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;
a.Making use of tests and creativity
b.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
I. Allow the children to make simple
choices, such as what to eat for dinner or
where to go on a weekend.
II. Encourage independence from
caregivers and media.
III. Provide items in your child’s environment
to stimulate their imagination.
IV. Brainstorm different uses for items with
your child.
V. Ask your child open – ended questions to
stretch their understanding and help
them to postulate ideas.
VI. Play with them.
VII. Be prepared for messy play – muddy
areas
VIII.Engage in story- telling.

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