ERIC Number: ED224584
Record Type: RIE
Publication Date: 1982-May
Reference Count: 0
Measuring Creativity in Preschool Children.
Moran, James D., III; And Others
The purposes of this article are (1) to report empirical findings of studies of original or creative thinking in preschoolers, (2) to point out important issues to be considered in measuring the creativity of preschool children, and (3) to discuss the practical implications of these findings and issues. Research conducted at the Virginia Polytechnic Institute and State University indicates that the creativity of preschool children can be measured independently of the factor of intelligence. Results of recent studies of preschoolers' creativity have indicated that the quantity of ideational output is related to its quality, that in contrast to two-dimensional stimuli three-dimensional stimuli elicit a greater number of responses, and that more familiar (or "hands on") stimuli elicit more reponses than less familiar stimuli. Issues to be considered in measuring creativity pertain to the task setting, examiners, stimuli, and age and individual differences. Care must be exercised in controlling the uniformity of the task setting, in the selection of items, and in the use of a proper normative group. It is concluded that the findings obtained thus far may support the view that current socialization practices, particularly those of schools, stifle children's creative potential. (RH)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Virginia Polytechnic Inst. and State Univ., Blacksburg. Coll. of Human Resources.