Maryam Sadat Kiafar; Seyed Mohsen Asghari Nekah
Abstract
Fostering children’s creativity has always been a fundamental goal in children education. Since theoretical and empirical foundations in the area of creativity verify expandability of creativity, this study is aimed at investigating effectiveness of teaching creativity development program through ...
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Fostering children’s creativity has always been a fundamental goal in children education. Since theoretical and empirical foundations in the area of creativity verify expandability of creativity, this study is aimed at investigating effectiveness of teaching creativity development program through group activities in increased creativity of pre-elementary school children. This study is of quasi-experimental nature with pretest, posttest and control group. The statistical population is composed of 24 pre-elementary school children who were divided into two experimental and control groups. The experimental group experienced 12 one-hour sessions of the interventions relating to theoretical foundations of creativity. Research instruments include Torrens Visual Form B. In order to analyze the data, the covariance analysis was carried out. Results suggest that creativity development program could significantly develop creativity and its components in children. The difference in the program for creativity program was not significant based on gender in overall score of creativity; in other words, the increasing impact of the program on the boys and girls in overall score of creativity was the same. Therefore, considering effectiveness of the program, it seems that such programs are required to be implemented for the purpose of increasing cognitive development and creativity on a large scale in the pre-elementary schools.
