Article
| Title: | Talent and creativity in preschool age children: a pilot study |
| Author: | |
| Source document: | Studia paedagogica. 2016, vol. 21, iss. 4, pp. 77-98 |
| Extent: | 77-98 |
| ISSN: | 1803-7437 (print); 2336-4521 (online) |
| Type: | Article (English) |
| Stable URL: | http://hdl.handle.net/11222.digilib/136287 |
| License: |
PDF
Abstract(s):
The paper deals with an analysis of the relationship between overall giftedness and two types of creativity (figural and verbal) in preschool age children. The objective was to describe and analyze the relationship between the two types of creativity and the relationship between each type and the overall amount of talent as well as to design a predictive model with the overall amount of talent as the dependent variable. The overall amount of talent was measured on the Characteristics of Giftedness Scale, verbal creativity through storytelling, and figural creativity with the Test for Creative Thinking – Drawing Production. The data was obtained on a sample of 32 preschool aged children obtained through convenience sampling. The results suggest a (significant) moderate correlation between the two types of creativity and a not significant weak correlation between creativity and giftedness (verbal creativity r = 0.361 and figural creativity r = 0.222). Of the component characteristics, giftedness was most closely correlated with a child's inclination to assign pictures of unknown animal names not typical for humans and the inclination to conceive of a drawing as a single thematic whole (completing unfinished figures). These elements also had the greatest weight in the presented predictive model. A byproduct of the study is the finding that overall giftedness at preschool age is weakly correlated with the education of the father (r = 0.248) and even more so that of the mother (r = 0.363). The study discusses its own limitations and suggests opportunities for further research.
Keywords:
giftedness; behavioral scale; figural creativity; verbal creativity; preschool age
References:
[1] Baer, J. (2010). Is creativity domain specific? In J. C. Kaufman & J. Sternberg (Eds.), The Cambridge handbook of creativity. New York: Cambridge University Press.
[2] Baer, J. (2015). Domain specificity of creativity. London: Elsevier.
[3] Bates, B. T., Zhang, S., Dufek, J. S., & Chen, F. C. (1996). The effects of sample size and variability on the correlation coefficient. Medicine and Science in Sports and Exercise, 28(3), 386–391.
[4] Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social, and General Psycholog y Monographs, 132(4), 355–429.
[5] Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2009). Intelligence and personality as predictors of divergent thinking: The role of general, fluid and crystallised intelligence. Thinking Skills and Creativity, 123(4), 60–69. | DOI 10.1016/j.tsc.2009.01.002
[6] Biemer, P. P., Groves, R., M., & Lyberg, L. E. (2011). Measurement errors in surveys. New York: Wiley.
[7] Blatný, M. et al. (2010). Psychologie osobnosti: Hlavní témata, současné přístupy. Praha: Portál.
[8] Dancey, C. P., & Reidy, J. (2014). Statistics Without Maths for Psychology. Harlow: Pearson.
[9] De Cassia Nakano, T., Wechsler, S. M., Campos, C. R., & Milian, Q. G. (2015). Intelligence and creativity: Relationships and their implications for positive psychology. Psico-USF, 20(2), 1–7.
[10] De Cassia Nakano, T., Primi, R., de Jesus Ribeiro, W., & Almeida, L. S. (2016). Multidimensional assessment of giftedness: Criterion validity of battery of intelligence and creativity measures. Annals of Psychology, 32(3), 628–637.
[11] Demetrikopoulos, M. K., & Pecore, J. L. (2015). Interplay of creativity and giftedness in science. Berlin: Springer.
[12] Durmeková, S., Hříbková, L., & Rendl, M. (2013). Vytváření příběhů – verbální test tvořivosti. Praha: NÚV.
[13] Edl, S., Benedek, M., Papousek, I., Weiss, E. M., & Fink, A. (2016). Creativity and the stroop interference effect. Personality and Individual Differences, 69(1), 38–42. | DOI 10.1016/j.paid.2014.05.009
[14] Eysenck, M. W. (2014). Individual differences: Normal and abnormal. Hove: Lawrence Erlbaum Associates.
[15] Gardner, H. (2013). The theory of multiple intelligences. In A. S. Mayes & B. Moon (Eds.), Teaching and learning in the secondary school (pp. 38–46). New York: Routledge.
[16] Gross, M. U. M. (2004). Exceptionally gifted children. London: Routledge Falmer.
[17] Gross, M. U. M. (2006). Exceptionally gifted children: Long-term outcomes of academic acceleration and nonacceleration. Journal for the Education of the Gifted, 29(4), 404–429. | DOI 10.4219/jeg-2006-247
[18] Gross, M. U. M. (2009). Highly gifted young people: Development from childhood to adulthood. In L. V. Shavinina (Ed.), International handbook on giftedness: Part 1 (pp. 337–351).
[19] Amsterdam: Springer Science.
[20] Havigerová, J. M. (2015). Intellectual giftedness. Insights on giftedness in the preschool and early school age. Saarbrücken: LAP Lambert Academic Publishing.
[21] Havigerová, J. M., Burešová, I., Smetanová, V., & Haviger, J. (2013). Projevy dětské zvídavosti: Získávání informací a kladení otázek od předškolního věku v kontextu intelektového nadání. Praha: Grada.
[22] Hříbková, L. (1993). K specifickým problémům identifikace nadaných dětí předškolního věku. Psychológia a patopsychológie dieťaťa, 28(1), 80–84.
[23] Hříbková, L. (2010). Nadané dítě v předškolním věku, jeho vyhledávání a rozvíjení. In V. Mertin & I. Gillernová (Eds.), Psychologie pro učitelky mateřské školy (pp. 141–154). Praha: Portál.
[24] Hu, W., Jia, X., Plucker, J. A., & Shan, X. (2016). Effects of a critical thinking skills program on the learning motivation of primary school students. Roeper Review, 38(2), 70–83. | DOI 10.1080/02783193.2016.1150374
[25] Jabůrek, M. (2014). Přehled českých a zahraničních posuzovacích škál pro identifikaci nadání u dětí předškolního a školního věku. Svět nadání, III(1), 18–36.
[26] Jauk, E., Benedek, M., Dunst, B., & Neubauer, A. C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence, 41(4), 212–221. | DOI 10.1016/j.intell.2013.03.003
[27] Jung, J. Y., McCormick, J., & Gross, M. U. M. (2012). The forced choice dilemma: A model incorporating idiocentric/allocentric cultural orientation. Gifted Child Quarterly, 56(1), 15–24. | DOI 10.1177/0016986211429169
[28] Kauffman, J. M., Hallahan, D. P., & Cullen, P. C. (2011). Handbook of special education. New York: Routledge.
[29] Kim, K. H. (2010). Is creativity unidimensional or multidimensional? Analyses of the torrance tests of creative thinking. Creativity Research Journal, 18(3), 251–259. | DOI 10.1207/s15326934crj1803_2
[30] Kim, K. H., & Pierce, R. A. (2013). Torrance’s innovator meter and the decline of creativity in America. In L. V. Shavinina (Ed.), The Routledge international handbook of innovation education (pp. 153–167). New York: Routledge.
[31] Kitano, M., & Kirby, D. F. (1986). Gifted education: a comprehensive view. Boston: Little Brown. Langmeier, J., & Krejčířová, D. (1998). Vývojová psychologie. Praha: Grada.
[32] Limont, W., Dreszer-Drogoróba, J., Bedyńska, S., Śliwińska, K., & Jastrzębska, D. (2014). 'Old wine in new bottles'? Relationships between overexcitabilities, the Big Five personality traits and giftedness in adolescents. Personality and Individual Differences, 69(1), 199–204. | DOI 10.1016/j.paid.2014.06.003
[33] Machů, E. (2013). Radosti a trápení nadaných dětí. Studia paedagogica, 18(2-3), 125–140. | DOI 10.5817/SP2013-2-3-8
[34] Machů, E., & Červinková, H. (2014). Social intelligence of gifted pupils. The New Educational Review, 37(3), 130–139.
[35] Mazal, P. (2016). Mensa CR: Gifted children. Retrieved form http://www.deti.mensa.cz.
[36] McCormick, K. M., & Plucker, J. A. (2013). Connecting student engagement to the academic and social needs of gifted and talented students. In K. H. Kim, J. C. Kaufman, J. Baer, & B. Sriraman (Eds.), Creatively gifted students are not like other gifted students (pp. 121–213). Rotterdam: Sense Publishers.
[37] Moneta, G. B., & Rogaten, J. (2016). Psychology of creativity: Cognitive, emotional, and social process. New York: Nova Science Publishers.
[38] Nakonečný, M. (1997). Encyklopedie obecné psychologie. Praha: Academia.
[39] Pfeiffer, S. I. (2008). Handbook of giftedness in children: Psychoeducational theory, research, and best practices. New York: Springer.
[40] Pfeiffer, S. I. (2015). Essentials of Gifted Assessment. Hoboken: John Wiley & Sons.
[41] Plucker, J. A. (1999). Is the proof in the pudding? Reanalyses of torrance's (1958 to present) longitudinal data. Creativity Research Journal, 12(1), 103–114. | DOI 10.1207/s15326934crj1202_3
[42] Portešová, Š. (2016). Centrum rozvoje nadaných dětí. Retrieved from http://www.nadanedeti.cz.
[43] Preckel, F., Holling, H., & Wiese, M. (2006). Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory. Personality and Individual Differences, 40(1), 159–170. | DOI 10.1016/j.paid.2005.06.022
[44] Pritzer, S. R. (1999). Encyclopedia of creativity. London: Academic Press.
[45] Proyer, R. T., Gander, F., & Tandler, N. (2016). Strength-based interventions. Their importance in application to the gifted. Gifted Education International.
[46] Průcha, J., Walterová, E., & Mareš, J. (2003). Pedagogický slovník. Praha: Portál.
[47] Rački, Ž. (2015). Domain, gender and age differences in the creative behavior of children. Drustvena istrazivanja, 24(4), 467–485. | DOI 10.5559/di.24.4.01
[48] Rajamanickam, M. (2005). Experimental psychology with advanced experiments. New Delhi: Concept Publishing.
[49] Reid, E. (2014). Challenges of teaching English to gifted children. Journal of Anglophone Studies, 1(2), 104–112.
[50] Silverman, L. K. (1993). Characteristics of giftedness scale. Denver: Gifted Development Center.
[51] Silverman, L. K. (2013). Giftedness 101. New York: Springer Publishing Company.
[52] Soukup, P. (2016). Užívání statistické a věcné významnosti v časopise Pedagogická orientace a Pedagogika v posledních deseti letech: Pohled statistika. Pedagogická orientace, 26(2), 182–201. | DOI 10.5817/PedOr2016-2-182
[53] Sternberg, R. J., & Davidson, J. E. (2005). Conceptions of Giftedness. Cambridge: Cambridge University Press.
[54] Trávníček, J. (2007). Vyprávěj mi něco… Praha: Paseka.
[55] Tyagi, T. K. (2016). Mathematical creativity and mathematical aptitude: A cross-lagged Panel analysis. Creativity Research Journal, 28(3), 328–333. | DOI 10.1080/10400419.2016.1195654
[56] Urban, K. K., Jellen, H. G., & Kováč, T. (2003). Urbanův figurální test tvořivého myšlení. Brno: Psychodiagnostika, s.r.o.
[57] Utts, J. M., & Heckard, R. F. (2011). Mind on Statistics. Boston: Brooks/Cole Cengage Learning.
[58] Vondráková, E. (2016). Společnost pro talent a nadání. Retrieved form http://www.talent-nadani.cz.
[59] Yong, L. M. S. (1994). Relations between creativity and intelligence among Malaysian pupils. Perceptual and Motor Skills, 79(2), 739–742. | DOI 10.2466/pms.1994.79.2.739
