Fri, May 9, 2025
| فارسی
Volume 9, Issue 4 (Winter 2008)
Advances in Cognitive Sciences 2008, 9(4): 26-32 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Amiri S, Assadi S. Development of Creativity in Children. Advances in Cognitive Sciences 2008; 9 (4) :26-32
URL: http://icssjournal.ir/article-1-398-en.html
URL: http://icssjournal.ir/article-1-398-en.html
Abstract: (3066 Views)
Objective: This study sought to explore the developmental trend of creativity in 4 to 10-year old children in the city of Isfahan.
Method: 240 children (120 males and 120 females) were randomly selected by cluster sampling from nurseries and elementary schools of two educational regions in Isfahan. Data were gathered using Torrance Creative Thinking Test (pictorial part of form A and B). Data were analyzed using ANOVA and pairwise comparisions.
Results: Results showed that creativity in children follows a developmental course (p<0.001), and there was no significant difference in development of creativity between boys and girls. Fluency and Originality factors had approximately constant positions among the four groups, but elaboration factor changed according to group. Differences among mean scores of creativity were not significant after controlling elaboration factor.
Conclusion: It seems that creativity in children follows a developmental course and the variations of scores are specific to elaboration. Results are discussed according to theoretical attitudes.
Method: 240 children (120 males and 120 females) were randomly selected by cluster sampling from nurseries and elementary schools of two educational regions in Isfahan. Data were gathered using Torrance Creative Thinking Test (pictorial part of form A and B). Data were analyzed using ANOVA and pairwise comparisions.
Results: Results showed that creativity in children follows a developmental course (p<0.001), and there was no significant difference in development of creativity between boys and girls. Fluency and Originality factors had approximately constant positions among the four groups, but elaboration factor changed according to group. Differences among mean scores of creativity were not significant after controlling elaboration factor.
Conclusion: It seems that creativity in children follows a developmental course and the variations of scores are specific to elaboration. Results are discussed according to theoretical attitudes.
Type of Study: Research |
Subject:
Special
Received: 2007/08/12 | Accepted: 2007/10/24 | Published: 2007/12/22
Received: 2007/08/12 | Accepted: 2007/10/24 | Published: 2007/12/22
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
