educational psychology - creativity

creativity, definition, nature and characteristics of creativity,
five factors of creativity, difference between creativity and intelligence, traits of creative people, methods of developing creativity among children

1. Educational psychology CREATIVITY

2. Creativity - Definition The term creativity or creative process has been defined by some eminent followers in following different ways According to Stagner and Karwoski Creativity implies the production of a “ totally or partially ” novel identity.

3. According to Drevdahl Creativity is the capacity of the person to produce compositions, products or ideas which are essentially new or novel and previously unknown to producer. According to skinner Creative thinking means that the prediction and or inferences for the individual or new, original, ingenious and unusual. The creative thinker is the one who explores new areas and makes the new observations, new prediction and inferences.

4. Nature and characteristics of creativity Creativity is universal. Everyone of us possesses creative capacity to some degree Although creative abilities are nature endowments, they are capable of being nourished and nurtured by training or education Through creative expression, something novel or new can be produced. Any creative expression is the source of joy and satisfaction for the creator. In creative expression there is ego involvement. The field of creative expression is very wild.

5. Five factors of creativity John cleese ’ s discussion on creativity points out five simple factors that allow people to break into their “ open mode ” to be creative. Above all, he emphasizes the importance of laughter, playfulness and freedom in order to be truly creative. Space Time Time again Confidence Humor

6. 1. Space You can ’ t be playful if you are under pressure, so to be creative you must have an undisturbed space for you to feel free. 2. A)Time Having the concept of stop and end time to keep your creative space open is essential. Without a dedicated time block, it is easy to leave a creative mindset to focus on trivial matters that are easier to deal with than to take the time to do things is important. It also takes time to get into your creative mode.

7. 3. b) Time You must realize that it will take time to achieve something truly original and creative. There is sense of discomfort people feel when they don ’ t yet have a solution to the problem, but sticking it out and taking the time to work on problems leads to the most creative results. 4. Confidence You cannot be creative if you are afraid of being wrong or making mistakes 5. Humor Laughter is the quickest way to get from a closed mode to an open mode.

8. Identification of creative children The term creativity cannot be used synonymously with giftedness. Therefore, we should not make a mistake of considering every gifted child as a creative child. Creativity is in its all shapes and forms are the highest expression of giftedness that may or may not be found in a particular gifted child.

9. The problem then lies in the identification of creative children. Creative behavior and expression, like other behavior patterns, possesses its basic components in the form of cognitive, conative and affective behavior. Consequently we can label a child creative to the extent to which he is able to demonstrate creative aspects in his thinking, feeling and doing behavior.

10. For such labeling we may employ two different approaches; Making use of tests and creativity Make use of non-testing devices observation, interview, rating scale, personality inventory, check list etc.,

11. Creativity tests Tests standardized in abroad Minnesota tests of creative thinking Guilford ’ s divergent thinking instrument Remote associate test Wallach and Kogan creativity instrument A.C Tests of creative ability Torrance tests of creative thinking. Tests standardized in India Bacquer Mehdi ’ s tests of creative thinking – hindi and English. Passi ’ s Tests of creativity. Sharma ’ s divergent production ability tests. Saxena ’ s tests of creativity.

12. Difference between creativity and intelligence Creativity Divergent thinking Highly creative person usually possesses intelligence. Creative testing needs novelty, flexibility, originality. Intelligence Convergent thinking But it is not essential for the intelligent people to be creative. Intelligence testing needs speed, accuracy of the cognitive behavior.

13. Characteristics and personality of creative children According to Maslow Creative children are More tolerance towards opposition They are neat and self actualization ability Not afraid of alien, abstract objects and thoughts Apt to work instantly They have thought flow. They are innocent and cunning

14. Other 5 traits of creative people Creative people are curious- they ask questions all the time. Creative people like challenges Creative people not afraid to experiment. Creative people have standards. Creative people know how to accept and give constructive criticism.

15. Methods of developing creativity among children A child ’ s creativity starts with their method of thinking and problem solving. Daily challenges to expand their reasoning to understand of the world, along with an encouraging environment allows for a child become more confident of their views and opinions.

16. Steps Allow the children to make simple choices, such as what to eat for dinner or where to go on a weekend. Encourage independence from caregivers and media. Provide items in your child ’ s environment to stimulate their imagination. Brainstorm different uses for items with your child. Ask your child open – ended questions to stretch their understanding and help them to postulate ideas. Play with them. Be prepared for messy play – muddy areas Engage in story- telling.

17. Reference www.wikihow.com www.bitrebels.com www.questionpaper.org www.sciencedirect.com Essentials of educational psychology book