Freudian and Jungian theories are considered in terms of poetry, and suggestions are made for teaching the basics of poetry to adults for creative development. Focusing and free association activities are discussed. (CL)

Research is reviewed and difficulties are cited regarding the creative possibilities of developmental differences in early adolescence. Teachers' attitudes toward aloneness, inactivity, daydreaming, free thinking, gullibility, and emotional conflicts are considered. (CL)

The article demonstrates how verbal elaboration can be used effectively to facilitate preschoolers' creative play. It is suggested that rather than being an artifact of incidental learning, creative play should be planned and structured actively within the preschool curriculum. (Author/DB)

Eight suggestions are offered for parents and teachers to maximize children's creative potential. Suggestions touch on such aspects as balance between interpersonal and intrapersonal experiences, allowance for comfortable regression in growth patterns, and well-defined standards of discipline and conduct. (CL)

Eleven specific suggestions for American advocates of the gifted and talented to follow, based on the Japanese way of handling such matters, are offered, including the provision of creative materials for young children and their parents and training in group and team creativity. (Author/DLS)

The digest explores the nature of the creative process. It begins with background information which notes the importance of seeing the familiar in a new light and the possibility on non-acceptance of the creative act. Four basic abilities necessary for creativity and problem solving are identified: (1) fluency, (2) flexibility, (3) elaboration,…

The article views the creative process as a complex interaction in which opposites are balanced. Practical classroom applications are noted, including the establishment of a climate that encourages pursuit and risk-taking. (CL)

The author briefly examines theories of creativity, describes problems in its identification, and cites implications for gifted education of creativity training research done over the last 20 years. (CL)

The authors examine why the attribution of "giftedness,""talent," or "creativeness" to the mentally retarded has been neglected, review definitions applicable to this group, examine the therapeutic effects of various types of art work (work which could be attributed as "gifted",) and suggest techniques to…

The author cites experiences in teaching mathematics to gifted students, and offers suggestions for serving them through seminars, special classes, use of library resources, and activities to promote creative work in mathematics. (CL)

Acknowledging that toddlers and 2-year-olds explore art as a learning experience or an experiment and are more interested in "doing" art than in making a finished product, this guide for caregivers compiles 75 art experiences, with over 100 variations, and tips for making the activities run smoothly. Following an introduction that includes…

Teaching gifted students to think creatively may follow the AUTA model: awareness of creativity, understanding of creativity, techniques of creativity, and finally, actualization--development of creative talents. (CL)

The author suggests that students can achieve an expansion of successful creative problem-solving through the use of psychosynthesis and allied techniques in transpersonal psychology. This paper discusses the philosophical rational of teaching creativity and examples of a practicum for use in the classroom or work place. (Author/CL)

Components of a checklist for evaluating books for gifted children include critical and developmental skills (vocabulary, critical reading skills, story content); creativity (opportunity for imagination, potential for creative follow-up); comprehension; and application (role models, interest, and relevance). (CL)

Questionnaire responses of eminent people in Communications, Liberal Arts, Fine Arts, Science, Education, and Business Education and Management are considered in terms of their projects' inspiration, preparation, products, task commitment, obstacles, and audience. Following a discussion of the experiences of professionals, implications for gifted…