The dynamics of creative abilities among children of 5-8 years

Abstract. Many studies have been done on the issue of children’s creativity. The goal of this study was to investigate the dynamics of creativity among children of 5-8 years. Using the Torrance Test of Creative Thinking (TTCT), we managed to evaluate the level of creativity and changes in the structure of creative abilities. The findings showed that creativity wasn’t constant and had its dynamics of changes during the first school grade. This means that creative abilities can be developed and included into the process of school learning.

Introduction

The notion of creativity was suggested by Guilford (1967). There are many definitions of creativity in psychology of today. One of the reasons is that creativity is rather difficult and broad field for investigation. In a common case, creativity is defined as the capacity to generate or recognize ideas, alternatives that may be useful in solving problems, communicating with others etc.

There have been many different approaches to the study of creativity. Often creativity has been considered in close connection with giftedness, mental abilities and intelligence in general. Much effort has been devoted towards the measurement of creative potential (Guilford, 1989; Torrance, 1974). Numerous research has also been conducted to investigate the development of creativity of children. Some attention has been paid to the problem of relations between children’s creativity and imagination (Nelson, 1991).

However, little is known about the dynamics of creative abilities among children of 5-8 years.

Thus, the purpose of the present study was to investigate the development of creative abilities among children of 5-8 years and to describe possible changes in the dynamics of creativity.

The study may lead to better understanding of the nature of creativity, which also may be the basis for further investigations. Moreover the findings could be used to elaborate special developmental methods of creative abilities. The results, described here, may also supply current knowledge in the sphere of Developmental psychology, Psychology of Giftedness and so on.

Method

Children for investigation were recruited from kindergartens and schools. There were two samples. The first sample consisted of 20 children of 5-6 years. The second one consisted of 20 children of 7-8 years old.

The Torrance Test of Creative thinking was used for the aim of the study. TTCT was a standard test which allowed us to evaluate one’s ability to expand thinking beyond traditional forms. The test included 10 cards with unfinished pictures. For our research only 4 pictures were taken. Children were asked to complete graphic problems so that new images could be received. Each picture was offered four times; hence children were to complete 16 pictures. Scoring evaluated the number of responses (fluency), originality, extension of the basic images (elaboration). In general, fluency had to do with the number of different drawings, originality with the uniqueness of the picture and elaboration dealt with the number of different pertinent details and with structure of the picture.

Each child worked individually. There were not any time restrictions.

Results

The results of the study showed that there were essential differences in creative abilities between two samples. 43 pictures in the sample of children of 5-6 years were evaluated and 48 in the sample of elder children according to different scales. The amount of original pictures among children of 5-6 years was 53.5 %, according to the scale elaboration – 37.2 %. The amount of original pictures among children of 7-8 years was only 25 % and the scale elaboration showed 66.7 %. Children of 5-6 years had higher level of originality. At the same time children of 7-8 years made the task quicker (the fluency scale). There were no differences in the scale of elaboration.

All these findings could prove that children’s creativity is rather complicated and depends upon the age group.

Discussion

It was anticipated that there would be some differences in creativity between children of 5-6 years and children of 7-8 years old. It was found that differences were more likely to appear in the scale of fluency and originality. The elder children had higher abilities to generate more ideas and images. Their pictures were more complicated, but less original.

These results can be explained by the fact that children of 7-8 years had more knowledge. Education and family could enhance the level of general mind abilities. At the same time some factors could impede producing of original images. The reasons could be that children of 7-8 years had more experience which could build some cognitive stereotypes in their thinking.

The findings can be briefly summarized as follows: a) children of 7-8 years needed less time to generate ideas; b) children of 5-6 years were more original; c) the number of original pictures reduced, but the number of elaborated pictures increased with the age group.

This data could explain how creativity develops and help to organize practical methods of improving child’s creative potential.

Future studies should examine how creativity works in case of abnormal development of a child. That would extend current knowledge about creativity.

References

Nelson, A. (1991). The role of imagery training on Tohono O'odham children’s creativity scores. Journal of American Indian Education, 13.

Guilford, J. (1989). Is some creative thinking irrational? Journal of Creative behavior, 3: 151-154.

Torrance, E. P. (1974). Torrance tests of creative thinking. Norm technical manual. Lexington, NJ: Personnel Press.

Date: 2016-01-14; view: 815