Facilitating or Inhibiting the Development of Creativity
Conditions that Facilitate
- Provide an environment that is rich and varied in stimulation, safe, and accepting.
- Teach with materials and methods harmonious with each other and with the teacher.
- Delineate clearly and repeatedly the aims of this type of program.
- Allow free interplay of differences.
- Make environment and materials friendly and nonthreatening, thereby allowing disagreement and controversy without hostility (this allows children to engage freely in behavior underlying creativity).
- Reduce anxiety in classroom, especially that created by teacher.
- Handle differences as confrontations, not as conflicts.
- Find integrative elements in differences.
- Allow unifying concepts to emerge.
- Allow individuation and differentiation within the unity.
- Foster positive change in directions congruent with student's predilections in cognitive and affective areas.
- Provide situations that present incompleteness and openness.
- Allow and encourage lots of questions.
- Produce something, then do something with it.
- Grant responsibility and independence.
- Emphasize self-initiated exploring, observing, recording, translating, inferring, testing inferences, and communicating.
- Provide bilingual experiences resulting in development of greater potential creativity due to the more varied view of the world, a more flexible approach to problems, and the ability to express self in different ways that arise from these experiences.
- Allow rather than control.
- Be receptive.
- Value and model intuitive behavior.
- Give opportunities to investigate ideas of successful, eminent people who used intuitive processes.
- Give opportunities to try out intuitive behavior (e.g., in problem-solving).
- Treat the child with respect and allow freedom to explore the universe.
- Create an atmosphere with really good music, books, and pictures as a natural part of the child's world.
- Treat ideas and questions respectfully.
- Respect the child's privacy.
- Value the unusual, the divergent.
- Help the child learn by mistakes.
- Avoid sex-role stereotyping.
- Encourage self-expression.
- Teach the child to look and really see.
- Help the child learn to trust the senses.
- Permit the child's own creativity to emerge.
Conditions that Inhibit
- Need for success, limiting risk-taking or pursuit of unknown.
- Conformity to peer group and social pressure.
- Discouragement of exploration, using imagination, inquiry.
- Sex-role stereotyping.
- Differentiation between work and play (e.g., learning is hard work).
- Adherence to "readiness" viewpoint for learning.
- Disrespect for fantasy, daydreams.
- Reward systems.
- External locus of control.
- Need for closure and rigid timelines.
- Need for security and acceptance of product.
- Low self-concept.
- Trying to be creative.
© ______ 2008, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
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