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ERIC Number: ED076264
Record Type: RIE
Publication Date: 1973-Apr
Pages: 38
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Creativity: A Positive of Young Children. (Paper and Abstract Bibliography).
Thomas, Susan B., Comp.
A review of research on creative thinking indicates that children labeled as disadvantaged have creative strengths upon which to build a program of education. Studies have shown that, in general children from a relatively disadvantaged background perform better on tasks of figural creativity than their advantaged peers. If teachers are to emphasize children's positives, they should: (1) be aware that their attitudes and values are transmitted both verbally and nonverbally; (2) try to enhance their students' self-concept; and (3) accept children's ideas and the ways they express them. Studies also show that disadvantaged children perform better on figural creativity than they do on verbal creativity measures. Results of creativity research comparing black and white children are conflicting. Developmental racial comparisons have shown that black children catch up with, and in many cases surpass, their white peers in figural creativity. A workshop emphasizing the creative positive of disadvantaged elementary school children is considered to have elicited their "hidden" verbal talents through techniques encouraging them to responde freely, creativity tests with no time limits, and sympathetic examiners. A comparative three-year program of language development examined the efficiency of an oral language program and an experimental reading program in improving language development, achievement, and creative thinking. The attached abstract bibliography on creativity includes entries from "Research in Education" and journal citations. (KM)
College of Education Curriculum Laboratory, University of Illinois, 1210 West Springfield Avenue, Urbana, Illinois 61801 (Catalog No. 1300-45, $1.15)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Early Childhood Education, Champaign, IL.