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creativity in children. The aim of the study was to create an awareness and motivation in teachers
to pursue novel approaches in fostering creativity in children.
Preparing for future Creativity
Sternberg (2003) states creative thinking is characterized as “buying low and selling high” which
leads to defying the crowd. In this process it is easy for children to lose sight of their motivation
to endure the creative process that may take a long while before it is valued. Therefore it is the
parents’ and teachers’ responsibility to help prepare children for these obstacles by
introducing
them to stories about creative individuals who were not supported in the early stages of their
development. Supporting children’s efforts to “surmount an obstacle” should also be praised
whether they were entirely successful or not and spotlight the correlation between creativity and
resilience.
Educators and parents
must
allow room for children to make mistakes and
discuss those
mistakes in order to realize that creativity results from a new way of thinking that formed after
collaborators took risks and made mistakes. Children in social situations such as school often
experience the negative ramifications of being an independent risk taker. Often children that
think, act, and look different are disenfranchised and may learn to avoid social disapproval.
Educators and parents may promote creativity in young children by inspiring their children to
define and redefine problems and projects.
For instance, providing children with a choice
between two projects is not as beneficial as allowing children to decide on a project of their own
making. This gives children the ability to develop taste and good judgment which are essential
elements of creativity. The importance of reflection in creativity is important when teaching
children how to recognize mistakes and in turn to redefine their choices (Sternberg, 2003).
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Here again, creativity is related to the ability to delay gratification
and maintain the
motivation to persevere. Creativity creates an environment where hard work is not immediately
rewarded. Educators and parents can help young children develop these skills by promoting long
term projects at home or in school where children have to wait for a reward (Sternberg, 2003).
Suggestions for creative enhancement include the intention to be creative. Teachers should first
make it a student’s goal to learn knowledge/basic skills as they are essential for the development
of creative potential. More knowledge allows for more opportunities to
recombine information,
thus helping build upon potential to secure creativity (Paulus & Brown, 2003).
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