The curriculum guide for teaching social sciences to mentally gifted students in grades 4 through 6 centers on concepts related to the development of creativity and productivity and, eventually, of the realization of personal potential through contributions to humanity. Chapters focus on behavioral objectives for learning skills, cognitive…

Parents differing along a concreteness-abstractness dimension of conceptual development, as defined by the model of Harvey, Hunt, and Schroder, described their attitudes and practices regarding their children's home play environment. This was done using structured questionnaires. Potential creativity of the 3- and 4-year-old children themselves…

Designed to examine the cultural influences on creative development, the study analyzed imaginative stories by students from a segregated Negro school in Georgia and from a middle class white school in Minnesota. The stories were evaluated in terms of originality, interest, style, and pressures of divergency and conformity. The students were…

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…

GRADES OR AGES: K-8, with emphasis on lower grades. SUBJECT MATTER: Creativity. ORGANIZATION AND PHYSICAL APPEARANCE: The greater part of the guide is concerned with the identification and encouragement of creativity. Chapter headings include: Definition of Creativity; The Creative Teacher; What Is the Creative Child Like?; How Can We Identify the…

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

The author proposes a four-step plan for identifying and facilitating creative potential in children. (SBH)

Touches on the cognitive and self-discovery processes and imagination and creativity children experience before their verbal skills are fully developed. (HTH)

This booklet discusses creativity and provides suggestions for instigating and implementing creativity in organizational settings. Specifically, the booklet discusses practical creativity (also called targeted innovation), an approach to generating ideas especially suited to organizational problem-solving. The targeted innovation process,…

Proposes a 4-part program, using the loose parts principle, to enable children to realize their creative potential. (SB)

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)

Reprinted from "Chemistry and Industry , Number II, January 1969.

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)

Forty New Zealand children (ages 3-4) were given false-belief and creativity tasks to investigate whether those with a Theory of Mind outlook are better at searching their own minds for creative answers. The numbers of appropriate and original responses in the creativity test correlated positively with performance on false-belief tasks. (Author/CR)