The document discusses creativity, defining it as the ability to change existing domains or ideas. It outlines methods for assessing creativity in children, including observational tests and various creativity assessments like the Remote Association Test and Torrance Tests of Creative Thinking. Additionally, it emphasizes the importance of nurturing creativity in educational settings, highlighting the role of teachers in encouraging creative thought and providing a supportive environment.

1. BY MANDE DENISBY MANDE DENIS
BS.EDU PHYSICS/MATHSBS.EDU PHYSICS/MATHS
CREATIVITYCREATIVITY
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2. DEFINITIONDEFINITION
 Creativity is any act, idea or product that changes anCreativity is any act, idea or product that changes an
existing domain, or that transforms any existingexisting domain, or that transforms any existing
domain into a new one.domain into a new one.
 In order to be creative, one needs to be able to viewIn order to be creative, one needs to be able to view
things in new ways or from a different perspective.things in new ways or from a different perspective.
 Creative children are the ones who express unusualCreative children are the ones who express unusual
thoughts, who are interesting and stimulating that is,thoughts, who are interesting and stimulating that is,
children who appear to be unusually bright.children who appear to be unusually bright.
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3. DETERMINATION OF CREATIVITYDETERMINATION OF CREATIVITY
 In determining the creative abilities among children, creativeIn determining the creative abilities among children, creative
tests and multiple non-testing devices are used.tests and multiple non-testing devices are used.
 The non-testing devices include;The non-testing devices include;
 ObservationObservation
 InterviewsInterviews
 Rating scaleRating scale
 ChecklistsChecklists
 Aptitude testsAptitude tests
 Attitude scalesAttitude scales
 Situation testsSituation tests
 Interest inventoriesInterest inventories
 Personality inventories.Personality inventories. 33

4. DETERMINATIONDETERMINATION Cont…Cont…
 The characteristics and personality traits ofThe characteristics and personality traits of
creative children may also be verified bycreative children may also be verified by
comparing the performance with standardcomparing the performance with standard
creativity tests such as;creativity tests such as;
 Remote association tests (RAT).These provide aRemote association tests (RAT).These provide a
direct measure of one’s creativity.direct measure of one’s creativity.
 Torrance tests of creative thinking .These provideTorrance tests of creative thinking .These provide
an indirect measure of one’s creativity byan indirect measure of one’s creativity by
evaluating elements comprising creativity.evaluating elements comprising creativity.
 Picture stimulationPicture stimulation: members look at the set of: members look at the set of
pictures and relate the information gained from thepictures and relate the information gained from the
picture to the problem.picture to the problem.
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5. Remote Associative Test (RAT)Remote Associative Test (RAT)
 This exercise is based on formingThis exercise is based on forming
associative elements into newassociative elements into new
combinations.combinations.
 The more mutually remote the newThe more mutually remote the new
combinations, the more creative thecombinations, the more creative the
process or the solution.process or the solution.
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6. Torrance tests of creative thinking.Torrance tests of creative thinking.
 Torrance Tests of Creative ThinkingTorrance Tests of Creative Thinking
(TTCT) are tests of creativity which(TTCT) are tests of creativity which
involve simple tests of divergent thinkinginvolve simple tests of divergent thinking
and other problem-solving skills.and other problem-solving skills.
 They are scored on four scale includingThey are scored on four scale including
– Fluency,Fluency,
– The total number of interpretable ideas,The total number of interpretable ideas,
– Meaningful ideas, andMeaningful ideas, and
– relevant ideas generated in response to therelevant ideas generated in response to the
stimulusstimulus
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7. CATEGORIZATION OF CREATIVECATEGORIZATION OF CREATIVE
CHILDRENCHILDREN
 Creative children can be categorized basing on areasCreative children can be categorized basing on areas
where they demonstrate abilities, for example;where they demonstrate abilities, for example;
 ArtArt
 PaintingPainting
 PhotographyPhotography
 Working with wires, clay, paper, wood and waterWorking with wires, clay, paper, wood and water
 Creative plays for example role play and imaginativeCreative plays for example role play and imaginative
play.play.
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8. 88

9. CAUSES OF CREATIVITYCAUSES OF CREATIVITY
 Creativity is caused by both heredity (nature) andCreativity is caused by both heredity (nature) and
environmental factors (nurture). Some of the environmentalenvironmental factors (nurture). Some of the environmental
factors include the following;factors include the following;
 Family influenceFamily influence
 ExperiencesExperiences
 Education and trainingEducation and training
 SocietySociety
 Cultural valuesCultural values
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10. CHARACTERISTICS OF CREATIVE CHILDRENCHARACTERISTICS OF CREATIVE CHILDREN
 Creative children have a great deal of energy, butCreative children have a great deal of energy, but
they are also quiet and at rest.they are also quiet and at rest.
 They tend to be smart, yet also naïve at the sameThey tend to be smart, yet also naïve at the same
time.time.
 They are very curious by nature and possessThey are very curious by nature and possess
foresightedness in abundance.foresightedness in abundance.
 They cannot sit still, unless absorbed in somethingThey cannot sit still, unless absorbed in something
of their interest.of their interest.
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11. CHARACTERISTICS Cont…CHARACTERISTICS Cont…
 They are thought to be rebellious and independent.They are thought to be rebellious and independent.
 Also, they may give up and develop permanentAlso, they may give up and develop permanent
learning problems when they are confronted withlearning problems when they are confronted with
failure early in their lives.failure early in their lives.
 They are very compassionate and have many fearsThey are very compassionate and have many fears
like death and loss of their loved ones.like death and loss of their loved ones.
 They alternate between imagination and fantasy atThey alternate between imagination and fantasy at
one end, and a rooted sense of reality at the otherone end, and a rooted sense of reality at the other
end.end.
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12. CHARACTERISTICS Cont…CHARACTERISTICS Cont…
 They demonstrate originality in ideas and action.They demonstrate originality in ideas and action.
 Have preferred ways of learning; particularly inHave preferred ways of learning; particularly in
reading and mathematics.reading and mathematics.
 Learn from an exploratory level and resist roteLearn from an exploratory level and resist rote
memory and just being a listener.memory and just being a listener.
 Flexibility in thinking. Creative children are able toFlexibility in thinking. Creative children are able to
see problems from a different point of view.see problems from a different point of view.
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13. CHARACTERISTICS Cont…dCHARACTERISTICS Cont…d
 Creative children show a high degree of risk taking,Creative children show a high degree of risk taking,
delay of gratification, self control and tolerantdelay of gratification, self control and tolerant
attitude.attitude.
 They are also characterized by fluency, flexibilityThey are also characterized by fluency, flexibility
and open mindedness.and open mindedness.
 Creative children also possess a high degree ofCreative children also possess a high degree of
keenness, attentiveness, alertness and power ofkeenness, attentiveness, alertness and power of
concentration.concentration.
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14. CHARACTERISTICS cont…CHARACTERISTICS cont…
 Do not get bored of doing things.Do not get bored of doing things.
 Creative children love experimenting with differentCreative children love experimenting with different
methods in order to satisfy their curiosity.methods in order to satisfy their curiosity.
 They overflow with ideas some of which will neverThey overflow with ideas some of which will never
be developed.be developed.
 Provide a detailed elaboration of the concepts andProvide a detailed elaboration of the concepts and
ideas given towards a problem.ideas given towards a problem.
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15. EDUCATIONAL IMPLICATIONS OFEDUCATIONAL IMPLICATIONS OF
CREATIVITYCREATIVITY
 Teachers should give children an opportunity toTeachers should give children an opportunity to
learn from their mistakes and respect their ideas.learn from their mistakes and respect their ideas.
 Teachers should give children a chance to see andTeachers should give children a chance to see and
experience other cultures to help them learn toexperience other cultures to help them learn to
respect the choices of other people.respect the choices of other people.
 Brainstorming sessions encourage children to tackleBrainstorming sessions encourage children to tackle
problems as a group by freely expressing their ideasproblems as a group by freely expressing their ideas
with no fear of negative response.with no fear of negative response.
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16. EDUCATIONALEDUCATIONAL IMPLICATIONSIMPLICATIONS Cont…Cont…
 Teachers should identify good points learnersTeachers should identify good points learners
present and appreciate them physically or verbally.present and appreciate them physically or verbally.
 When children show special aptitudes, teachersWhen children show special aptitudes, teachers
should encourage them to build on and expand theirshould encourage them to build on and expand their
skills.skills.
 Teachers should encourage children to think freelyTeachers should encourage children to think freely
without adult direction, yet within the limits ofwithout adult direction, yet within the limits of
rules.rules.
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17. EDUCATIONAL IMPLICATIONS Cont…EDUCATIONAL IMPLICATIONS Cont…
 Teachers should provide thought options to childrenTeachers should provide thought options to children
to ignite their creativity rather than making allto ignite their creativity rather than making all
choices made for them.choices made for them.
 When working on a problem, a teacher should teachWhen working on a problem, a teacher should teach
children to examine their surrounding for cues thatchildren to examine their surrounding for cues that
will help them generate a pool of possible solutions.will help them generate a pool of possible solutions.
 Appreciate all the good actions and ideas of theAppreciate all the good actions and ideas of the
children both verbally and physically.children both verbally and physically.
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18. EDUCATIONAL IMPLICATIONS cont…EDUCATIONAL IMPLICATIONS cont…
 Provide children with time to play and fantasize soProvide children with time to play and fantasize so
that they can explore materials and pursue their ideas.that they can explore materials and pursue their ideas.
 Provide children with a variety of items from theirProvide children with a variety of items from their
surrounding environment.surrounding environment.
 Expose the children to the benefits of experimentingExpose the children to the benefits of experimenting
with ideas and objects.with ideas and objects.
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19. CONCLUSIONCONCLUSION
 Creativity is a necessity in the development of aCreativity is a necessity in the development of a
country.country.
 Through creativity, people become job creatorsThrough creativity, people become job creators
rather than job seekers.rather than job seekers.
 Therefore, creativity should be encouragedTherefore, creativity should be encouraged
among learners in schools.among learners in schools.
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