ABSTRACT

Many training programs have aimed to improve creative thinking abilities in various settings. The study of relevant literature revealed a relatively lower number of creativity programs for children than those developed for adults. The current work introduces a new and comprehensive nine-week long creativity intervention program implemented (out of school-setting) in 8- to 11-year-old children of socioeconomically disadvantaged families in Turkey. The intervention program was organized around four main themes (Persona, Object, Surrounding, Experience) and composed of nine activities: collection making, identity box, building a memory-device, designing an object, sensory mapping, designing a space, visual storytelling, exploring an imaginary planet, and solving a social conflict. Children (n = 159) were randomly assigned to experimental and control groups, and they took the Torrance Tests of Creative Thinking both before and after the intervention. Results showed that children in the experimental group had significantly higher verbal fluency and originality scores at the posttest compared to the control group. These results provide further evidence for the trainability of creativity and introduce a novel, affordable creativity intervention program that is feasible enough to be implemented in and out of the school setting.

摘要

许多培训项目旨在提高各种环境下的创造性思维能力。对相关文献的研究表明，为儿童开发的创意项目数量相对较少，为成人开发的创意项目数量相对较少。目前的工作介绍了一项针对土耳其社会经济弱势家庭的 8 至 11 岁儿童（在校外）实施的为期 9 周的全新全面创造力干预计划。干预项目围绕四个主题（角色、物体、环境、体验）组织，由九项活动组成：收藏品制作、身份盒、构建记忆设备、设计物体、感官映射、设计空间、视觉故事讲述、探索一个虚构的星球，解决社会冲突。儿童（n = 159）被随机分配到实验组和对照组，他们在干预前后都进行了托伦斯创造性思维测试。结果显示，实验组儿童在后测中的言语流畅性和原创性得分显着高于对照组。这些结果为创造力的可训练性提供了进一步的证据，并引入了一种新颖的、负担得起的创造力干预计划，该计划足够可行，可以在学校内外实施。