creative and innovative thinking pdf

Creative and innovative thinking pdf

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Step-by-step guide.

Opposite thinking


Step-by-step guide.

By Alice Sterling Honig , Ph. Often, our primary goals are directed at keeping children healthy and safe, teaching cognitive skills such as shape and color recognition, encouraging prosocial behavior, and introducing basic literacy and numeration skills.

With all the time that needs to be devoted to these areas, there is less opportunity to think about the importance of nurturing children's creative abilities.

And yet, creative power increases a young child's desire to learn and supports intellectual development. Ask five different teachers to define "creativity" and you'll probably get five different answers. One definition of creativity focuses on the process of "divergent thinking," which involves:. When we encourage divergent thinking, we help to maintain children's motivation and passion for in-depth learning.

Encouraging children to keep on generating new ideas fosters their creative-thinking abilities. When children learn how to become comfortable with ambiguities, they are developing complex thinking skills. For example, Joey, an older toddler; was glad to be invited to his friend's birthday party, but he also felt grumpy because he did not get the toy train that his friend received as a birthday gift. Children need help to understand that it is not only possible, but acceptable, to hold contradictory or opposite ideas and feelings in their minds at the same time.

Give children experiences in playing with ideas that may be ambiguous or uncertain. Socratic or open-ended questions are a great way to get children's creative juices flowing. These questions help a child distance himself from the here and now. Choices, comparisons, entertaining new ideas, and formulating personal responses to these questions are all-important ingredients in creative thinking.

Remember that some questions may be too difficult for a child who has had little related experience in the real world some city children have never seen a cow or clover. Be sure to tailor your questions to the current experiential knowledge of the children. When possible, take children on a field trip, show them a video, or invite "experts" in different areas to come and talk to the class in order to expand children's background of experience.

It's interesting to explore ways of jump-starting children's creativity in different curriculum areas. Whether children are involved in art, dramatic-play, or music and movement activities, careful thought and planning can help them delve further into their creative-thinking abilities.

Easel and finger painting while listening to classical music; drawing; clay work; making prints; slithering cornstarch goop between fingers-these are just a few of the art activities that promote creativity and are already staples of many early childhood classrooms. Sensitive observation will reveal creative discoveries. For example, a teacher may hand a large paintbrush and a cup of blue paint to each of a small group of preschoolers. She may notice as one dabs blue on her paper.

In dreamy pleasure, the child watches the patch of blue on her paper. She then dips her brush and watches wide-eyed as the blue of her initial swath deepens in color, and great drips of blue paint slowly creep down the easel paper.

In her observation, the teacher was able to appreciate the child's discovery that layering more and more color changes the intensity of the color and the amount of the drip.

Your sensitivity to the power of a child's discovery is what unlocks the child's passionate commitment and delight that are bedrock requirements for creativity. Some little folks need to be in intense active movement a lot of the time. For them, it might be wise to encourage dance and movement as often as possible. Divide children into two groups. Have one group "make music" by clapping their hands, playing rhythm instruments, or tapping their feet on the floor.

Ask the second group to listen carefully to the rhythms provided by their peers and dance to the music in their own inventive ways. Children learn to represent things by using their bodies in space.

Toddlers love to try to hop like a bunny. Older children might enjoy moving like a turtle, a dragonfly, or an elephant. Ask the children whether they can use their bodies to represent emotions, such as joy, anger, or surprise. Creative thinking is implicit in many cooperative games, such as "Big Snake. The "snake" slithers over on its belly to connect up to make a four-- person snake and so on.

The children have to figure out how the snake could slither up on a mountain or figure out a way to flip over the whole snake on its back without losing its parts. At rest time, you might let children conjure up different imaginary scenarios, such as being a fly busily walking across the ceiling.

What are they looking for? How do the children on their cots look to the fly from its upside-down vantage point on the ceiling? You can also ask children to pretend: "You can be any animal you wish.

Which animal would you choose? What would you do all day long as that animal? Some creativity games, such as the "One Goes Back" game, help children learn more about themselves, including their preferences and reactions. In this game, you might ask:. What could you do with the other two things? Could you use them together?

The "Uses" game draws on children's ability to conjure up lots of unusual and unconventional uses for objects, such as a tin can, paper clip, or cardboard tube from a paper towel roll. When a teacher gave some men's ties to a group of year-olds, they pretended to use them as seatbelts while taking a plane trip.

They also pretended the ties were slithery snakes crawling along the floor. Give children the chance to play out their imaginative scripts with such props and then enjoy your peek into the window of their creative conjuring! Plan with children to create imaginative indoor scenarios to lift everyone's mood during dark winter days. For instance, try creating a summer picnic in the classroom. Spread a large sheet on the floor Put seashells and maybe a few handfuls of sand in shallow plastic tubs of water Work with children to prepare a variety of sandwiches and slices of fresh fruit.

Ask parents to send in some summer clothing so that preschoolers can change into swimsuits and carry towels. Have a small plastic swimming pool on the floor After children "go for a swim," they can make sand pies or sort seashells on the edge of the "sand" sheet. Read poetry! Brain researchers emphasize how important it is to wire in neural pathways with variety and richness of language interactions. How you set up your classroom paves the way for creative adventures.

Provide enough space for a safe block corner and enough cars and blocks for creating highways and traffic jams. Have easels out and smocks with plastic flexible neck-- bands ready for children to put on when inspiration strikes. Try to have fewer time constraints for activities so that children's creative juices can flow unfettered by a classroom clock.

Although story-reading times and group times are wonderful ways to increase social cohesiveness, be aware of the implications of requiring all children to participate together for other planned activities.

Children may be discovering on their own something that is not part of your specific plan for them. For example, if all the children are playing a game outdoors and one child wants to create a sandcastle, a flexible teacher will not be threatened by this personal choice.

Perceptive teachers handle such individual needs in ways that nurture a child's growth rather than squash budding initiatives.

An indispensable classroom ingredient is the dramatic-play area. Teachers often ask themselves, "Can rigid dramatic-play scenarios be considered creative in any way?

As they chase peers, some children play "monster" as other children screech and run away. The repetitive "monster" play requires no surprise scripts. Yet, the teacher who wants to promote creativity can help connect the stereotyped behavior of a given child with the larger world of imaginative play.

We, as teachers, are constant observers and learn about each child's unique style, fears, strengths, and use of fantasy. Notice children's repetitive themes and how these serve to buffer them against anxiety.

Question children to get a better understanding of their dramatic-play themes and wishes. The relationships between teachers and children, how classroom time and space is organized, and materials available are important factors in the development of creativity. Classrooms where children are supported in their eagerness to explore relationships and materials without fear or disapproval from teachers or peers, where teachers are prepared to unearth resources to satisfy children's creative thirst to know, are classrooms where creativity is likely to blossom and grow.

Creative use of books inspires children to think up ways to manage their own personal troubles as they listen to how a character in a story is coping. Read books that stimulate children's ability to enter into the adventures of others and recreate scenarios. These books often help heal a worry in a child.

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Grades PreK—K. We often remark on the marvelous creativity of young children's drawings, dramatic play, and invented language. Children show imaginative use of color, themes, and flights of fancy in their language.

As teachers, we play an important role in supporting children's ability in art, dramatic expression, and creative responses to problems.

BOOK BOX Creative use of books inspires children to think up ways to manage their own personal troubles as they listen to how a character in a story is coping.

Opposite thinking

Campus II, Av. Ipaussurama, , Campinas, SP, Brasil. Creativity and innovation have been highlighted as essential skills for the 21 st century, especially if we consider that both skills can promote human potential by eliciting positive aspects of the individual. These skills have been valued in different contexts. The purpose of this text is to discuss the notions of creativity and innovation as independent constructs and to discuss the relationships between these concepts according to the scientific literature. Three different propositions will be presented, namely, treating these constructs as synonyms, as distinct from each other or as complimentary. The development of humanity has been increasingly dependent on innovation and discovery.

Opposite thinking will help your team to challenge their assumptions about the problem and possible solutions and come up with non-obvious ideas. Individually list 2 assumptions you have about the problem your are trying to solve or about solutions that you have in mind 10 min. Share your assumptions and add them in the left column of the opposite thinking template 10 min. Individually pick an assumption and define one or two opposite realities in the second column 5min. Individually think about these new realities , how it affects your problem and add potential solutions to the third column 5min.

Abstract—In the 21stcentury, creative and innovative thinking skill is greatly required. According to the P21 platform (Partnership for 21stcentury learning).


Once production of your article has started, you can track the status of your article via Track Your Accepted Article. Help expand a public dataset of research that support the SDGs. This leading international journal, launched in , uniquely identifies and details critical issues in the future of learning and teaching of creativity, as well as innovations in teaching for thinking.

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Thinking Skills and Creativity

In the Australian Curriculum, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking involves students thinking broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school. Thinking that is productive, purposeful and intentional is at the centre of effective learning. By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can use whenever they encounter problems, unfamiliar information and new ideas. They become more confident and autonomous problem-solvers and thinkers. Responding to the challenges of the twenty-first century — with its complex environmental, social and economic pressures — requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully. This capability combines two types of thinking: critical thinking and creative thinking.

Creativity is a phenomenon whereby something somehow new and somehow valuable is formed. The created item may be intangible such as an idea , a scientific theory , a musical composition , or a joke or a physical object such as an invention , a printed literary work , or a painting. Scholarly interest in creativity is found in a number of disciplines, primarily psychology , business studies , and cognitive science , but also education , the humanities , technology , engineering , philosophy particularly philosophy of science , theology , sociology , linguistics , the arts , economics , and mathematics , covering the relations between creativity and general intelligence , personality type, mental and neural processes, mental health , or artificial intelligence ; the potential for fostering creativity through education and training; the fostering of creativity for national economic benefit, and the application of creative resources to improve the effectiveness of teaching and learning. The English word creativity comes from the Latin term creare, "to create, make": its derivational suffixes also come from Latin. The word "create" appeared in English as early as the 14th century, notably in Chaucer in The Parson's Tale [1] , to indicate divine creation. However, its modern meaning as an act of human creation did not emerge until after the Enlightenment. In a summary of scientific research into creativity, Michael Mumford suggested: "Over the course of the last decade, however, we seem to have reached a general agreement that creativity involves the production of novel, useful products" Mumford, , p.


  • Martino A. 09.04.2021 at 17:25

    Demian by hermann hesse pdf in english teaching students with special needs in general education classrooms 8th edition pdf

  • Edelia B. 11.04.2021 at 11:50

    Innovation and creativity are fundamental to all academic disciplines and educational activities 'Creative thinking is defined as the thinking that enables students to apply their​

  • Talbot L. 13.04.2021 at 10:09

    PDF | Creativity and innovation have been highlighted as essential skills for the 21st century, especially if other according to individual thinking and creative.


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