Diagnostic features:
*Time limit has been removed.
View document contents
"Diagnostics of children's creative abilities"
MINISTRY OF GENERAL AND PROFESSIONAL EDUCATION OF THE SVERDLOVSK REGION
State budgetary professional educational institution of the Sverdlovsk region
"Kamensk-Ural Pedagogical College"
Message
“Diagnostics of the abilities of younger schoolchildren”
Completed:
student group 46
specialties
"Correctional pedagogy
in primary education"
Khalturina Ekaterina
Teacher: Kazantseva L.V.
Kamensk-Uralsky
Diagnosis of creative abilities has its own characteristics, which we need to highlight in order to see their distinctive feature from other types of diagnostics.
Diagnostic features:
*To obtain more accurate results, it is necessary to exclude educational motivation and conduct it in your free time from work.
*Expert assessment is not so much of the result as of the process.
*Other methods: not through tests, but through participant observation in natural conditions (the expert plays together); through self-questionnaires, a biographical method in which only facts are recorded (since creativity occurs episodically) and the conditions in which the fact occurred are analyzed.
*Games and training are the main methods.
*To relieve tension, a preparatory period is required.
*Time limit has been removed.
When conducting diagnostics with children of primary school age, it is necessary to create an environment for an individual examination, without contact with other children, because Children of this age have a tendency to imitate.
Diagnostic methods should exclude verbal explanations from children from the outside, because their speech is inadequate to their feelings. Children feel and understand more intuitively than they can say. Preference is given to intuitive guesses.
Artistic and aesthetic development is tested through the perception of the expressiveness of a form, and not through mastering the language of art; it is tested through the presentation of artistic objects, reproductions, photographs, postcards.
Methodology for evaluating a fairy tale written by a child by O.M. Dyachenko and E.L. Porotskaya.
The child was asked to compose a fairy tale, which was rated on a five-point rating scale, taking into account indicators of productivity, variability and originality:
0 points – for refusing a task or retelling a familiar fairy tale;
1 point – for retelling a familiar fairy tale, but introducing new elements;
2 points – when introducing significant elements of novelty into a well-known fairy tale;
3 points – if it was supplemented with details;
4 points – for a completely independently invented, but schematically presented fairy tale;
5 points – if the presentation was detailed.
P. Torrance test for creative thinking (adapted and standardized by N.B. Shumakova, E.I. Shcheblanova, N.P. Shcherbo in 1990).
Figure tests consist of two equivalent forms, including three tasks. Each task takes 10 minutes to complete.
The “Draw a picture” task involves using a test shape (shape A – the shape resembles a drop; shape B – the shape resembles a bean) as a starting point for creating a picture. It is allowed to finish drawing the figure, adding new details to the drawing, etc. The child must come up with a name for the completed drawing.
The "Unfinished Shapes" activity requires you to imagine what the original unfinished shapes might look like and complete the drawing. Ten different unfinished figures impose stable images, but when completing the task, the child must be guided to create unusual, original images. The child gives each completed picture a name.
The “Repeating Shapes” task is similar to the previous one, but the original shapes are all the same. The main difficulty in execution is to overcome the tendency to construct similar images and come up with diverse ideas.
The main indicators of creativity are:
Productivity (fluency, speed) - reflects the ability to generate a large number of ideas, expressed verbally or in the form of drawings, and is measured by the number of answers that meet the requirements of the task;
Flexibility – characterizes the ability to put forward a variety of ideas and move from one aspect of a problem to another;
Originality – implies the ability to put forward new unusual, non-obvious ideas;
Elaboration (the degree of detail of the answers) - characterizes the ability to implement an idea or plan in the best way.
3) Creative task “Show how he moves and speaks.”
The child is alternately offered postcards, pictures, photographs with various images, both animate and inanimate. He needs to show how this object moves, to come up with speech and language for it.
Creative development is tested through the presentation of artistic objects, reproductions, photos, postcards and the perception of a holistic image and the expressiveness of its form.
So for preschoolers, we showed photographs, pictures and postcards depicting a robot, a monkey, a car, a flower, a cloud, a ball, a bird, a snowflake, a telephone, grass, a beetle, etc.
When assessing this task, we used a three-point system, i.e. presented the results at three levels:
high level – accuracy, integrity of the conveyed image, expressiveness of the display;
average level - only some elements are “grabbed”, quite expressive display;
low level – the image is not perceived, there is no expressiveness.
4) Questionnaire by F. Tuttle and L. Becker (for parents and teachers).
Foreign researchers F. Tattle and L. Becker compiled a questionnaire for parents and teachers regarding the child’s data. This questionnaire highlights features that indicate a child’s great potential.
The minimum number of points scored is 17, the maximum is 85.
Low level: 17 - 34 points; Intermediate level: 35 - 60 points; High level: 61 - 85 points.
QUESTIONNAIRE
Instructions: Read each of the following points and determine the rating. Place (X) in the place that corresponds to your choice: 1 – very rarely or never; 2 – rare; 3 – sometimes; 4 – often; 5 – almost always.
| Features of the child | 1 | 2 | 3 | 4 | 5 |
|
| Shows great curiosity about various objects, phenomena, and events. Asks many questions, including “why?”, “why?”, “why?” | ||||||
| Asks a lot of “smart” questions about things that young children are not usually interested in | ||||||
| Accurately, correctly uses many words in his speech | ||||||
| Shows ability to tell or retell stories in great detail. Facts | ||||||
| Can have “intellectual” conversations with other children and adults | ||||||
| Prone to serious thinking, interested in complex, global problems (for example, he can talk about life and death, etc.) | ||||||
| Can easily cope with riddles and can come up with them | ||||||
| Understands complex (for his age) definitions and relationships. Finds commonality in objects and phenomena, even if this is not obvious. Demonstrates abstract thinking | ||||||
| Can handle counting easily. Simple arithmetic operations | ||||||
| Understands the meaning of numbers from 1 to 10 | ||||||
| Understands the meaning and ways of using diagrams and maps better than his peers | ||||||
| Shows great interest in watches. Calendars, can understand their functions | ||||||
| Shows a great desire to learn – to acquire new knowledge and skills | ||||||
| Shows ability to concentrate. Maintaining attention for a longer period of time than peers | ||||||
| Easily grasps and retains large amounts of information. Remembers more details than other children | ||||||
| Shows keen observation skills | ||||||
| Shows talent in music, drawing, rhythm and other areas of art |
Diagnostics - 5.
Iexercise.
The names of two figures are proposed: “Malume” and “Tekete”.
Why are they called that?
Two bags, one filled with cotton wool and the other with sharp objects, which bag belongs to whom?
What color suits each figure?
Invent the gibberish language that each of them speaks.
Turn into a figurine and show what kind of gait each of them has.
IIexercise.
Textbook spread Music “Three Girlfriends”
Give a nickname to the portrait - mirror of each character (For example, Myamlik, Shustrik, Crybaby, Transformer, etc.)
Identify characters by pose, gesture (schematically)
Show everyone's walk. Who talks how?
Based on the musical fragments, determine which character fits the musical fragment.
Give names that are in keeping with the character's personality.
IIIexercise.
“Klee” is the name of the test after the name of the artist who developed this method. The test and its implementation are similar to Rorschach's "Ink Blots" technique. The only difference is that the stimulus is an aesthetic and artistic image, which can be decoded with varying degrees of impact.
Instructions: What does it look like? What does it remind you of? It is necessary to introduce children into a game situation: “One evil wizard possessed one magical thing and with its help turned all living things into incomprehensible creatures. Who's bewitched here? If you guess, you will free them from the spell.”
IVexercise.
Rorschach's "Inkblot" technique.
Children do it themselves in advance, or they are given a sheet of paper with an ink stain. Similar to the previous task, students think about who is depicted on the sheet.
Score in points:
1 point - associativity of images: distant images, but legitimate;
2 points – multidimensionality of the taken into account features, completeness and synthesis of the taken into account features;
3 points – originality, calculated across all children’s spectrums.
Diagnostics – 6
Questionnaire for parents
Child's full name
Information about the family (full-time, part-time, number of children in the family, occupation).
What clubs and activities does your child attend? With desire or not? How long?
How does your family spend their leisure time? Are there any joint activities? What does your child like to do?
How often do you and your family go to performances, exhibitions, theaters, or watch films together? Who is the initiator? Is there a discussion of what was seen with the family?
Does your child like to draw, do any crafts, fantasize, and think?
Does he always finish his work to the end?
Do you consult with adults when doing work? Do you give advice and about what?
How do you encourage your baby? How do you stimulate?
Are you satisfied with the artistic and aesthetic activities of your child? Do you need any help in this direction, and what kind?
7. Creative task “Three colors”
This exercise develops imagination, imaginative thinking, and artistic perception well. Best used for younger students, but also suitable for preschoolers and teens.
The child is invited to take three colors that, in his opinion, are most suitable for each other, and fill the entire sheet with them. What does the drawing look like? If it is difficult for him to do this, allow him to complete the drawing a little, if necessary. Now ask him to come up with as many names for the drawing as possible.
Based on this exercise, certain conclusions are drawn about fantasy, imaginative thinking and artistic perception.
8. Creative task “Voice the role.”
Children are invited to play theater - voice roles in the puppet show "Rukavichka", but voice them in such a way that all spectators understand what character the hero has, voice, whether he is good or evil, etc.
The form of theater play determines the purposeful development of children’s sensory sphere and intonational feeling of the image.
9. Creative task “Match the music.”
Children are offered 3 - 4 cards with various characters and 3 - 4 musical fragments. It is necessary to correlate them, give them a name, show their gait.
We check how successfully the child’s preparation for school went
Creativity allows us to create something new by transforming an original product or situation. Creative abilities include the ability to transform (the ability to operate with relations of opposition) and the ability to symbolize (symbolic mediation).
Transformational abilities are necessary for creative problem solving in various spheres of reality. Thanks to these abilities, preschoolers transform their existing ideas about ordinary, familiar objects and situations and create new images, plan ways to change the situation. The development of transformation abilities occurs when the child resolves contradictory situations and recognizes the relationship of opposition. The development of a child as an active creative personality begins with the development of these abilities.
Method 1
Goals: identifying the level of development of transformation abilities (determining the beginning and end of history).
Task text:
Exercise 1. Look at the picture. Here is a story that happened to one person. In order to tell it, you need to guess where the beginning of the story is, where the middle is, where the end is. Mark with a cross the picture depicting the beginning of the story. (The correct choice is a picture depicting a child)
Task 2. It is carried out similarly to the previous task. For viewing, a picture of a chicken is used. (It is considered correct to choose a picture with a cracked egg on it)
Task 3. It is carried out in the same way as tasks 1 and 2. For viewing, a picture of a boy inflating a balloon is used. (It is considered correct to choose a picture that shows a child with an uninflated balloon in his hands)
Grade:
Interpretation:
Score 3 points - the child sees the dynamics of all events (stories), identifies their beginning, and can also imagine the development of the event: its middle and end.
Score 2 points - the child sees the dynamics of some events, highlighting their beginning. Basically, the child orients himself in those events about which he has a specific idea.
Score 1 point – the child finds it difficult to analyze the dynamics of an event and establish its beginning.
Method 2
Goals: identifying the level of development of transformation abilities (determining the intermediate state of a changing object).
Task text:
Exercise 1. Look at the figures. They are located in two rows. Look at the figures in the top row. At first the figure was like this (first figure), but it became like this (third figure). From the figures in the bottom row, choose the one that will fit in place of the missing figure and mark it with a cross. (The correct choice is the second circle in the bottom row)
Task 2. It is carried out in the same way. (The correct choice is the gray circle)
Task 3. It is carried out in the same way. (The correct choice is considered to be two triangles)
Grade:
Assessment of children's performance of this technique is based on an analysis of the results of all three tasks.
3 points – the child completed all three tasks correctly.
2 points – the child completed 1–2 tasks correctly.
1 point – the child did not complete a single task
Interpretation:
Score 3 points - the child has differentiated ideas about the dynamics of events, sees not only their beginning, but also intermediate states.
Score 2 points – the child has undifferentiated ideas about the dynamics of some events, sees only their beginning.
Score 1 point – the child has no idea about the dynamics of events, their beginning and intermediate states.
Method 3
Goals: identifying the level of development of transformation abilities (reflection of cyclical changes in objects).
Task text:
Exercise 1. Look at the pictures. They are located in two rows. Look at the glasses in the top row. At first the sugar was like this (the first glass with sugar), and it became like this (a glass without sugar). Choose from the pictures in the bottom row the one that fits the place of the missing picture and mark it with a cross. (The correct choice is a picture with a picture of a glass, at the bottom of which traces of dissolving sugar are visible (the first or last picture in the bottom row))
Task 2. It is carried out similarly to the previous task. The correct choice is the middle picture with the image of a glass, at the bottom of which two pieces of sugar are visible.
Grade:
Assessment of children's performance of this technique is based on an analysis of the results of two tasks.
3 points – the child completed two tasks correctly.
2 points – the child completed 1 task correctly.
1 point – the child did not complete a single task.
Interpretation:
Score 3 points - the child has an idea that changes in events can be cyclical. He understands that the movement of an event in one direction leads to one intermediate state, and the movement in the opposite direction leads to another intermediate state. For example, a child knows that between summer and winter there is autumn, and between winter and summer there is spring.
Score 2 points - the child sees an intermediate state of an event developing in only one direction.
Score 1 point – the child has no idea about the cyclical nature of the event and does not identify intermediate states.
Method 4
Goals: identifying the level of development of transformation abilities (determining the sequence of events in history).
Task text:(The cards must be cut) Look at the pictures. What happened first and what came next? Put the pictures in order.
Grade:
3 points – no errors.
2 points – 1 – 2 mistakes.
1 point – more than 2 errors.
Symbolic abilities allow the child to use symbolic means with which he can express his attitude to reality, events, human feelings, literary characters, etc. With the help of symbolic means, a child can generalize his emotional and cognitive experience, culturally express his emotions, looking for a suitable image for this. The child uses symbolic abilities not only to solve creative problems, but also to get out of a conflict or other difficult, emotionally charged situation. A high level of development of symbolic abilities will allow a first-grader to quickly change the leading type of activity and move from play to learning.
Method 5
Goals: assessment of the level of development of creative abilities that allow the child to express his attitude to objects and phenomena of the surrounding world with the help of individual or culturally accepted symbolic designations (the ability to symbolize).
Task text: Look at the pictures. Place a cross next to the picture that most closely matches what I'm about to say. 
Exercise 1. Which picture is best for people arguing?
Task 2. Which picture suits your friends best?
Task 3. Which picture is most suitable for a New Year's card?
Task 4. Which subject is most suitable for a first grader?
Task 5. Which mask is most suitable for Barmaley?
Task 6. What color material is most suitable for Baba Yaga's dress?
Task 7. Which picture is best suited to convey the mood of a sad boy?
Evaluation and interpretation:
Score 3 points - the child independently and without errors indicates with the help of symbols the emotional state, his attitude to the situation and the character.
Score 2 points - a child cannot always correctly indicate his emotional state, attitude towards a literary character and life situation using generally accepted symbols.
Score 1 point – the child does not have a clear idea of the culturally accepted symbolic designation of emotional states and relationships, and focuses on external, secondary circumstances of the situation.
Literature
1. Gavrina S.E., Kutyavina N.L., Toporkova I.G., Shcherbinina S.V. is your child ready for school? Book of tests. – M.: JSC “ROSMEN-PRESS”, 2007
2. A manual for teachers of preschool institutions “Diagnostics of a child’s readiness for school” / Ed. N.E.Veraksy. – M.: Mozaika-Sintez, 2007
Download printable version.
It has been proven that creative abilities are closely connected with other mental processes (memory, thinking, attention, perception) that serve educational activities. Thus, without paying enough attention to the development of creative abilities in the primary grades, the quality level of education decreases.
Based on the above, during pre-graduation practice, a system of circle classes in fine arts was tested, dedicated to performing decorative work with the aim of developing imagination. Experimental work can be divided into 3 stages:
1) ascertaining;
2) main (formative);
3) analytical (control)
At the first stage, an entrance diagnostic was carried out to determine the level of students’ creative abilities.
In pedagogy and psychology, many scientists have been involved in research in the field of children's drawings. As a result, many artistic and graphic tests have been developed that assess creative imagination according to certain criteria.
At A.L. Wenger has a test called “Non-existent animal”. The child is invited to draw an animal that he has never seen in life, and come up with his own. The less the created animal resembles something that really exists (in nature or in culture), the higher the level of imagination is assessed. The level of development of imagination is determined by the number of various details [Psychological Dictionary: http://www.edudiс.ru/psi/348/].
E. Torrance developed the “Picture Completion” creativity test.
The proposed version of the Torrance test is a set of pictures with a certain set of elements (lines), using which subjects need to complete the picture to some meaningful image. This version of the test uses 6 pictures selected from 10 original ones. According to A.N. Voronin, these pictures do not duplicate each other in their initial elements and give the most reliable results.
The diagnostic capabilities of the adapted version of the methodology allow us to evaluate the following 2 indicators of creativity:
- originality;
- uniqueness.
The indicators of “fluency” of execution, “flexibility”, “complexity” of the image, available in the full version of the Torrance “Picture Completion” test, are not used in this modification. In the course of adapting this methodology, norms and an atlas of typical drawings were compiled for a sample of young managers, which made it possible to assess the level of development of creativity in this category of people. The “originality” indicator is calculated using the formula. The test can be carried out either individually or in a group.
On the Internet you can also find many tests to identify the level of creative abilities (without the author’s name). But they have more of a game form and do not provide a clear gradation of levels. Test “I made him out of what was there.” The child is asked to make some kind of craft from plasticine in 5 minutes. Points are awarded based on originality, elaboration and number of details. But there is no clear affiliation with a certain level of development of creative abilities. In addition, such techniques are difficult to carry out in a large group of people (in a secondary school).
Many methods for assessing creativity can be divided into several groups. One of them includes approaches aimed at studying divergent thinking. Divergent thinking is examined using tasks where respondents are required to generate ideas in response to a verbal or figurative stimulus. These ideas are then rated on four grounds - originality (rarity of the answer), number of answers generated, flexibility (how different the ideas are made) and elaboration of the answers (how applicable they are to reality).
The following well-known methods can be included in this class: J. Guilford's creativity test, E. Torrance's creativity test, which have a well-known modification - the Torrance and Guilford test, tested on a Russian sample, created by E. Tunik. The Wallace and Kogan method of assessing the level of creativity should also be included in the list of approaches to assessing creative thinking [Tunik E., 2004].
There are various modifications of these methods that have been used in modern research. For example, E. L. Grigorenko and R. J. Sternberg measured creative thinking by asking participants to describe the world through the eyes of insects and imagine who might live and what might happen on a planet called “Priumliava.” Another study by Sternberg used cartoons. Participants were offered five cartoons from which the characters' lines were cut out, and from them they had to choose three to think through the lines and names. Scientists also used the method of writing essays, which could be created under one of the given headings: “Fifth Chance”, “2983”, “over the edge”, etc.
The final type of Sternberg modification is the "oral history" method, in which participants were presented with five sheets of paper, each containing a set of 11 to 13 images related by a common theme. After selecting one of the pages, participants were given 15 minutes to formulate the story and also to dictate it into the recorder within a limited time. Another method that can also be classified in this group is the method of free associations by Z. Siewert. It includes an instruction in which the respondent is asked to give several interpretations for the pictures (by Fantalov) as quickly as possible.
The next group of methods was developed to assess convergent thinking, or “the ability to narrow down the number of possible solutions to a problem using logic and existing knowledge.” S. Mednik's verbal creativity test can be an example of this type of technique. The test contains three words and respondents must be offered one word that unites the data. It was adapted to the Russian sample by T. B. Galkina, L. G. Alekseeva and L. G. Kusnutdinova.
A widely known group of methods is one in which respondents are asked to draw something. This approach is reflected in the Barron-Welsh test, based on the theory of S. Freud. In it, respondents are asked to draw pictures, which are rated on scales depending on the degree of expression in the pictures of primary processes, such as ego functioning and libidinal drives, as well as symbolization and substitution. The images are also used to build the creative thinking test “drawing creation”, developed by Y. Urban. The test consists of five fragments of figures located in a large square, with a small unmarked area on the side. Participants are asked to imagine that the artist began a drawing but was interrupted, and respondents are asked to continue this incomplete drawing.
Close to this class is the “individual photography” method developed by Ziller and modified by Dollinger and Clancy. It asks respondents to select or take 20 photographs that answer the question “Who am I?” and provide verbal and written descriptions of the reasons why these photographs answer the question.
Another important group of methods involves assessing creative behavior. Often, all points of these methods contain descriptions of types of behavior that are associated with creativity. The respondent must indicate which of the proposed types of behavior he uses, or how typical each type is for him. A method belonging to this group is the Creative Behavior Scale, which consists of 93 items related to the attitudes of “openness to divergent thinking” that accompany creative behavior.
Another method in this group - Creative Behavioral Dispositions Scale, a multi-indicator instrument based on the concept of transactualization, which expands the concept of self-actualization in terms of creativity and personal space design.
The Creativity in Everyday Life scale measures 5 dimensions of creativity: expressive creativity, characterized by spontaneity and freedom of expression; technical creativity, characterized by professionalism and skill; inventive creativity as the manifestation of ingenuity in the convenient combination of materials; innovative creativity, or modification and development of ideas; urgent creativity, including the development of vital ideas.
This group also includes a questionnaire of creative activities, which has been modified. This questionnaire consists of a scale of four components of creativity, peak creativity and the degree of involvement in creative activity.
The Creativity Questionnaire suggests seven of them: performance, science (mathematics), problem solving, artistic-visual, artistic-verbal, entrepreneurial, and interacting with others. A more modern version of this questionnaire, the New Domains of Creativity Questionnaire, consists of 21 items based on four factors: drama (acting, singing, writing), mathematics (science) (chemistry, logic, computers), arts (crafts, drawing). , design) and interaction (learning, leadership). Each item on this questionnaire must be rated on a six-point scale from “Not creative at all” to “Very creative.”
The last group of methods makes it possible to study human behavior associated with creative activity, which is influenced by the socio-cultural context (demography, religiosity, ethnic identity, values). Let's consider this group of methods in more detail.
The Creative Achievement Questionnaire (CAQ), developed by Carson, measures creativity in 10 areas: visual arts, music, dance, architectural design, creative writing, humor, invention, scientific discovery, theater and film, and culinary arts. For each area, the questionnaire contains eight items reflecting the content of certain creative behavior.
These items are numbered from 0 to 7, which reflects the increasing level of creative activity shown in them. For all fields of activity, the first item (numbered 0) indicates a lack of training, experience or achievement in the field. The remaining points offer increasingly rare types of creative activity, which are logically interconnected in such a way that the choice of each subsequent point also implies the choice of the previous one. In this methodology, a certain weight is intentionally assigned to each item, and they are not considered as interchangeable elements. In addition, the eight points are not independent: if the respondent does not select the zero point (aka the first point), which indicates a lack of achievement in this area, then other points in this area of activity are also scored zero points. Likewise, if someone selects a “high” item, then all previous items should also be marked as characteristic of the respondent. Thus, a study of Cronbach's Alpha within each domain does not seem necessary.
This questionnaire has been widely used in various studies, which have shown that the scale does capture differences in creativity achievement. Carson and his colleagues, in the first paper on the technique, note that people with higher overall scores on the technique find more interesting collage solutions, have higher scores on divergent thinking, and are also more open to new experiences. Openness to experience has been a reliable predictor of Creative Achievement Inventory scores in several more recent studies.
Overall scores on this measure do not show significant correlations with anxiety, depression, or social anxiety symptoms, but do correlate with the Creative Behavior Assessment described below, the Everyday Creative Activities Assessment, and divergent thinking.
Another method that we included in this category is the method of biographical analysis of creative behavior BIСB. This instrument contains 34 items assessing everyday creativity across a wide range of possible domains, such as arts, crafts and creativity, but also covers social creativity as expressed in leadership and mentoring. This scale uses a yes/no response format. The instructions ask respondents to select from a given list those activities in which he or she was actively involved during the past 12 months. In terms of reliability evidence, recent studies have found Cronbach's Alpha scores of 74, 78, and 76 . As for evidence of the validity of the technique, it positively correlates with divergent thinking and openness to experience, i.e. with factors that are usually markers of creativity.
The last of the methods belonging to this group is the CBI method for assessing creative behavior, which was first developed by D. Hokavar and then modified into a shorter version by S. J. Dollinger. The researcher eliminated the least reliable items and retained the questions whose responses correlated most significantly with the other measures. The short form contains items regarding such behaviors as creating a costume, writing poetry and songs, and drawing sketches. The short form should be considered a measure of everyday creativity, while the long form covers both everyday creativity and extraordinary creative achievement. The instructions ask respondents to indicate their level of involvement in various activities on a 4-point scale ranging from “never done this” (0 points) to “did this more than five times” (3 points).
The original version of the technique was used in the first few years of data collection, which subsequently made it possible to calculate correlations between the results obtained with its help and the short form data.
The internal consistency of the short form is equivalent to that of the long form. For the first and last years of data collection, the short form of this methodology was validated so that it differs from the original version.
To conduct the study, we selected a modified and adapted version of Williams’ set of creative tests (WAT), or more precisely, such methods as the Divergent Thinking Test, the “Questionnaire for Teachers to Assess a Child’s Creative Potential,” and a test for self-assessment of creative abilities.
Let's take a closer look at these methods. The Divergent Thinking Test is aimed at diagnosing creativity and evaluates all characteristics associated with creative thinking. Data are assessed using four factors of divergent thinking: fluency, flexibility, originality, and elaboration.
P. Torrens also identified the criteria of imagination in the field of diagnosing artistic and creative abilities:
Fluency;
Flexibility;
Originality;
Elaboration;
Characteristics of the main indicators of creative imagination.
Originality characterizes the ability to put forward ideas that are different from the obvious and normative ones. It is measured by the number of extraordinary, non-repetitive answers, images, ideas.
Elaboration - thoroughness, detailing of images - captures the ability for invention and constructive activity. It is measured by the number of essential and non-essential features in developing the main idea.
Fluency is a quantitative indicator that reflects the ability to generate a large number of ideas (associations, images). It is measured by the number of results.
Flexibility – reflects the ability to come up with a variety of ideas, move from one aspect of a problem to another, and use different solution strategies.
Based on the specific criteria listed above, we have selected the following methods that are most suitable for our diagnostics. They are not so difficult to process the results (there are no formulas that take a lot of time to calculate), correspond to the age of the primary school student we have chosen and are closer to visual activities (Table 1).
Research methods Table 1
Poor development of imagination is expressed in a low level of processing of ideas. Weak imagination entails difficulties in solving mental problems that require the ability to visualize a specific situation. With an insufficient level of imagination development, a rich and versatile emotional life is impossible. life plan.
As a rule, we find a high level of development of imagination among people engaged in creative work - writers, artists, musicians, scientists.
It should be noted that a person is not born with a developed imagination. The development of imagination occurs in the process of human ontogenesis and requires the accumulation of a certain stock of ideas, which in the future can serve as material for creating images of the imagination. Imagination develops in close connection with the development of the entire personality, in the process of training and education, as well as in unity with thinking, memory, will and feelings.
Diagnosis of children's creative abilities
1. ( J. Renzulli, R. Hartman).
It is recommended to evaluate a child’s creative potential based on the following:
parameters:
▪ shows curiosity about many things, constantly asks questions;
▪ offers many ideas, solutions to problems, answers to questions;
▪ expresses his opinion freely, sometimes persistently and energetically
defends it;
▪ prone to risky actions;
▪ has a rich fantasy and imagination; often concerned with the transformation, improvement of society, objects, systems;
▪ has a well-developed sense of humor and sees humor in situations,
which others do not find funny;
▪ sensitive to beauty, pays attention to aesthetic
characteristics of things, objects;
▪ is not afraid to be different from others;
It is necessary to record not only the presence or absence of these
parameters, but try to distinguish the degree of their expression: very weak,
weak, medium, strong, very strong. So you can make a general
an idea of the child’s creative potential.
2. Methodology for evaluating a fairy tale written by a child (O.M. Dyachenko, E.L. Porotskaya)
The child is asked to compose a fairy tale, which is assessed on a five-point scale, taking into account indicators of productivity, variability and originality:
0 points – refusal of the task or retelling a familiar fairy tale;
1 point – retelling a familiar fairy tale, but introducing new elements;
2 points – significant elements of novelty were introduced into a well-known fairy tale;
3 points – elements of novelty have been introduced into a well-known fairy tale and expanded
details;
4 points – a completely independently invented, but schematically presented fairy tale;
5 points – a detailed presentation of a independently invented fairy tale.
3. P. Torrance test for creative thinking (adapted and standardized by N.B. Shumakova, E.I. Shcheblanova, N.P. Shcherbo in 1990).
The child completes three tasks, each having 10 minutes to complete.
1). Exercise"Draw a picture" involves the use of a test figure (shape A - the figure resembles a drop; shape B - the figure resembles a bean) as a starting point for creating a picture. It is allowed to finish drawing the figure, adding new details to the drawing, etc. The child must come up with a name for the completed drawing.
2). Exercise"Unfinished Figures" requires imagining what the original unfinished figures might look like and completing them. Ten different
unfinished figures are imposed on stable images, but when completing a task, the child must be oriented towards creating unusual, original
images. The child gives each completed picture a name.
3). Exercise"Repeating Shapes" similar to the previous one, but the original figures are all the same. The main difficulty in execution is to overcome the tendency to construct similar images and come up with diverse ideas.
Key indicators of creativity:
Productivity (fluency, speed) - reflects the ability to generate a large number of ideas, expressed verbally or in the form of drawings, and is measured by the number of answers that meet the requirements of the task;
Flexibility – characterizes the ability to put forward a variety of ideas,
move from one aspect of a problem to another;
Originality - implies the ability to come up with new ideas
unusual, non-obvious ideas;
Elaboration (degree of detail of answers) - characterizes
the ability to implement an idea or plan in the best way.
4) Creative task“Show me how he moves and speaks.”
The child is alternately offered postcards, pictures, photographs with various images, both animate and inanimate. For example: an image of a robot, a monkey, a car, a flower, a cloud, a ball, a bird, a snowflake, a telephone, grass, a beetle, etc. The child needs to be shown how this object moves and how it talks.
When assessing this task, a three-point system is used:
high level – the image is accurate, holistic; the display is expressive;
medium level - only some elements of the image are conveyed; the display is quite expressive;
low level – the image is not perceived; there is no expressiveness.
5) Creative task "Three colors."
This exercise develops imagination, imaginative thinking, and artistic perception well. Can be used for younger students
Suitable for preschoolers and teenagers. The child is asked to take three colors that, in his opinion, are most suitable for each other, and fill the entire sheet with them. What does the drawing look like? If it is difficult for him to do this, he is allowed to finish the drawing a little, if necessary. It is suggested to come up with as many names for the drawing as possible.
Based on this exercise, certain conclusions are drawn about fantasy, imaginative thinking and artistic perception.
6) Creative task“Voice the role.”
Children are invited to play theater - voice roles in the puppet show "Rukavichka", but voice them in such a way that all spectators understand what character the hero has, voice, whether he is good or evil, etc.
The form of theater play determines the purposeful development of children’s sensory sphere and intonational feeling of the image.
7) Creative task“Match the music.”
Children are offered 3 - 4 cards with various characters and 3 - 4 musical fragments. It is necessary to correlate them, give them a name, show their gait.
4. Questionnaire for parents and teachers (F. Tuttle, L. Becker).
The questionnaire highlights features that indicate the child’s great potential.
The minimum number of points scored is 17, the maximum is 85.
Low level: 17 - 34 points; Intermediate level: 35 - 60 points; High level: 61 - 85 points.
QUESTIONNAIRE
Instructions: Read each of the following points and determine the rating.
Place (X) in the place that corresponds to your choice: 1 – very rarely or never;
2 – rare; 3 – sometimes; 4 – often; 5 – almost always.
№ Child characteristics 1 2 3 4 5
Shows great curiosity about various objects, phenomena, and events. Asks many questions, including “why?”, “why?”, “why?”
Asks a lot of “smart” questions about things that usually don’t interest young children.
Accurately, uses many words correctly in his speech.
Shows the ability to tell or retell stories and facts in great detail.
Can have “intellectual” conversations with other children and adults.
Prone to serious thinking, interested in complex, global problems (for example, he can talk about life and death, etc.)
He copes with riddles easily and can come up with them.
Understands complex (for his age) definitions and relationships. Finds commonality in objects and phenomena, even if this is not obvious. Demonstrates abstract thinking.
Easily copes with counting and simple arithmetic operations
Understands the meaning of numbers from 1 to 10.
Understands the meaning and uses of diagrams and maps better than
his peers.
12) Shows great interest in watches, calendars, and can understand their functions.
13) Shows a great desire to learn, acquire new knowledge and skills.
14) Shows the ability to concentrate and maintain attention for a longer period of time than his peers.
15) Easily grasps and retains large amounts of information.
Remembers more details than other children.
16) Shows keen powers of observation.
17) Shows talent in music, drawing and other areas of art.
Larisa Makarova
Methods and techniques for studying creativity
Methods and techniques for studying creativity
Developed: teacher of the senior group of MKDOU "D/s No. 1 "Firefly" Makarova L. A.
For studying creativity children of senior preschool age, I decided to conduct research on the following methods.
The study involved 24 children from MKDOU No. 1 kindergarten. "Firefly", 12 of whom were included in the control group, 12 were included in the experimental group.
During the study, the following were decided tasks:
Selection of diagnostic techniques to study the features creative thinking of older preschoolers;
Selection and organization of groups of subjects;
Carrying out a diagnostic study of features creativity older preschoolers;
Development and testing of a development program for the development creativity older preschoolers;
Checking the effectiveness of the developed program;
The study of features itself creativity for older preschoolers was carried out in several stages.
At the preparatory stage we studied psychological literature, selected research methods, selected groups of subjects.
At the main stage of the study, we carried out a diagnostic diagnostic studying the characteristics of creative abilities older preschoolers before conducting a developmental program in the experimental group.
At the experimental stage, special work was carried out in the experimental group of children.
At the stage of the control experiment, the effectiveness of the development program designed for the development of creativity older preschoolers.
At the final stage, data were processed and conclusions were formulated.
To study the features creativity for older preschoolers it was necessary to select diagnostic tests techniques, which could reveal certain Creative skills, taking into account those age-related changes that occur in older preschool age.
For the development detection level creativity diagnostic tests will be used techniques, aimed at older preschool age and having their own indicators of imagination and creativity. These tests will help identify the mental characteristics of one child and or create a portrait of a group of children. They do not have a complex structure and are easily perceived by children and carried out with interest.
When determining the level of development creativity tests were used and techniques, proposed by the author E. P. Torrence, as well as V. Sinelnikov, V. Kudryavtsev. Let's look at these tests and methods in more detail.
Test No. 1: "Unfinished Drawing" (by E. P. Torrance).
It is non-verbal and covers such thinking parameters as fluency, accuracy, imagination and originality. The test is designed to evaluate abilities children aged 5 years and older. The test requires subjects to perform tasks such as constructing pictures, completing a picture, using parallel lines or circles to compose an image.
Purpose of the E. P. Torrance Visual Arts Test creative thinking is exploration creativity children of senior preschool age, including parameters such as fluency (ease, flexibility, originality and accuracy of thinking, as well as imagination.
Task. Analyze research creativity children of senior preschool age (thinking, fluency, accuracy, imagination and originality).
Material: A sheet of paper with 10 outlines, a simple or black pencil
The subject was asked:
From each contour, depict various images using additional elements.
Evaluation of results:
When interpreting the data obtained, attention is paid to the fluency, flexibility and originality of the answers received. Fluency is related to the total number of responses. The maximum number of points is 3, the minimum is 0.
Flexibility is assessed by the number of categories used in the content of the pictures. Refusal – 0, maximum – 3 points. The originality of different categories is assessed according to points: 1 – animals, food, transport; 2 – toys, people; 3 – hero of fairy tales, clothes, birds, plants; 4 – furniture, fish; 5 – insects, technology; 6 – toiletries, lamps, musical instruments, pastel accessories.
The nature of the drawing should consist of reproducing an identical outline next to the main one, attaching it to paper without naming the drawing and completing the drawing.
Completing drawing with a minimum number of lines, which plays with the traditional use of a contour (cucumber, sunshine, etc.)– 1 point. The drawing consists of additional elements connected to the main outline (man, boat, path in the garden)– 2 points. The main outline is a part in other objects or their detail - 3 points. The drawing contains a certain plot and expresses some actions - 4 points. The drawing includes several images or items that reveal its theme, which is subordinated to one semantic center associated with the main outline - 5 points.
All children must score 6 – 9 points; receiving 1 – 2 points for fluency, flexibility, originality and 3 – 4 points for the nature of the drawing. The norm does not depend on age, which only affects changes in the stimulus material. With a large number of points (11 and up) we can talk about high child's creative abilities, his talents. Children who score less than 2–3 points have practically no creative abilities, although they may have a high intellectual level.
Test No. 2: "Completing drawing" (by E. P. Torrance).
This test was used to study figurative creativity. He will allow explore the parameters of creative thinking
Material: The subject is offered a sheet of paper with two rows of identical outline images drawn on it. (2 rows of 4 mugs) and are asked to come up with and depict as many as possible objects and things.
Evaluation of results: Each new idea is worth one point (0 points – refusal to work).
3. Methodology"Sun in the Room" (authors: V. Sinelnikov, V. Kudryavtsev).
Target: identification abilities child to transformation "unreal" V "real" in the context of a given situation by eliminating the inconsistency.
Material. A picture depicting a room in which there is a man and the sun; pencil.
Instructions for carrying out.
A picture is shown to the child. Look carefully and tell me what is drawn on it.” After listing the image details (table, chair, man, lamp, sun, etc.) the teacher gives the following exercise: “Correct. However, as you can see, here the sun is drawn in the room. Please tell me, is it possible that this is so, or did the artist mess something up here? Try to correct the picture so that it is correct.”
The child does not have to use a pencil; he can simply explain what needs to be done to correct the picture.
Data processing. During the examination, the child's attempts to correct the drawing are assessed. Data processing is carried out according to a five-point scale system:
1. No answer, non-acceptance of the task (I don’t know how to fix it, the picture doesn’t need to be corrected)- 1 point.
2. Formal resolution of the discrepancy (erase, paint over the sun)-2 points.
a) simple answer (Draw in another place - the sun is outside)-3 points.
b) difficult answer (redo the drawing - make a lamp out of the sun)- 4 points.
4. Constructive response, i.e., separate the inappropriate element from the others, keeping it in the context of the given situation (make a picture, draw a window, put the sun in a frame, etc.)-5 points.
4. Methodology"How to save a bunny" (author V. Kudryavtsev).
Material: toy bunny figurine, saucer, bucket; wooden stick, deflated balloon, sheet of paper.
Meet the bunny. One day such a story happened to him. The bunny decided to sail on a boat on the sea and sailed far, far from the shore. And then suddenly a storm began, huge waves rose, and the bunny began to drown. Only you guys can help the bunny. You have several for this items.
What would you choose to save the bunny?
After the child chooses one or another item, the teacher asks him to justify his choice.
Data are assessed using a three-point system.
First level. The child chooses a saucer or bucket, as well as a stick that can be used to lift the bunny from the bottom, without going beyond a simple choice; the child tries to use objects in their finished form, to mechanically transfer their properties to a new situation. Score – 1 point.
Second level. A solution with an element of simple symbolism, when a child suggests using a stick as a log on which the bunny can swim to the shore. In this case, the child again does not go beyond the choice situation. Score – 2 points.
Third level. To save the bunny, it is suggested to use a deflated balloon or a sheet of paper. For this purpose you need to inflate the ball ( “Can a bunny fly away on a balloon?”) or make a boat out of a sheet. For children at this level, there is an orientation toward the transformation of available subject material. They independently turn the original choice task into a transformation task, which indicates the child’s supra-situational approach to it. Score 3 points.
Studying was carried out to identify the level creativity
Thus, analyzing the children’s answers, we can say that children feel a desire create, love to perform various creative works, but give preference to two types activities: visual arts (drawing, sculpting, appliqué) and verbal creativity. It should be said about those children who prefer not specifically given creative activities, A creative independent activities during the day in kindergarten. Some children indicated that in order to complete the work creative nature, they need the help of an adult.
All this suggests that the teacher in his work should pay more attention to those types of activities. The teacher must create specific work for children to perform (drawing, sculpting, appliqué) atmosphere creativity and collaboration. This will increase the desire of children to participate in specific children's activities, and the help of an adult in working with children - the use of various methods and means of work, various pedagogical incentives, promotes development and improvement of the level creative activities in the children's education system.
Studying the characteristics of creative activities of children of senior preschool age during the pedagogical experiment made it possible to obtain qualitative characteristics creativity and identify three qualitatively different levels of them formation: low, medium, high.
Empirical detection studies creativity preschool children
After analyzing the results of level diagnostics creativity in older preschoolers, before the start of the study, we established What:
1. out of 12 examined children of senior preschool age in the control group at the beginning of the study the following levels were identified creativity:
Average level: 6 children – 50%
Below average: 4 children – 33.3%
2. In the experimental group at the beginning of the study, the following levels of development were identified creativity:
High level: 2 children – 16.7%
Average level: 7 children – 58.3%
Below average: 3 children – 24%
Let's present the data in the table (Table 1)
Table 1
results exploring levels of creativity in older preschoolers at the start of the study
Groups Levels
high average below average
control 1 person
experimental 2 people
To conduct a comparative analysis of the baseline results creativity preschool children of the control and experimental groups, display the data in a diagram (Fig. 1).
Rice. 1. Diagram of results studying the level of creative abilities for children of senior preschool age MKDOU No. 1 kindergarten "Firefly" before the start of the study
So, having studied the initial level of creative abilities for children of senior preschool age in MKDOU No. 1 kindergarten "Firefly" we found that in the control and experimental groups the level is almost the same, the difference is 8.3% on average and 4.3% on below average levels.
Next, we moved on to the second stage of experimental work. (formative experiment). To achieve this, we have developed a program that is aimed at developing creativity in children of older preschool age.
With the aim of studying problems of using this set of activities in the development creativity for older preschoolers, we conducted a set of classes in the given program in the control group.
At the end of the experiment, we moved on to the control stage of the experimental work.
After which we re-diagnosed the level of development creativity in children of senior preschool age, where they received the following data:
1. In the control group:
High level – 2 children – 16.7%
Average level: 6 children – 50%
Below average: 4 children – 33.3%
2. In the experimental group:
High level: 5 children – 41.7%
Average level: 7 children – 58.3%
Below average: 0 child – 0%
To check the effectiveness of using this set of activities in the development creativity in preschoolers and comparing developmental levels creativity in children of the control and experimental groups, at the time of our research: we determined that in the level of development creativity children in the experimental group experienced positive changes. In the group, 5 children were identified whose development level creativity high(41.7%, of which two children had an average level of development at the beginning of the study, and one had a below average level of development creativity. There have been quantitative changes at below average levels. One child with below average development level creativity rose to the average level.
Let us present the results of our research in the table (Table 2).
table 2
results studying the levels of development of creative ability
Groups Levels
high average below average
control 2 people
experimental 5 people
Rus. 2. Dynamics of development levels creativity in children of senior preschool age at the time of our study
The result of targeted development work creativity In older preschoolers in classes in the experimental group, there is a positive dynamics of developmental growth.
Thus, based on the positive dynamics resulting from the use of the activities we have developed for the development creativity in the experimental group, we can conclude that the use of this set of classes contribute effective development creativity older preschoolers.
We have developed a program aimed at developing creativity in children of senior school age.
The relevance of the program lies in the fact that it ensures continuity in education between kindergarten and primary school.
Development program creative abilities of children"Development creativity in play» (hereinafter referred to as the Program) developed on the basis of the Concept of modernization of Russian education, the provisions of the theory of L. S. Vygotsky, the scientific ideas of developmental education of D. B. Elkonin, V. V. Davydov, A. V. Zaporozhets.
The main goal of the Program "Development creativity in play» is to identify and develop creativity children by creating conditions for maximum development children's abilities, their personal and social self-realization, using special gaming pedagogical technologies.
The proposed Program is intended for educators and additional education teachers, educational psychologists.
By older preschool age, due to the development of children's imagination and their increased experience and knowledge, the content of the game becomes more complex; game plots are no longer the usual sequences of events (as they exist in real life, but a combination, transformation of them, corresponding to the desires and intentions of the child.
In their games, children of senior preschool age almost no longer use substitute objects, as well as many play actions. Children learn to identify objects and actions with them, to create new situations in their image. The game can take place internally.
Creative games for children of senior preschool age are already more complex both in content, in the use of means of displaying real life, and in their organization. These are often long-term creative games, that is, games that children play for a long time (a week, two, a month, etc., constantly developing the plot, complicating the content of the game, deeply affecting the feelings and interests of children, reflecting their mental development. The content of these games is mainly related to modern life or with your favorite fairy tales, stories, cartoons.
Creative the imagination of older preschoolers, which is a complex processing of received ideas, the addition of some images with elements of others, is a necessary step in the development of genuine creative imagination. And we, adults - parents, psychologists, educators, etc. - must support and encourage its development.
It is important to use in your work with children on development creative thinking and imagination travel games, which include a variety of cognitive material, rich in verbal content. The travel game scenarios are designed in such a way that children read poems and sing songs. Children do not get tired because the activities are varied and the bright images arouse interest.
http://www.schoolage.ru
