FIVE PRINCIPLES FOR ENCOURAGING CREATIVE THINKING ARE TO TREAT QUESTIONS WITH RESPECT, TO TREAT IMAGINATIVE IDEAS WITH RESPECT, TO SHOW PUPILS THAT THEIR IDEAS HAVE VALUE, TO PERMIT PUPILS OCCASIONALLY TO DO SOMETHING FOR FUN OR PRACTICE WITHOUT THREAT OF EVALUATION, AND TO TIE IN EVALUATION WITH CAUSE AND CONSEQUENCES. DR. E. PAUL TORRANCE'S…

A creative-aesthetic approach to school readiness and beginning reading and arithmetic, as formulated by Fortson, was used with 24 kindergarten children. Two control groups included 39 children. Two replications of the study were made, each having two experimental groups. Experimentals scored signifcantly higher on tests of creative thinking,…

The primary concern of the English teacher should be to develop the unique potential every student has for imaginative thinking and creative expression. The ability to think creatively stimulates the student's intellectual curiosity, frees him from the rigidity of social class values, religious dogma, and historical precedent, and enables him to…

A series of studies involving deaf and hearing impaired children was conducted to assess imagination, originality, and abstract thinking. (Author/SBH)

Article stresses the teacher's influence on the creativity of children and the importance in recognizing the necessity for encouraging the development of each child's creative expression. (RK)

Children, ages 7 and 11, were asked to manipulate strips of cardboard into outlines of ideas and objects. Responses were categorized to show if novel configurations appeared and developed and if this phenomenon was a function of creative thinking as measured by Torrance's Figural Test, Form B. (Author/SJL)

As a child develops, perceptions of the world and idea concepts change, but creative expression and innovative thinking can be encouraged by the teacher at each stage of the child's development. (JD)

Bibliographic information on 98 recent books on creativity and problem solving is presented, arranged alphabetically by author. Each listing notes the major topics addressed. Topics include creative ability in business, organizational change, gifted students, technological innovations, psychological aspects of creativity, and social aspects of…

A study examined the relationships among 109 children's creative performances in three domains and the relationships between those children's general creative thinking skills and their creative performances. Three case studies also examined domain-specificity of creativity. Results found considerable intra-individual variation in creativity…

Comparison of 107 kindergarten children who either were or were not in a gifted program and received or did not receive special training in synectics (a strategy to facilitate creative thinking) found significant improvement in creativity scores for experimental but not control groups but not more for gifted than for nongifted children. (Author/DB)

This article discusses the characteristics of creatively gifted children and the challenges of being creative. Ideas for fostering creativity are provided and include advocating for programs for creatively gifted children, recognizing the giftedness in creative students, differentiating instruction, and encouraging and supporting imaginative…

A practicum was designed to help high school students become more creative by encouraging them to be audacious, divergent thinkers capable of entertaining several contradictory ideas simultaneously. Tolerating paradox and ambiguity are vital components in developing creativity. These goals were achieved by developing a nurturing, caring, accepting…

The pamphlet reviews research on creativity and applies it to the learning process. After discussing the definition and measurement of creativity, the components of creative performance are outlined, including domain-relevant skills, creativity-relevant skills, and intrinsic task motivation. Factors which destroy students' creativity are noted,…

Irving Taylor's paper formulates a theory of creativity which emphasizes the alteration of the environment in accordance with personal patterns of perception. The necessary components are elaborated: (1) an explanatory statement of motivation in creativity; (2) a delineation of the forms creativity can take; (3) an identification and…

It is the responsibility of the teachers to make education a creative experience. Education should give children opportunities to create multiple solutions to identical problems, teach children how to formulate questions and problems, and cultivate the ability to experience the world sensitively. (CT)