 1 (2014): 30–32. http://dx.doi.org/10.9790/0837-19143032.
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Kirk, Elizabeth, and Carine Lewis. "Gesture Facilitates Children’s Creative Thinking." Psychological Science 28, no. 2 (December 13, 2016): 225–32. http://dx.doi.org/10.1177/0956797616679183.
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Gestures help people think and can help problem solvers generate new ideas. We conducted two experiments exploring the self-oriented function of gesture in a novel domain: creative thinking. In Experiment 1, we explored the relationship between children’s spontaneous gesture production and their ability to generate novel uses for everyday items (alternative-uses task). There was a significant correlation between children’s creative fluency and their gesture production, and the majority of children’s gestures depicted an action on the target object. Restricting children from gesturing did not significantly reduce their fluency, however. In Experiment 2, we encouraged children to gesture, and this significantly boosted their generation of creative ideas. These findings demonstrate that gestures serve an important self-oriented function and can assist creative thinking.
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Lee, Kyung-Hwa. "Developmental Trends of Creative Thinking Ability and Creative Personality of Elementary School Children in Korea." Gifted and Talented International 20, no. 2 (December 2005): 31–37. http://dx.doi.org/10.1080/15332276.2005.11673451.
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KUMARI, PRIYA, and LATA PUJAR. "Problem solving and creative thinking ability of High School children." ASIAN JOURNAL OF HOME SCIENCE 9, no. 2 (December 15, 2014): 594–97. http://dx.doi.org/10.15740/has/ajhs/9.2/594-597.
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Naval-Severino, Teresita. "Cognitive and Creative Thinking: A Comparative Study among Filipino Children." Gifted Education International 9, no. 1 (January 1993): 54–59. http://dx.doi.org/10.1177/026142949300900112.
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This study compares two groups of children from disadvantaged socioeconomic backgrounds, in an attempt to determine the effects of training in the development of higher level cognitive thinking and creative thinking skills. Essentially, the study aims to answer the following questions: Given the same intellectual ability and socioeconomic background, are there any differences in the performance of children exposed to training in Bloom's cognitive levels of thinking and those without? Given the same intellectual ability and socioeconomic background, are there any differences in the performance of children exposed to training in creative thinking and those without?
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Yanovska, T. "CREATIVE THINKING AND IMAGINATION IN THE STRUCTURE OF JUNIOR SCHOOLCHILDREN CREATIVITY." Psychology and Personality, no. 2 (September 14, 2021): 170–80. http://dx.doi.org/10.33989/2226-4078.2021.2.239980.
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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.
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Mikhailiuk, Alina. "DIAGNOSIS OF CREATIVE THINKING IN MIDDLE SCHOOL STUDENTS AND ITS ASSISTANCE IN THE PROCESS OF PERFORMING CREATIVE ACTIVITIES." Globus 7, no. 5(62) (August 4, 2021): 38–45. http://dx.doi.org/10.52013/2658-5197-62-5-9.
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It is often claimed that it is impossible to teach a person to think creatively, but this is not at all the case. Both children and adults can become true “creatives”; the main thing is to achieve a certain level of skill in the ability to act and think creatively. Today, there are many tests, games, exercises that allow you to develop creativity, and this is easier for children than for adults. Is it possible to identify a «gifted child»? This article presents an approximate version of testing and analyzing ready-made data on diagnosing the level of creativity of a child.
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Ebrahim, Fawzy. "Comparing creative thinking abilities and reasoning ability of deaf and hearing children." Roeper Review 28, no. 3 (March 2006): 140–47. http://dx.doi.org/10.1080/02783190609554353.
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Wang, Wen-Cheng, Chung-Chieh Lee, and Ying-Chien Chu. "A Brief Review on Developing Creative Thinking in Young Children by Mind Mapping." International Business Research 3, no. 3 (June 11, 2010): 233. http://dx.doi.org/10.5539/ibr.v3n3p233.
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Mind mapping is a presentation form of radiant thinking, utilizing lines, colors, characters, numbers, symbols, image, pictures or keywords, etc. to associate, integrate and visualize the learned concept and evoke brain potential. Through mind maps, one’s attention, coordination ability, logic, reasoning, thinking, analyzing, creativity, imagination, memory, ability of planning and integration, speed reading, character, number, visuality, hearing, kinesthetic sense, sensation, etc. are significantly enhanced. “Picture” is not limited by nationality and language and is the best tool for young children to explore new things and learning. Because pictorial representation is one of the most primal human traits and drawing ability is better than writing ability in young children, learning and expressing through mind mapping prevents difficulties of writing, grammar and long description in children. Thus, this study reviews related researches to figure out whether mind mapping can be applied by young children to develop their creative thinking.
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Garber, A., and D. Ivanov. "Development of Creative Abilities in Preschool Children Through Play." Bulletin of Science and Practice 7, no. 9 (September 15, 2021): 511–20. http://dx.doi.org/10.33619/2414-2948/70/49.
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The article is devoted to the study of creativity and creative abilities of preschoolers, which are manifested in various types of activity, including visual. The authors proceed from the positions according to which creativity should be developed in a child from early childhood. The article contains a description of approaches to the development of the creative abilities of preschoolers. It is shown that creativity, divergent thinking abilities are successfully developed with purposeful learning. The description of the study of the effectiveness of play in the development of creative abilities in preschool children is given. The results obtained made it possible to assess the dynamics of the level of development of creative abilities in preschoolers. The main indicators in assessing the success of the test were fluency, flexibility, originality and sophistication. The analysis of drawings was focused on measuring the fluency of thinking by the number of figures completed in the allotted time; flexibility of thinking for a variety of ideas; originality of thinking according to the ability of children to put forward ideas that differ from generally known ones; elaboration according to the number of invented details of each drawing. The dependence of the manifestations of these characteristics by children on the program used by the teacher was found. A higher level of indicators was found in the group that was trained in visual arts through games. The program for the development of creative abilities has shown effectiveness in the development of the creative individuality of preschoolers. The program should become an integral and integral part of the work of preschool educational institutions to develop creative abilities in older preschoolers.
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Lin, Chia-Yi. "Threshold Effects of Creative Problem-Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students." Education Research International 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/4571383.
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This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment—on students’ creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.
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Liu, Min. "The Effect of Hypermedia Authoring on Elementary School Students' Creative Thinking." Journal of Educational Computing Research 19, no. 1 (July 1998): 27–51. http://dx.doi.org/10.2190/m83v-htn6-4w4d-ax7y.
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Promoting creative thinking in children has been an issue of critical importance to educators. Research shows that appropriate uses of computer programs such as word processing, computer imaging, and Logo programming have the potential to enhance children's creativity. Little is known, however, about the impact of hypermedia technology on children's creative thinking. This study examined whether engaging elementary school students in hypermedia authoring would promote their creative thinking. It was found that after engaging in an extended period of hypermedia authoring, the fourth graders increased their creativity scores in a number of areas. The low and intermediate ability students appeared to benefit from the hypermedia authoring environment more than the high ability students and working collaboratively on the hypermedia authoring projects enabled students to demonstrate higher creativity scores than when working individually. The findings are consistent with research on hypermedia and creativity with Logo in showing that by offering a new dimension for expressing thoughts and encouraging novel ways of presentation, hypermedia authoring is another way to facilitate children's cognitive development and promote their motivation toward learning.
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Gridina, T. A. "CHILDREN'S QUESTION AS A FORM OF LINGUISTIC CREATIVE THINKING." Bulletin of Kemerovo State University, no. 1 (March 20, 2017): 148–53. http://dx.doi.org/10.21603/2078-8975-2017-1-148-153.
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The subject of the article is the specificity of metalinguistic reflection in children's speech. The article analyzes the linguocreativе nature of children's questions, particularly broadcasting the image of the world of the child and the nature of the processing of linguistic information in the light of cognitions formed. Metalinguistic reflection is characterized as one of the naturally evolving strategies of language acquisition in ontogeny, showing the analytical instinct and cognitive activity of the child. The purpose of the research is to identify unique children's innovations related to the reflection of their form and content, in terms of the associative and functional content. The main method is discourse analysis of metalinguistic statements recorded in the spontaneous speech of children in the form of a question. Particular emphasis is laid upon the interdependence of compensatory and deliberate creativity of the child, exhibiting the ability to make a conscious violation of the language of the canon. Metalinguistic component of children's issues provides an opportunity to assess the child's creativity, speech acts in terms of fluency, flexibility, originality. Children's questions are classified into those regarding the logic of things and the logic of language nomination, their correlation is established. This analysis reveals the following features of metalinguistic reflection in the formation of the language person: 1) development of linguistic abilities in "reading" motivational word forms and application of derived algorithms in creative word activity; 2) the expression of a child's uniqueness in the perception of aspects of the world and the language of processed information; 3) modeling function in the formation of dynamic subsystems child's speech, allowing the child to realize their nominative and communicative needs.
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Ivershin, Angelika. "Diagnostics of development of creativity at future educators of children of preschool age." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 101–6. http://dx.doi.org/10.33310/2518-7813-2019-65-2-101-106.
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Modern global changes related to rapid scientific and technological progress, change in living standards, revision of standards of life, set the task of higher education for the formation of a person with developed creative abilities, the desire for constant self-education, creativity. Developing of creative personality traits is of fundamental importance in meeting the challenges of economic development. New ideas, innovation and ingenuity in the development of products and services are increasingly important to the economic competitiveness of companies, and of countries. The development of the future educator as a creative individual is important because it is from the creative potential of teachers that the creative development of the pupils depends. For a creative person, such personal qualities are important that allow you to operate effectively in situations of uncertainty, go beyond the predictable, show spontaneity. A creative person has a developed intellect that allows you to create something new, previously unknown. Important for a creative person is also activity, an understanding of the value of creativity and development, the desire to create something new, change oneself and change the world around oneself. According to our impression, the creativity of future educators of preschool children is the quality of the individual, which is based on the needs for self-actualization, characterized by flexibility and originality of thinking and manifested in the ability to creative activity. The author of the article proposed the structure of creativity of future educators, which consists of the following components: motivational, emotional and cognitive, reflective. A diagnostic methodology was selected to determine the degree of development of the components of creativity of future educators and an ascertaining experiment was conducted to determine the level develop the creativity of students. A study of the components of creativity of future educators showed the following problems: low self -esteem of the creative abilities of students; undeveloped creative thinking in categories of fluency, flexibility, originality. Students showed low and medium results; noted a weak understanding of the artistic image. The weak development of artistic perception, the lack of a theoretical basis make it impossible to understand the of style and artistic manner of a work of art. We intend to carry out further work on the development of students’ creativity in the study of the subject of «The Basics of Fine Arts».
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Lisovska, Tetyana. "Interpretation and improvisation as a manifestation of creative performing thinking of future educators." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 77–83. http://dx.doi.org/10.24195/2617-6688-2019-3-11.
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The author highlights the aesthetic aspect of interpretation and improvisation as components of musical creativity; the factors of effective influence on the formation of students’ creative personality of higher education institutions have been revealed. Interpretation means description, specification, explanation, translation into a clearer language. Three basic types of interpretation such as scientific, every day and artistic have been substantiated in the article. The variability of interpretation is explained by the indispensable presence of improvisation in performer’s creative thinking. Improvisation is considered as one of the most important components of musical thinking, musical form and specificity of creative performance. Creative processes of performing are based on intrinsic improvisationalism, a performer’s ability to vary widely the content links of the form, to create each time seemingly new integrity. Solving this problem requires a further in-depth study of a great many of its aspects, including the problem of training future preschool educators in music-creative pedagogical activity. Creativity in professional pedagogical activity is a prerequisite and guarantor of achieving the highest efficiency of the teacher’s work, the most complete realization of its opportunities. Despite various studies in the field of future teacher professional training, there is a need to identify its new promising paths, a new education system, as well as to provide conditions for the fullest disclosure of personality’s abilities alongside with his / her professional qualities. It has been established that by using the creative potential of art, in particular music, it is possible to really enrich the inner world of the individual and assist in reforming his / her spiritual orientations. The analysis of the aesthetic aspect of improvisation and interpretation as components of musical and artistic creativity requires attention to research in the field of aesthetics, history and theory of music, psychology of creativity, as well as musical education of preschool children. Keywords: performing activity, creative processes, art, musical hermeneutics, future specialist.
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Veraksa, Nikolay E., and Anastasia K. Belolutskaya. "Emotional and Cognitive Development of Preschool Children: Overview of International and Russian Studies on Role of Dialectical Thinking in the Regulation of Affect and Recognition of Complex Feelings." RUDN Journal of Psychology and Pedagogics 18, no. 1 (December 15, 2021): 104–21. http://dx.doi.org/10.22363/2313-1683-2021-18-1-104-121.
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The article contains an overview of studies on the problem of emotional and cognitive development of preschool children (43 papers, including 6 in Russian and 37 in English) conducted in the United States, Australia, New Zealand, Canada, Spain, Germany, Norway, Russia, etc). Special attention is paid to works that consider the reflexive aspect of childrens experiences characterized by duality, inconsistency and multypositionality, which makes it possible to identify and trace the line of dialectical transformations based on preschool childrens emotional experiences. The following statements are formulated as key conclusions: (1) dialectical thinking can be considered as a cognitive mechanism necessary for the analysis of complex, ambivalent and hidden feelings; (2) the unit of cognitive and affective development is experience, which involves reliance on an internal dialectical structure; (3) a two-position perspective in the game activity is a condition for forming preschool childrens dialectical thinking operations, which in turn can become a cognitive mechanism for regulating affect; (4) the cognitive basis of the emotional anticipation phenomenon includes a mental action of changing the alternative, which is in the zone of proximal development of preschool children and allows adults to use it as a mechanism of emotional co-regulation; and (5) philosophical dialog practices, which imply a discussion of problematic-contradictory content with preschoolers and are aimed at forming in them such actions of dialectical thinking as transformation, mediation and change of alternatives. These provisions represent are an effective tool for developing the ability to distinguish dual complex feelings and analyze their causes and consequences. The results of the work can serve as a basis for creating and implementing conceptually new preschool education programs aimed at both the creative and emotional development of children, where dialectical thinking is considered, inter alia, as an ability necessary for regulating affect and helping children to experience and cope with complex conflicting feelings.
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Cropley, Arthur J. "Recognizing creative potential: An evaluation of the usefulness of creativity tests." Australian Educational and Developmental Psychologist 10, no. 2 (November 1993): 1–15. http://dx.doi.org/10.1017/s0816512200026821.
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AbstractThe single almost universally recognized aspect of creativity is novelty, often understood as novelty of products. However, determining which novel products are “truly” creative is difficult, because of the influence of practical and aesthetic/professional criteria. From a psychological point of view, it is more productive to study personal properties associated with creativity on the one hand and psychological processes which lead to the production of novelty on the other, especially with school children, since few of them produce widely acclaimed creative products. For this reason, creativity tests are most useful as indicators of potential. The tests can be divided into two groups: those concentrating on biographical and personal properties (creative person) and those which aim to measure creative thinking (creative process). Although a variety of tests of both kinds exists, their ability to measure real life creativity in a reliable way is open to doubt. This may well be because creativity involves a combination of psychological elements, with the result that its measurement requires new procedures that cross conventional test boundaries.
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Akita, Miyo. "Development of a math lesson model that fosters autonomous learning ability and creative problem-solving ability." Impact 2021, no. 3 (March 29, 2021): 15–17. http://dx.doi.org/10.21820/23987073.2021.3.15.
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Mathematics is an integral part of day-to-day life, which is why mathematics education is key in order to establish solid foundations. A one-size-fits-all approach cannot be applied to the learning of mathematics and traditional teaching methods aren't effective for every learner. This is why research looking at new methods of teaching mathematics in order to equip children with lifelong skills is important. Professor Miyo Akita, Naruto University of Education, Japan, is working to transform how mathematics is taught in order to make it accessible to all. One of her goals is to focus on the creativity that she believes is inherent to mathematics. She believes that, traditionally, mathematics teaching has been too rigid and instead is placing emphasis on flexibility, with a view to facilitating effective learning. She is also establishing methods for autonomous learning, using a simple and easy-to-understand model. Akita is developing this model in collaboration with Noboru Saito, Saitama Dakuen University, Japan. From her findings on how to foster autonomous learning, Akita found that it is important that students explain new properties using known properties, forming meaningful connections that facilitate learning. She also underlined the importance of the representation of relationships in mathematical thinking. In another, interconnected investigation, Akita set out to propose a learning model for developing creative and autonomous learners in mathematics that involves linking previous knowledge to new knowledge in order to better understand it.
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Esquivel, Giselle B., and Emilia Lopez. "Correlations among Measures of Cognitive Ability, Creativity, and Academic Achievement for Gifted Minority Children." Perceptual and Motor Skills 67, no. 2 (October 1988): 395–98. http://dx.doi.org/10.2466/pms.1988.67.2.395.
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This study explored the correlations among nonverbal reasoning ability, creativity, and academic achievement in gifted minority children, 89 girls and 71 boys in Grades 1 through 8 in a program for gifted. A random half of students from all grade levels were tested at the beginning of the year and the remaining half after 7 mo. with Raven Progressive Matrices, Torrance Tests of Creative Thinking, and the California Achievement Test. Pearson correlations reflected limited relations among these variables except for a significant positive value between creativity and reading achievement. Suggestions for further study and implications for identification procedures and program development were provided.
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Sastre-Riba, Sylvia, Eduardo Fonseca-Pedrero, and Antoni Castelló-Tarrida. "Stability of Measure In High Intellectual Ability: Preliminary Results." Anales de Psicología 34, no. 3 (August 1, 2018): 510–18. http://dx.doi.org/10.6018/analesps.34.3.315181.
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Despite there having been improvements in efficiency and ease on test scoring for individuals with high intellectual ability, the stability of these scores is not assured. The main objective of our research is a preliminary detection of variations in test scores from a group of children that were identified as having HIA. This was done by means of a single-time assessment of children currently following an enrichment program. A total of n=26 students participated (19 male and 7 female) in the study. The age range was between 12 and 17 years, being the average age 13.89 years (SD = 1.09 years). Differential Aptitude Test (DAT-5) and Torrance Test of Creative Thinking (TTCT) were used to assess the logical-deductive intellectual skills and creative thinking. The results show that test scores may change in a considerable amount in many supposedly HIA individuals. More than 30% of the variance cannot be attributed to common components in the two measurements points. The scores in creativity were the most fluctuating, something that could be expected of these scales having the lowest reliability indexes. Only eight participants remain steady, according to the one standard deviation criterion, and it is quite notorious that two participants show a decrease in three subscales out of five. On the other hand, two other participants have shown an increase in one subscale as well as a decrease in another. In order to foster HIA individuals and their wellbeing, it is essential to be careful with mistaken diagnoses (false-negatives and false-positives), given the fact that they will lead to developmental consequences.
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Dmitriev, Alexey, Valeriya Chukalskaya, Svetlana Dmitrieva, Slavica Golubović, and Evgeniya Novosiltseva. "The development of creative competence of primary school students under the condition of inclusive education." E3S Web of Conferences 210 (2020): 18110. http://dx.doi.org/10.1051/e3sconf/202021018110.
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The importance of formation and development of creativity of primary school students is recognized by specialists in pedagogy and psychology. At the same time, one of the topical problems is the increase in the number of children with special educational needs. The purpose of the study is to regard the function of the aesthetic and imaginative perception of the world as a constituent of creative competence of primary school students in the context of a potential growth point for a child with specific learning disabilities. The subject of the study is the dynamics of indicators of creative competence (creative imagination, in particular) demonstrated by children as a result of mastering an integrated set of activities aimed to develop creative thinking in primary school students to be able to solve tasks, as well as to form creative competence, to improve self-expression and self-regulation through the use of tools of creative activities and to introduce children to works of culture and art in the conditions of inclusive education. At the stage of the ascertaining experiment, the creative imagination of children participating in the experiment was evaluated according to the methodologies of Dyachenko O. ("Drawing figures") and Kravtsova E. ("Where is its place?"). The general tendency, which is true for the results of the ascertaining experiment with the application of both methods, is the absence of children with a high level of imagination development in the group studied. Integrated lessons aimed to the formation and development of creative imagination in children with developmental delay were carried out for a year and a half, in inclusive groups. In the course of the complex work, the elements of art therapy, logopedic rhythm, psycho-gymnastics, fairy-tale therapy, dance movement therapy and music therapy were used, the means of theatricalization and dramatization were actively applied. According to the results of the ascertaining experiment, it is revealed that the subjects have the ability to overcome the stereotypes formed on the basis of the accumulated experience, which is one of the elements that determine the success of creative activity. As a result of the study, it was discovered that creative imagination regarded as a component of the creative competence of primary school students could be stimulated and improved with the help of a psychological-pedagogical influence during the application of the methodology of integrated lessons of the aesthetic course.
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Zozulia, Iryna. "Gender differences in the creativity structureof children of preschool age." HUMANITARIUM 41, no. 1 (December 30, 2019): 89–98. http://dx.doi.org/10.31470/2308-5126-2019-41-1-89-98.
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The article deals with a theoretical substantiation and empirical research of the problem of peculiarities of gender differences in the structure of creativity of children of preschool age. It is noted that the sexual comparison of the degree of expression of creativity gives contradictory results in all psychometric studies. There are three points of view regarding sexual differences in creativity: 1) girls have better creative abilities than boys; 2) boys are more creative than girls; 3) there are no sexual differences between on creativity.The empirical research of gender differences in the structure of creativity of children of preschool age was carried out with the help of E. Torrance’s tests of creative thinking (verbal and figurative). It is concluded that between the opposite sexes, according to the criterion of creativity, predominantly similarity is manifested. The structure of verbal and figurative creativity of boys and girls is homogeneous. Also, models of gifted pre-schoolers of both sexes match, but indicators of structural profiles of verbal and figurative creativity of girls are higher. Statistically significant differences are found in the level of indicators of verbal creativity (productivity and flexibility) and imaginative creativity (productivity and development).The research has shown that girls have more developed verbal creativity. They are capable of generating, developing ideas and completing them with a large amount of details. However, boys produce a smaller number of ideas, but their ideas are not less original and creative. Preschoolers of both sexes have equally developed the ability to transform the figurative information into a verbal form and the ability to provide abstract names to the executed drawings. Girls and boys are equally open for the perception of new information, they can easily withstand the uncertainty and understand the essence of the problem.
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Voloshchenko, Nataliya, and Yuliya Koval. "EDUCATIONAL AND DEVELOPING POTENTIAL OF LEGOTECHNOLOGY IN THE DEVELOPMENT OF COGNITIVE ACTIVITY OF PRESCHOOL AGE’S CHILDREN." Educational Discourse: collection of scientific papers, no. 11(3) (April 30, 2019): 88–98. http://dx.doi.org/10.33930/ed.2019.5007.11(3)-8.
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Senior preschooler is a sensitive period in the development of the cognitive activity. Exactly in this age, child learns to clearly realize intended goal and search for the ways to implement it independently. In the sixth year of life, the children start to possess ability for arbitrary memorizing; the creative and logical thinking actively develops; the interest for constructive work increases. The constructive work is complex cognitive activity during which a child learns skills, select significant signs, establish relations and connections between details and objects. The use of Lego-technology in the play and education purposes allows to solve complex cognitive, exploratory and creative tasks in the interesting, available, comprehensible, game form. The tasks of the educational activity with the preschool children are solved with the help of the construction toys on such directions: development of fine motor skills; development of attention, memory, thinking; training of correct and fast direction finding; acquisition of mathematical knowledge about quantity, form, proportions, symmetry; extension of the perceptions of children about the world around, architecture; development of the imaginations, creativity; training of the communication with each other, respect for their work and work of other people.
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Kozhagulov, А. Т. "THE ROLE AND SIGNIFICANCE OF ART TECHNOLOGIES IN THE MODERN EDUCATIONAL SPACE." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 133–37. http://dx.doi.org/10.51889/2020-4.1728-5496.20.
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The article defines that in the modern era of Informatization and digitalization, the system of pedagogical education should pay special attention to the continuity of learning and development, creative thinking, and the ability to find non-standard ways to solve problems. It is considered that for the development of productively organized educational activities and functional literacy of preschool children, along with traditional didactic methods, new pedagogical technologies are needed. In this study, the authors present art technologies aimed at increasing the possibilities of forming and developing the emotional state and communication skills of preschool children.
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Mussabekovа, Gulnar Tazhibaevna, and Bibisara Abdimanatovna Zholdasbekovа. "EFFECTS OF NON-TRADITIONAL LESSONS FOR THE DEVELOPMENT OF CREATIVE ABILITIES OF PRIMARY SCHOOL PUPILS." Bulletin of Toraighyrov University. Pedagogics series, no. 4.2020 (January 11, 2021): 411–23. http://dx.doi.org/10.48081/jhqz9161.
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Socio-economic development of Kazakhstan in the XXI century confronts to teachers more complex tasks than ever before. The Message of the first President N. A. Nazarbayev to the people of Kazakhstan states that the education reform is one of the most important tools to ensure the real competitiveness of Kazakhstan. To achieve the performance of tasks, it is necessary to create a modern educational system with the needs of economic and social modernization. It is necessary to create conditions for education throughout a person’s life [1]. In modern society, especially demanded intellectually developed, creative thinking experts. Today it is not enough to have great theoretical knowledge, practical skills and sustainable skills. The development of thinking, the ability to solve problems independently and be active, make decisions and adapt to the changing conditions of life – that’s what requirements must meet modern specialist. It is only one way out of this situation – to look for new learning technologies, new forms of training that will teach children to learn to acquire knowledge on their own, develop imagination and creativity of students. In the article investigated the technique of development the creative abilities of primary school pupils by non-traditional lessons.
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Pierce, David, Geoffre Sherman, Kyle Mechelin, and Bryan Kryder. "Innovate Sports Officiating With Design Thinking." Case Studies in Sport Management 10, S1 (January 1, 2021): S18—S23. http://dx.doi.org/10.1123/cssm.2020-0029.
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Youth sports is facing a crisis that threatens the ecosystem of youth sports. Innovation—the ability to generate and execute new ideas—is needed to stem the negative tide of a declining and aging officiating pool and improve the recruitment and retention of sports officials. Without creative problem solving and innovation by many different stakeholders in youth sports, the benefits that children receive from participating in sports are threatened by the lack of qualified officials to referee competitive games and matches. This case pushes students well past the news headlines of angry parents yelling at officials and deep into several problem spaces that emerge from the application of design thinking. Students are introduced to design thinking and prompted to innovate solutions to problems framed using the design thinking process. Students can select a preidentified problem space, then work through an ideation session facilitated by the instructor.
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Shabrina, Ega, and Anik Lestariningrum. "The role of loose parts play in logical thinking skill in KB Lab school." Journal of Early Childhood Care and Education 3, no. 1 (June 5, 2020): 36. http://dx.doi.org/10.26555/jecce.v3i1.1679.
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Logical thinking is a pivotal skill for children that must be developed as early as possible in order to prepare an ability to think realistic and systematic. Think logically somehow is difficult for age 3-4 years old shown by facts that some children only do activities based on teacher’s example. Loose part play was selected because it facilitates creative, logical, and systematic thinking in problem solving. Loose part play is one activity that uses concrete and real object to explore. Using qualitative approach, this study involves ten students from KB Lab school. The result was analyzed using qualitative descriptive method. The data were collected using observation, interview, and documentation. The result of the study showed that the 3-4 years old children showed an improvement after playing loose part because the activities suits their developmental stage and utilized objects in their surroundings.
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Malinovska. "DEVELOPMENT OF MONOLOGICAL SPEECH OF THE PRESCHOOL AGE CHILDREN BY MEANS OF MODELING." Scientific bulletin of KRHPA, no. 12 (2020): 151–56. http://dx.doi.org/10.37835/2410-2075-2020-12-16.
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Relevance of the problem identified in the Article is determined by the need to find and implement effective technologies for formation of a child’s speech personality in educational process of the preschool institution. Goal of research is to substantiate and experimentally approbate the method of development of monological speech of preschool age children by means of modeling. Article presents the results of study of the problem of development of the preschool age children’s monological speech by means of modelling. Advantages of modelling as a pedagogical technology for developing children’s coherent speech have been highlighted. Experimentally, method provided for development of monological speech of the preschool age children through the active use of modeling. It took three interrelated stages: information and enrichment, speech-reproductive and speech-creative. The first information and enrichment) stage of experimental work was aimed at enriching the sensory-informational experience of children, familiarizing them with models. The content aspect of this stage was preparation of proposals by children with reference schemes, didactic games using symbols. Goal of the second stage of research was to stimulate children’s monological speech in speech development classes. Semantic aspect of work at this stage was the reproduction of fairy tales by children and compilation of stories using various types of models. Solution to this problem was served by schemes-models (mnemotables), with the help of which children made up stories, retold the literary text, while maintaining lexical and grammatical content. The third stage, named creative stage, was aimed at developing children’s ability to compose creative stories, use their information and content awareness to activate coherent statements of a creative nature. They used plans and schemes, and also attracted children to build them themselves. Results of research proved that the use of modeling is one of the effective ways to promote the development of monological speech, verbal and logical thinking and memory of children. Key words: monologue, modeling, schema-models, pre-school age
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Brammer, Lawrence. "Teaching Personal Problem Solving to Adults." Journal of Cognitive Psychotherapy 4, no. 3 (January 1990): 267–79. http://dx.doi.org/10.1891/0889-8391.4.3.267.
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Solving personal problems is a basic life skill. The goal is to achieve problem-solving competence in applying a variety of models, three of which are trial and error/reinforcement, linear/rational, and intuitive/creative. The focus in this article is on the intuitive creative model that deals with novel problematic situations. Conditions of readiness for solving problems with any model are accurate problem awareness and appraisal of the problem, an attitude of meeting a challenge, self-efficacy or confidence in one’s ability to solve problems, and an appropriate problem-solving set. While much research has been devoted to studying children and college youth in laboratory situations doing essentially thinking types of tasks, little research has been done with middle-aged and older adults. More research is needed on how adults learn problem-solving skills, and how they might develop greater problem-solving competence.
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Gryazeva-Dobshinskaya, Vera G., Yulia A. Dmitrieva, Svetlana Yu Korobova, and Vera A. Glukhova. "Children’s Creativity and Personal Adaptation Resources." Behavioral Sciences 10, no. 2 (February 3, 2020): 49. http://dx.doi.org/10.3390/bs10020049.
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The study provides insights into the aspects of creativity, the structure of psychometric intelligence, and personal adaptation resources of senior preschool children. Creativity and intelligence are presented as general adaptation resources. Existing studies of creative ability and creativity as integral individual characteristics in the context of adaptation are analyzed. The aim is to identify varied sets of creativity and personal adaptation resource markers that differentiate groups of children in order to determine possible strategies for adaptation, preservation, and development of their creative abilities at the beginning of lyceum schooling. It embraces the use of the E. Torrance Test of Creative Thinking (TTCT) (figural version), the Wechsler Intelligence Scale for Children (WISC), and the G. Rorschach Test. A sample of the study consisted of 122 children, aged 6–7 and enrolled in a school. The average IQ score among the children was above 115 (M = 133.7, σ = 9.9). The entire sample was divided into four groups by the originality-elaboration ratio according to the TTCT. The correctness of the children’s division into the groups according to the markers of creativity and personal adaptation resources is confirmed by the discriminant analysis. We have identified the factor structure of creativity, intelligence, and personal adaptation resources in the entire sample of children and in each of the groups. In the group of preschoolers with high originality and elaboration, the resulting structure integrated the components of creativity with personal adaptation resources and intelligence scores. In the group of children with a low level of originality and elaboration, the markers of creativity, intelligence, and personal adaptation resources are not interlinked.
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Szyller, Aleksandra. "Bezrefleksyjna codzienność refleksyjnych uczniów, czyli polska edukacja wczesnoszkolna z podręcznikiem w tle." Problemy Wczesnej Edukacji 40, no. 1 (May 25, 2018): 50–60. http://dx.doi.org/10.26881/pwe.2018.40.05.
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This article presents my own research results. The research consists of the third-graders’ opinions about the textbook role and usefulness in the teaching process and the analysis of children’s experiences connected to the educational packets in the school practice. The qualitative data had been gathered trough focus interviews and enriched with the analysis of students’ works. As the research shows, the children’s negative perception of everyday school life seems to origin in the teachers’ admiration to go through the textbooks page by page and students’ subjection to the textbooks packets. Everyday work with the textbook forces children to make often anti-developmental tasks and to resign from divergent and creative thinking in favor of acting according to the designated algorithm. The modern school with the textbook on the pedestal is changing into a space with growing restrictions. The creation of independent subjects is giving place to the formation of other-directed individuals, lacking of the ability to think reflective, which is an important change catalyst.
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Sherbaeva, Zh. "Fairy Tales World Specifics in the Perception of a Child." Bulletin of Science and Practice 7, no. 8 (August 15, 2021): 319–24. http://dx.doi.org/10.33619/2414-2948/69/36.
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The article shows the child’s perception of the phenomenon of a fairy tale. Research relevance: The world in a fabulous way amazingly changes the thinking of the child, teaches him life and perceptual perception of the surrounding reality. Research materials and methods: in this work authors used methods of analysis of works based on experimental research and statements of scientists’ psychologists such as Jean Piaget, Buhler, L. S. Vygotsky, A. M. Gorky, V. A. Sukhomlinsky and others on the influence of fairy tales on the children thinking. Analysis of such concepts as the world of fairy tales, artifactism and fantasy. Research objectives: consideration of the psychological perception of art by children, analysis of the child’s perception of the relationship between the forces of science and magic in the mind. Research results: identifying ideas about educational teaching of children based on multifaceted interests such as pursuit of observation, ensuring artistic value of scenes and focus on thinking. Conclusions: the ability to recognize human interests, which are very important in the process of forming a child’s creative activity.
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Maunah, Siti. "Efektivitas Metode Belajar Mandiri Dalam Mengembangkan Kreativitas Berpikir Siswa Pada Mata Pelajaran Pendidikan Agama Islam Di SD Negeri Kedungwaras Modo Lamongan." AKADEMIKA 11, no. 1 (June 30, 2017): 92–102. http://dx.doi.org/10.30736/akademika.v11i1.47.
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Has become a self-learning potential of children born with underdeveloped due to formal-traditional pendidikian system which emphasizes the role of the teacher (teacher center). But with the development of the times, the education system turns into a student center point is more emphasis on the activity and creativity of the students to develop their identity or ability. From the above background, appears formulation of the problem to be discussed: first how the application of self-learning method on subjects PAI (Islamic Education) in Elementary School Kedungwaras districts Modo Lamongan, both how the development of creative thinking of students on subjects PAI (Religious Education Islam) in elementary school districts Kedungwaras Modo Lamongan, third how the effectiveness of self-learning method in developing the creative thinking of students on subjects PAI (Islamic Education) in elementary school districts Kedungwaras Modo Lamongan. Lots of methods applied in the world of learning, related to curriculum diterapkanya 2013 which has general purpose is to improve the competence manifested in intelligence, knowledge, personality, character, and skills to live independently and to follow further education. This research is a field research (field research) with a qualitative descriptive approach and to obtain data on the effectiveness of self-learning method in developing the creative thinking of students on subjects PAI (Islamic Education) in Elementary School Kedungwaras districts Modo Lamongan, after the collected data analysis research the percentage technique, then study dideskriptifkan to the conclusion by using the method of observation, documentation, interviews and questionnaires. The study concluded that the self-learning method is quite effective at all in developing creative thinking of students on subjects PAI (Islamic Education) in elementary school districts Kedungwaras Modo Lamongan with indicators as follows; the percentage calculation above may take the average value of 69.05%, which is between 40-70%, and 50-82% student response was very positive in the category enough. So many students are more responsible, the students were able to argue in accordance with their own ideas, students are more confident, students more easily solve the problem, happy to discuss, more and more skilled active.
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Razali, Nurul Fasheha, Harrinni Md Noor, and Farhana Wan Yunus. "Emotional Intelligence in Creative Process: Enhancing Values in KOMSAS Drama." Sains Insani 6, no. 1 (June 1, 2021): 155–61. http://dx.doi.org/10.33102/sainsinsani.vol6no1.268.
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Emotional intelligence (EI) is the ability to control and manage oneself and others in terms of feelings, emotions and behaviour (Goleman,1998). Malaysian National Health and Morbidity Survey (2015) showed that 600,000 children aged between 5 to 16 in Malaysia were diagnosed with mental health problems. Symptoms of mental illness if not treated early can lead to chronic mental illness. Changes in the way of learning in 21st-century learning require the current generation to equip themselves with EI to control feelings in a more challenging learning process (Mohd Faizul, 2017). Therefore, Malaysian Ministry of Education (MoE) is currently encouraging educators to incorporate these values into the teaching process to build a better future generation. In line with the 21st century learning skills communication, collaboration, critical thinking and creativity skills, along with values and ethic will be the focus in education. The purpose of this study is to explores the possibility of incorporating EI into the education syllabus through drama activities in Malay Literature Component known as KOMSAS (Komponen Sastera) for secondary school students. A survey was conducted among 20 experts who have been teaching Malay Language subject for more than 10 years. This preliminary study is aims to identify the understanding of teachers on the application of emotional values and the process of creativity in learning. Moreover, it aims to identify how current educators apply these elements of value into their teaching and learning activities. The findings of this study showed that the teachers are aware of the EI as well as creativity in learning activities. However, the process of applying values and activities happen unplanned and there is a need to design and develop a teaching module that incorporates creative process (CP) and EI in KOMSAS drama.
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Ardiansyah, Ardiansyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.742.
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The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.
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Ardiansyah, Ardiansyah, and Moh. Alamsyah. "MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI." Musawa: Journal for Gender Studies 13, no. 1 (June 30, 2021): 106–33. http://dx.doi.org/10.24239/msw.v13i1.746.
Full textAbstract:
The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.
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Derkachova, Olga, and Oksana Tytun. "Text as a Game: Modern Strategies for Working with Texts in Future Teachers’ Training (on L. Frank Baum’s tales “American tales”)." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (April 1, 2021): 155–64. http://dx.doi.org/10.15330/jpnu.8.1.155-164.
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The article deals with modern strategies for working with literature in the future teachers’ training process, especially in work with tales. Suggested technologies make it possible to move away from traditional text analysis, to offer interesting interpretations as well as to focus on details. A text comes to life as it receives new interpretations, and visual ones complement the verbal content. This strategy helps make the reading more stimulating. It helps unleash and develop students’ analytical and creative potential: interpret scientific texts, create a lapbook and scrapbook. The examples are discussed on the material of Baum’s tales, “American Tales”, which is a fascinating and original phenomenon of American literature for children, and it provides a considerable space for interpretation. These tales are bright, interesting, and funny and allows to suggest to play with text, details, characters. Such game is impossible without attentive reading and understanding the main ideas of the text. The authors of the given manuscript recommend the following methods of working with texts as calligrams, hero pyramid, mind mapping, six thinking hats by E. Bono, etc. As a result, students begin to read literature more carefully, pay attention to details and better memorize certain episodes. The success of applying holographic technologies in dealing with literature is proved. Thus, the following skills like reading, creative thinking, critical thinking, the ability to express thoughts have been developed as well as the fear of misinterpretation of texts has disappeared.
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AISYAH, AISYAH. "MENGEMBANGKAN KEMAMPUAN KOGNITIF ANAK USIA DINI MELALUI PERMAINAN BALOK." Incrementapedia: Jurnal Pendidikan Anak Usia Dini 2, no. 02 (December 29, 2020): 36–40. http://dx.doi.org/10.36456/incrementapedia.vol2.no02.a3018.
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Cognitive as a thought process in the form of the ability to connect, assess and consider something. One of the cognitive abilities that children can develop is to recognize the concept of shape, color and size. Introducing the concept of shape, color, and size to children is important because color, shape and size are the most visible features in the world around us and can help children solve problems in life and adapt to their environment. There are 4 stages of child development, namely motor sensory, concrete pre-operation, concrete operation, and formal operation. Through play activities that contain education, children's thinking powers are stimulated to stimulate emotional, social and physical development. Utilizing the surrounding environment as a means and source of learning by giving children the opportunity to explore experiences gained orally or with creative media. The use of blocks in early childhood education is intended to develop various abilities of children, in addition to providing opportunities for children to explore. Educational game tools (APE) for early childhood are always designed with in-depth thinking tailored to the child's age range. Game tools for children aged 4-5 years are made simpler and not too difficult compared to games for children aged 5-6 years which are more difficult to work on.
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Sadova, Myroslava. "Self-determination about the future profession of young children with different kinds of gifted gift." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 54–59. http://dx.doi.org/10.33310/2078-2128-2020-20-1-54-59.
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The article analyzes the problem of self-determination regarding the future profession of young children with different types of talents (academic, creative, intellectual). Self-determination regarding the future profession is the main prerogative of student development. If we consider the category of gifted students, their self-determination may not be easy, because teachers, psychologists, social workers will deal with "special" children who belong to the group "at risk". We call gifted children "special" because their psychological qualities can be extremely unstable to external stimuli. Such children have difficulty adapting, are often hated by others, do not understand peers because they are gifted. Theoretical and methodological analysis of self-determination regarding the future profession of young children with different types of talents (academic, intellectual, creative) allows to record several theories and approaches, namely: the concept of "productive" thinking M. Galchenko, typology of professional self-determination E. Klimov, the concept of psychology B. Tsukanov, the concept of professional development of future psychologists J. Verna, the theory of intelligence A. Binet, the concept of gifted famous dynasties F. Galton, the concept of self-realization A. Maslow, the theory of intelligence J. Guilford, the concept of emotional intelligence O. Chebykin, the concept of intelligence D Wexler, J. Holland's concept of professional self-determination and no. The definition of physical, social and emotional intelligence is given. Physical intelligence - innate, from the standpoint of inclinations is argued as generally introduced into science. Emotional intelligence, from our point of view, is a type of intellectual ability that allows a person to control their emotions, where to restrain them, to tolerate them in verbal color in order to interest the interlocutor. Social intelligence is due to the fact that a person in social contacts with people finds different ways out of difficult situations. Differential differences between the following concepts are given: abilities, inclinations, intellect, convergent and divergent thinking, giftedness, genius.
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Jie, Deng. "Theoretical base of the educational system "Shengben"." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2019): 118–28. http://dx.doi.org/10.51314/2073-2635-2019-2-118-128.
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The article discusses the problem of creating an innovative model of teaching Chinese pupils. It takes into consideration the new requirements for the modernization of the education system in China. The solution to this problem is to develop the independence and creativity of the student’s personality on the basis of the humanistic paradigm of education and the concept of lifelong learning. Currently, the main purpose of Chinese school students is to obtain high marks and scores in «gaokao» (analogue of the Russian unifed state exam). However, social surveys show that Chinese children rarely use the knowledge gained at school in everyday life. They feel lack of creative initiative, it is easier for them to perform their training tasks than to offer their own solutions. These are the consequences of the traditional system of education used in Chinese schools, called «Shiben». The main role in the educational process within this system belongs to the teacher. In the innovative training system «Shengben», proposed in the article, the curriculum is focused on the learning child, which is an important resource, the main subject and the end point in the educational process. In accordance with the system «Shengben», the main component of educational success is providing children with more freedom of choice and autonomy. The teacher gives students the opportunity to be active, to learn to ask questions and solve them, to gain new knowledge and to fnd different ways image/svg+xml128 to apply them. This approach creates a completely new way of thinking in children. Such kind of training makes the personal potential of students most evident. Students themselves become «masters of the process of obtaining knowledge.» As a result, children have a desire for self-education and self-development. Study under this model formes the fexibility of thinking, the ability to analyze and make decisions, critical thinking skills, creativity, develops emotional intelligence and the ability to interact with other people, that is, formes the key skills that one needs in the modern world. The result of our study is the theoretical and methodological justifcation of the training system by the method of «Shengben». It has received an international application, is constantly developing and improving.
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Taraba, Iryna O. "МЕДІАОСВІТА НА УРОКАХ ІНОЗЕМНОЇ МОВИ В ПОЧАТКОВІЙ ШКОЛІ." Information Technologies and Learning Tools 64, no. 2 (April 30, 2018): 66. http://dx.doi.org/10.33407/itlt.v64i2.1936.
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The article deals with possible ways of the use of media education in the process of teaching foreign languages in elementary school, which corresponds to innovative educational trends. The task of the teacher is to build a learning process so that the children were interested. The author analyzes the concept of media education and suggests possible ways of formation of skills of using media education for primary school pupils. This will allow teachers to use self-made educational material based on the personal characteristics of the students, their level of preparation, the individual way of perception of information and work with it in order to develop their autonomy, the ability to analyze, synthesize and generalize information, to form a culture of communication with the media, creative, communicative abilities, critical thinking.
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Zavitrenko, Dolores, and Natalia Berezenko. "FEATURES OF THE EFFECT OF MUSIC ON CHILDREN WITH THE SPECIAL NEEDS." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 95–100. http://dx.doi.org/10.36550/2415-7988-2020-1-190-95-100.
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In the article the problems of music influence on disabled children are examined. The psychological (the connection of the main music elements with the principal human spheres) and the physiological (the physical music influence on human organs) aspects of music influence on an ordinary child are revealed. The music perception specificity of children with development abnormalities (physical, psychological and mental) is brought out; the peculiarities of music influence on them are contemplated. It is determined that the artistic development of the individual as part of his spiritual culture is a way of transmitting from generation to generation of universal values, in the perception and reproduction of which is the creative self-development of man. Art education is aimed at forming a culture of perception of the world around us, the development of individual abilities to their own transformation and the surrounding reality. We are convinced that art education, due to the specifics of art and the peculiarities of its perception, affects the development of the inner culture of the whole person. Education and culture are inseparable from each other. Art education is a long process and has no end. The growth of artistic culture of the individual determines the growth of cultural potential of society. The main ways of using of music while working with disabled children for therapeutic purposes have been brought forward. The introduction of non-standard, creative means to activate the internal resources of the body of a child with psychophysical disorders creates more chances for its development. That is, creativity is a powerful adaptive method, which with the help of one's own inner forces opens a new world of possibilities. In summary, it is safe to say that music significantly affects the development of all areas of the child (physical, mental and intellectual) and activates the movement, speech, thinking of the child; has the ability to therapeutically (healing, versatile, developing) to influence a child with special educational needs. Methods of music therapy give the opportunity to go beyond the ordinary, to overcome or forget for a while about the disease, to restore the ability to act in accordance with their dreams and preferences. There is a desire to constantly develop. The introduction of non-standard, creative means to activate the internal resources of the body of a child with psychophysical disorders creates more chances for its development. That is, creativity is a powerful adaptive method, which with the help of one's own inner forces opens a new world of possibilities.
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Gorbenko, Sergiy. "ARTISTIC EDUCATION OF STUDENTS IN THE PROJECTION OF A PERSONALLY ORIENTED APPROACH." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 14–18. http://dx.doi.org/10.36550/2415-7988-2021-1-195-14-18.
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The article is devoted to the problem of personality-oriented education of students of general secondary education. A special place in this process belongs to the teacher. Emphasis is placed on the need to develop and implement in school practice such approaches that would be focused on the formation of students' ability to build constructive relationships with participants in the educational process in terms of mutual understanding, creative cooperation. The teacher must have a dialogical style of communication with students, cultivating in them equal subjective relationships. The content of the basic principles of personality-oriented music education and upbringing of students is covered: the subjectivity of the relationship between teacher and students (the teacher must have a dialogue style of communication with students, educating them in equal subject relations); innovative teacher training (teacher is constantly improving and uses modern innovative forms, methods and techniques of working with students); own way of the pupil's relation to a musical work, the world around, other people, to itself. (acquaintance of students with technological systems, style of activity of leading teachers of musical art, accumulation of modern methodical receptions, developments, diagnostic techniques, manuals). The pedagogical conditions of this process are offered: the presence of motivation, an important source of which is the musical needs and interests of children; experience of dialogical interaction with art, which teaches the child to understand the artistic language of the work, to realize its essence; teacher's ability to be creative; creation of personality-oriented situations in the lesson; the presence of features of the teacher's thinking (originality, predictability, accuracy, flexibility); creating a helping relationship by the teacher. Application of the personality-oriented approach to the general art education of school-age children, from our point of view, is provided by the following initial positions: the student's personality is a unique phenomenon, so this personality is worthy of respect, even if it is not exemplary; musical development of the child is the goal of the art and educational system of the school; in the process of art education and upbringing the maximum possible atmosphere of success of pupils and a high level of support of their achievements is created; the student is an active and free subject of the educational process, not passively and obediently assimilating the object of study and education; the child is taught not because to think, but because to think and think about art, music in particular; artistic and educational achievements of the student are evaluated not in comparison with other children, but in the dynamics of only his personal positive changes; the teacher perceives the purpose of artistic development of the individual as socially and professionally significant; methodological views of the teacher is a personality-oriented paradigm, the logic of which requires to build the process of general art education so that in the center of it was the personality of the student.
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ZIMAKOVA, L., and V. KRAMARENKO. "MODERN CHILDREN’S BOOK AS AN ARTISTIC AND GAME MATERIAL FOR THE PRESCHOOLERS’ CREATIVITY FORMATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 79–84. http://dx.doi.org/10.33989/2075-146x.2020.26.227525.
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The article is devoted to the study of trends in the development of modern children’s books, its impact on the formation of creativity as one of the main competencies. The basis for the development of the visual and plot components of the children’s book in the middle of the 20th century and their influence on the formation of the psycho-emotional component of the young generation of those times are retrospectively covered. Possibilities of modern book publishing for authors-writers are presented. Perspective directions of publishing business development both abroad and in Ukraine are covered. The study revealed qualitative changes in the content, artistic, and architectural content of modern children's books, which are reflected in the latest plots, visual images, design, and creative approaches to putting out books. With the help of certain modern children’s books, we have proved the effectiveness of pedagogical methods of forming preschoolers’ ability to be creative in various life situations, their readiness for non-standard, original solutions, ability to be independent and choose freely, curiosity, development of imagination, courage, flexibility, mobility, etc. These are so-called “quiet books” for children which are popular nowadays. The story is told exclusively by means of illustrative material, which has its own unique author’s visual language and non-standard presentation. It develops children’s imagination and forms their tastes, non-standard thinking, ability to improvise, and encourages preschoolers’ to play. Books with an interactive narrative are of great interest to children. These are toy books, which stimulate children to create games or to become an author of a book with the help of an interesting story and illustrative material. It is offered to consider a modern children’s book not only as an information source but also as a means of stimulating preschoolers’ artistic and play activities. It is emphasized that the modern children’s book is a symbiosis of three artistic practices and might be used as artistic and game material in the educational process of PEI. The influence of books on the preschoolers’ psycho-emotional, personal-behavioral, artistic-activity development, as well as their creativity formation, is clarified practically.
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Yan, Haosyuan. "Genre Liederabend in creative practice by J. Kauffmann." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 55, no. 55 (November 20, 2019): 183–97. http://dx.doi.org/10.34064/khnum1-55.13.
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Statement of the problem. Within the frameworks of interpretology, the performing style appears as the relation of two subjects (the performer and the subject of the music itself, recorded in the text), a meeting of the composing and performing thinking. It is every performance by Jonas Kaufmann, a prominent singer of the present, that becomes this meeting. According to the singer’s words, the «chamber form» invented by him and called Liederabend is the favourite form of his expression. Liederabend always demonstrates the singer’s outstanding acting skills, stage presence, strong voice and impeccable technique. Among the outstanding events there are the performances of G. Mahler’s chamber opuses (romances, «Song of the Earth», «Songs of the Dead Children», R. Strauss; Liederabends in Bamberg, Munich and the Metropolitan Opera with F. Liszt’s songs «Three Sonnets of Petrarch», G. Mahler, A. Dupark (including on Heine’s and Goethe’s verses), R. Wagner (Five Songs on Matilda Wesendonk’s verses), B. Britten (Seven Sonnets by Michelangelo). The singer’s attention to the AustrianGerman repertoire is the special trait of such chamber evenings. Analysis of recent publications on the topic. The main material on J. Kaufmann’s creative work is contained in numerous interviews, official site materials, Thomas Voigt’s book called «Meinen die wirklich mich», nonfiction articles and reviews on the performance of, in particular, Liederabends (T. Belova, T. Yelagin, E. Shapinska, Tim Ashley, and Christie Franke). From the studies of chamber and vocal performance (I. Gersamiya, T. Madysheva, T. Lymareva), the classification of dialogue quality (E. Stepanidina) in chamber music is involved. The systematic approach allows (based on G. Tsypin’s research) to identify the phenomenon of J. Kaufmann’s creativity. The purpose of the study is the formulation of the basic parameters of his performing style based on the analysis of J. Kaufmann’s Liederabends. Presentation of the main research material. In «The Winter Way» the singer resorts to such expressive means as a little exaggerated, chanted diction of the initial phrases («Sleep quietly»), radically contrasting dynamics of opera ff and subtle pp («Flood»), extremely slow tempo and filigree breathing («Inn»), «performance on the verge» of sound and silence («Loneliness», «Grey Hair», «Crow», and «Last Hope»). The centre of the performance concept is «Loneliness» (according to the singer himself). K. Frank sees the performance by Kaufmann as a rich spectrum of emotions; many listeners note the introversion of his expression. Concerning the conceptual dimension of J. Kaufmann’s interpretation of “The Winter Way”, the following facts were noted: the integrity and the construction of the performance form; the conscious avoidance of unnecessary expressiveness, monologue quality (the master connects the songs, creating an extended monologue), and artistry. Conclusions of the study. The analysis of Liederabends made it possible to find the components of J. Kaufmann’s performing style that characterize his individuality. 1. Intellectualism, conceptual design and «cyclicality» of the embodiment. For Liederabends the singer always chooses sophisticated programs, dominated by song cycles, or even the evenings devoted to the creative work of one composer. From the point of view of dramaturgy, the singer combines several songs into a kind of a micro-cycle, which enhances the monologue of the expression (dialogue «I-I»); the performance by the singer of any composition or cycle is always integral and intends for the catharsis. 2. The system of vocal expressive means that allow the singer to simulate different facets of images. Liederabends reflect the main features of J. Kaufmann’s style, which can also be noted in terms of opera interpretations: the economy of the performer, the singer’s commitment to conducting the cantilena, the role of the rhythmic component in the vocal score, the ability to tune his voice in different vocal ensembles, brilliant piano and mezzo voce, the brightness of forte, the filigree diminuendo and more. Kaufmann’s outwardly restrained manner of performance allows conveying the shades of poetic and musical text, reaching the heights peculiar to him as the performer of the tragic roles of the opera repertoire. In the chamber performance, some things sound even more pronounced. This applies to timbre (the singer can choose the desired colour of the voice, in particular, a matte or «steel» hue), the dynamic hue of ppp (sometimes a barely audible sound of the voice in the vocal cycle by F. Schubert gave a sense of boundary between the worlds, which is as if crossed by the lyric hero), diction (the singer speaks words clearly, and sometimes even sings in a recitative manner, in particular F. Schubert’s «Warrant»), and rhythm (he has a specific «acuteness» with certain disturbances of a uniform course, which has a powerful influence on the audience). Analysing the method of J. Kaufmann’s work with the author’s musical material, it is noted that he respectfully treats the text of the performed compositions, never exaggerates with “liberties” (agogic deviations, text notes, and fioritures). In terms of behavioural characteristics, J. Kaufmann’s performance always prevails in masculinity; from the point of view of the dialogue of the vocal and piano parties in J. Kaufmann’s Liederabends, the monologue quality is of great importance. All of the above allows us to identify another feature of Kaufmann’s performing style – his artistry. Due to his unstoppable artistic energy, which is felt by the listeners and visitors of Liederabends, the singer creates vivid, conceptual song evenings that are generally distinguished by the thoughtfulness of interpretations and which will surely be included in the collection of the world chamber performance. The prospect of further study of the topic is related to the study of J. Kaufmann’s performing style from the standpoint of interpretology.
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Charabati, Esther. "peter pan: el líder y sus seguidores. una experiencia de filosofía con niños." childhood & philosophy 15 (June 11, 2019): 1–24. http://dx.doi.org/10.12957/childphilo.2019.42479.
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Philosophy and literature are linked by strong ties that are evident in both disciplines: there are numerous literary and philosophical works in which reciprocal influences can be traced. This philosophical experience with children started from a classic work, Peter Pan, to motivate elementary school students. The goals were a) to develop critical thinking skills and ethical problematization around school issues; b) to develop analysis, synthesis, inferring, debate, questioning, and creative thinking skills; and c) for students to make connections between their daily experiences and the situations discussed in the story. Peter Pan portrays a popular kind of character of our times: the leader. Peter is smart and friendly, possesses enough courage and charisma to entice lost children, the Red Skins, and Wendy and her siblings. His imagination and passion for adventure make him even more appealing. Peter also embodies flaws commonly seen in numerous leaders: vanity, selfishness, and lack of responsibility. To exert control he relies on the submission of lost children. While both behaviors may seem natural to us in the story, in real life at school we would label them with words like bullying, abuse, aggression, victims... This experience showed that literary works can trigger deep thinking and debate in students that apply to dilemmas in both school and everyday life; it prompted questioning regarding relationships and points of view; it was also possible to appreciate the possibilities that this space opened to encourage imagination. Educators could witness and see evidence of the power of questioning even though only a few of them had learned these skills. Limited background in critical thinking reduces the ability to implement strategies that contribute to the growth of the above mentioned skills.
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De Caroli, Maria Elvira, Rossella Falanga, Orazio Licciardello, and Elisabetta Sagone. "HOW CAN WE ENHANCE CREATIVITY IN CHILDHOOD? AN ACTION RESEARCH WITH ITALIAN CHILDREN." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 1 (October 2, 2017): 95. http://dx.doi.org/10.17060/ijodaep.2017.n1.v1.902.
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Abstract.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<.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.Keywords: enhance creativity, primary school, Test of Divergent Thinking.
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Melnyk, Vita. "The originality of the cognitive independence manifestation of the personality of an older preschool-age child." IMAGE OF THE MODERN PEDAGOGUE 1, no. 3 (June 16, 2021): 106–9. http://dx.doi.org/10.33272/2522-9729-2020-3(198)-106-109.
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The article presents the originality of the cognitive independence manifestation of the cognitive independence of the personality of an older pre-school child. The author has proved that the child’s cognitive independence in older pre-school age is an integral part of the personal development process. The success in developing the cognitive independence of older pre-school children is related to their activation in educational activities based on the skillful implementation of the following didactic principles as awareness, activity and independence, creativity, considering the age and individual characteristics of children in the educational process. Cognitive independence is based on the inclusion of creative tasks in the educational process with a view to nurturing and developing a culture of thought and the ability to learn independently in the environment. An important condition for the development of the child’s cognitive independence is the development of creative thinking, which is ensured not by the child’s reproduction of known patterns and actions, namely, the ability of the child to regroup, to consider new things from different points of view, resort to associations. The formation and development of cognitive independence are divided into three levels: low, medium, and high. This sequence will increase cognitive independence. The older pre-school age is the foundation for the development of the basic skills and abilities that a person needs during lifetime. It provides for synergistic development of qualities and processes, reaching the appropriate age of physical and psychological maturity of emotional, intellectual, and voluntary development. It gives the child the opportunity to learn about a new social situation: the transition to systematic schooling, with a new social role for the pupil and the necessary functions and actions that help to learn new educational activities. It is the maturity of cognitive autonomy that ensures success in the development of educational skills in the next stages of school life. Early school-age education is based on the age of a pre-school child and requires appropriate pedagogical interventions. The prospects for further research could be examined by means of scientific analysis to determine the didactic conditions for the development of the cognitive independence of children before school-age
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Grishko, Olga, and Oksana Vilkhova. "Development of cognitive interest of preschoolers by the means of choreography in the process of forming." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 115–20. http://dx.doi.org/10.36550/2415-7988-2020-1-189-115-120.
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In the context of humanization and democratization of the educational space, the issues of comprehensive development of preschool-age child, development of his creative potential, national consciousness, independence and formation of interaction skills with other people become especially relevant. The development of the theory and practice of preschool education in Ukraine makes it possible to state today the forms today, methods and techniques of the educational process are being improved. Today there is a need for purposeful development of logical methods of thinking of preschoolers, which is provided, first of all, in the process of formation of elementary mathematical representations. The main place in this process belongs to the development of cognitive interest of preschoolers. The article has shown that it will have a positive effect on the expansion of the outlook of preschool children and will help to consolidate basic mathematical ideas of creating such an educational environment, when these classes will be combined with the use of means of choreographic influence. The purpose of the article – using elements of rhythm and choreography to integrate mathematical content in the play activities of preschool children. A search and bibliographic tool is used to collect, accumulate, and describe the necessary information sources by us; analysis and synthesis – to organize the procedure of research search; methods of generalization and systematization – for rational processing of the obtained results. Today, in order to form a comprehensive picture of the world and the ability of students to apply their knowledge in typical as well as atypical situations, modern preschool education should be directed not at the acquisition of individual knowledge from different fields by children, but at their integration. Educators need to organize the educational-cognitive process so that it stimulates the cognitive-search, mathematical activity of children, develops the ability to make assumptions, find out contradictions, formulate decisions. The article substantiates the importance of using the kindergarten preschool institutions to entertain the potential of mathematical and choreographic play. Examples of such games are provided. Having been preparing children for study at the New Ukrainian School, the caregivers should pay particular attention to integrating logic and mathematical development with other artistic pursuits. In particular, the combination with various forms of choreographic activity is quite successful.
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AH, Nurkamelia Mukhtar, and Abdul Munip. "CULTIVATING ENTREPRENEURIAL VALUES TO IMPROVE SEVERAL ASPECTS OF EARLY CHILDHOOD DEVELOPMENT: THE CASE STUDY IN KHALIFAH KINDERGARTEN YOGYAKARTA." Sunan Kalijaga International Journal on Islamic Educational Research 2, no. 1 (February 25, 2019): 85–111. http://dx.doi.org/10.14421/skijier.2018.2018.21.05.
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The entrepreneurial values such as independent, creativity, risk-taking ability, and responsibility play an important role in directing early childhood development, especially in the aspect of social-emotional, language, and cognitive. Khalifah kindergarten which is based on entrepreneurship, support the life skills development of children with several of excellent programs for example Market Day. This study is intended to know the reason of Khalifah Kindergarten in applying entrepreneurship program, the process and impact of the program on the aspects of early childhood development. The findings of this study are: first, Khalifah Kindergarten wants to achieve its mission in integrating entrepreneurial values in all aspects of early childhood development by introducing them to become Muslims entrepreneur. Second, the process of increasing the entrepreneurial values is implemented through Beyond Centre and Circle Time (BCCT) learning system, entrepreneurship activities such as market day, cooking classes, field trips, angklung music as an extracurricular activity, and habituation through continuous interviews with the students. Third, the impact of entrepreneurial values can be proved in several aspects of development. In the social-emotional aspect, the children have empathy for others. In the cognitive aspect, the children have creative thinking. In an aspect of linguistic development, they become communicative, and in the physical-motor aspect, the children have the high spirit to produce a work.