The twenty-first century is often described as an age of uncertainty and ambiguity with unprecedented challenges. Those with a creative mind-set however might call this millennium an age of wonder. New technologies and digital media are facilitating imagination and inventiveness. How are we innovating education? Are schools and classroom fostering…

In the current teaching activities on curriculum, teachers taught all kinds of computer language at the most of the time. Students also focus on a variety of examinations, but the real time to train students' independent software developing skill is very limited. This has resulted in the students only to copy other people's systems design ideas,…

Since evidence indicates that the potential for play must be developed in a child, just as the potential for thinking, it is important that teachers be aware of the need to provide a climate which is conducive to imaginative play. This article suggests steps to be taken in creating such a climate. (Author/NQ)

The synectics model is an exciting strategy for development of thinking skills for gifted and creative children. The three-phase strategy teaches about direct analogy, personal analogy, and symbolic analogy. (CB)

Intended for gifted/talented staff members, the document provides a collection of curriculum ideas and suggestions for activities, books, and articles related to education of gifted and talented children. Included are materials (outlines, tables, diagrams, and articles) on the following topics: facts about famous individuals; introduction of…

The goals and activities of the Orff-Schulwerk Approach and the Kodaly Method of music therapy are described; and the usefulness of each approach to develop creativity, social development, and cognitive ability in normal, gifted, and handicapped elementary level students is discussed. (SBH)

One type of conflict is controversy (disagreement), which is discussed as a teaching technique that can be used in the classroom. Five possible procedures are suggested for introducing it to students. For journal availability, see SO 504 878. (ND)

The document is designed to assist teachers in modifying instruction to meet the special needs of high ability students, to help educators in effective organization of their plans for individualizing instruction, and to provide information on individualizing an educational program for gifted students. The format is set up so that it describes a…

Writing researchers suggest that children should write stories in order to (1) entertain, (2) foster artistic expression, (3) explore the functions and values of writing, (4) stimulate imagination, (5) clarify thinking, (6) search for identity, and (7) learn to read and write. (HTH)

Presented is a manual developed by the Manatee, Florida, program for gifted students which includes articles by leading thinkers, information on J. Guilford's structure of the intellect model, the importance of cognitive and affective balance, creative development, checklists, games, and other ideas for teachers of gifted students. Articles…

Claims that creativity can be nurtured in young children using the appropriate creative environment, such as schools with creative programs, continuous enrichment of the environment, and creative teachers and creative ways of teaching. Concludes that the most powerful possibility of nurturing creativity in an individual lies in interaction with…

This article discusses how creative thinking can be encouraged in students through such classic tools as brainstorming and the productive thinking elements of fluency, flexibility, originality, and elaboration. It describes how fairy tales can be used to foster these thinking skills and suggests classroom activities. (Contains two references.) (CR)

Educational experiences which facilitate the development of original thinking and learning are (1) the "open system" of education which stresses freedom at home and at school; (2) the emphasis on sensory awareness of the environment; (3) the development of curiosity and sense of wonder; (4) the growth of imaginative powers and original thinking…

Examines children's art creations in a child care center in Reggio Emilia in northern Italy. Suggests that, to produce art, children need many interesting experiences in classroom and community, as well as encouragement to think, talk, and create art in response to their experiences. Under such circumstances, their art is as intriguing and…

Designed for teachers, students, caregivers, and health professionals who work with children from birth to age 8, this book provides a review of recent research and theories of development and learning in the early childhood years, with an emphasis on implications for effective teaching. Where appropriate, the book takes an Australian perspective,…