32

CreatiCitg and Creative Children

The Almighty God is the Creator of the Universe. He is the Supreme-mind who
possesses the finest creative abilities. He has created all of us and all that is revealed in
nature and nurture. We are elevated to be called His creation. According to our Indian
philosophy,we all are constituents of the Supreme power as the rays of the sun are the
constituents of their Creator—Sun. Therefore, every one of us ought to possess creative
abilities and it does happen. All of us possess these abilities. But as we find that every
one of us is an unique creation, thereby the degree of possession of creative ability is
not uniform. Some of us are found to possess high creative talents and these are the
persons who move the world ahead by their discoveries and inventions in the field or
art, literature, science, business, teaching and other fields of human accomplishments.
They are responsible for putting up new ideas and bringing about social and cultural
changes.
Gandhi, Lincoln, Bhabha, Newton, Shakespeare, Bertrand Russel, Leonardo-
da-Vicniwere the creative individuals who put their marks in their respective field.
Certainly, they were endowed with creative abilities but the role of environment in
terms of education, training and opportunities for it cannot be over-ruled.
A good
education, proper care and provision of the opportunities for creative
expression
inspire, stimulate and sharpen the creative mind and herein the
parents, society and
teachers come into picture. They are required to help the children
in nourishing and
utilizing their creative abilities to the maximumdegree.
Therefore, educational
process—formal or informal should be aimed to develop creative
children. It needs to acquaint the teachers and parents abilities among
with the actual meaning of
creativity, the knowledge of the creative process, and
ways and ways and means of
developing creativity. In the following pages we
shall try to know something about
these aspects.
Meaning and Definitions of Creativity
The term 'creativity' or creative process' has
been defined by some eminent scholars
in the following different ways :
1. Stagner and Karwoski : "Creativity
partially' novel identity," (Crow and Crow,
implies the production of a 'totally or
1973, p. 314)
2. Drevdahl : "Creativity is the capacity
of a person to produce compositions,
products or ideas which are essentially
new or novel and previously
producer." (1956, p. 22) unknown to the
3. Wilson, Guilford and Christensen
which something new is produced—an "The creative process is any process by
idea or •an object including
arrangement of old elements. The new a new form or
creation must contribute
problem."(Dutt; N.K., 1974, p. 208) to the solution of some
4. Skinner : "Creative thinking
means that the predictions
the individual are new, original, and or inferences for
ingenious, unusual. The creative
thinker is one who
422
Creativityand Creative Children
exploresnew areas and makes new observation, new predictions,
new inferences."
(1973,p. 529)
Ifwe try to analyse the above definitions we would
find that the creation or
ofsomethingnew is a central element in all these definitions. discovery
Therefore, we can easily
concludethat creativity is the capacity or ability
of an individual to create,
orproducea new idea or object including the re-arrangement or discover
known to him. reshaping ofwhat is
already
Natureand Characteristics of Creativity
On the basis of the above mentioned definitions
as well
madein the field of creativity, the nature and characteristics as the various studies
of creativity or creative
expressioncan be summarized in the following ways:---
t. Creativity is universal. Everyone of us possesses
creative capacity to some
degree.
2. Although creative abilities are natural
endowments,yet, they are capable of
being nourished and nurtured by training or
education.
3. Through creative expression something new or
novel is produced. But novelty
or newness does not necessarily imply to produce
totally a new idea or an
object which has never been experienced or produced
earlier. To make the
fresh and noble combination for the given separate elements
or to reshape or
rearrange the already known facts or principles or to
bring a slight reform and
modification in the previously known techniques,are as much
the acts of
creative expression as the discovery of a new element in chemistry
or a new
formula in Mathematics. The only precaution for naming an expression
as
creative is that it should not be a mere repetition or reproduction of
what has
already been experienced or learned by an individual.
4. Any creative expression is the source ofjoy and satisfaction for
the creator.
The creator says what he sees or feels in his own way. There is perfect
individuality in one's creative expression.He expresses himself, to a great
extent, through his creation. It is his own way of looking at things ; persons or
events and therefore, it is not essential that a creative work may arouse the
same feeling or give same satisfaction as experiencedby creator himself.
5. The creator is the person who is able to make ego involved statements like., It
is my creation', 'I have solved this problem.' 'It is my idea,' etc. In creative
expression there is complete ego involvement.
6• Creative thinking could not be closed thinking. It must have complete freedom
for the multiplicity ofresponses, choices and lines ofaction. By travelling on
the routine, beaten track, one cannot be able to create, but can only
or repeat.
The field ofcreative expression is very wide. It covers all the aspects of human
accomplishments like scientific invention and discovery, composition ofpoems,
writing of story and drama and good performance in the field ofdance, music,
Painting, sculpture, political and social leadership, business, teaching and other
professions. Our day to day life activities also need creativity. Therefore, in a
nutshell, life as a whole presentsenormousopportunitiesfor creative
expression.
 Educational Psychology

question, what different cognitive factors constitute creativity, has been a

8. The
and research. J.P. Guilford, Torrance.
subject ofexcessive experiment, action components of
the important
Drevdahland others Ivavetried to identify originality, flexibility, divergent
creativity.As a result, ideational fluency,
ability to see relationships
sensitiveness,
thinking, persistence, self-confidence,
factors that are found favourable for
and make associations are some of the
creative out-put.
as one and the same process.
9. Intelligence and creativity should not be considered
:—--
Difference can be summarized in the following way
the basis of intelligence
(i) It has been establishedthat convergentthinking is
convergent thinking,
whereas divergent thinking forms the basis ofcreativity. In
idea or
an individualhas the tendency to find out the one most appropriate
response whereas divergent thinking allows as many responses as possible.
Therefore, in intelligence tests, where usually one correct response is required,
convergentthinking is being tested whereas creativity emphasizes more on
testing divergent thinking.
(ii) It has been observed that highly creative persons are usually found to possess
intelligence to a high degree but is not essential for an intelligent person to be
creative. One may possess high intelligence without having creative abilities.
On the other hand, an adequate level of intelligence is a necessary condition
for being creative. A mentally retarded cannot be expected to be creative.
(iii) In intelligence testing the speed and accuracy of the cognitiVe behaviour is
emphasized while in creative tests novelty, flexibility and originality are given
more weightage.
The Creative Process
Creative thinking is said to involve some specific and definite steps. The stages
emphasizedby Munn, in his book "Introductionof Psychology", seem to be quite
reasonable. These are—
(0 Preparation (ii) Incubation (iii) Inspiration or illumination and (iv) Verification
or revision.
Let us try to understand these stages.
In the first stage—Preparation—the conscious work on the problem
is started and
continuedas long as possible. Initially, the problem is defined or
analysed and thus
stage is set for its solution. Relevant facts and material
considered essential for the
solution are thus collected, analysed and the plan of
action is formulated. Then we start
working according to the set plan. In between,
ifessential, the plan of action is modified.
We work by another method or take help of the
other relevant data if those in hand fail
to help us. Jn this way, continuous and persistent
efforts are made. At some point, we
find that we cannot solve the problem.
Frustration leads us to set our problem aside for
the time being.
Such deliberate or involuntary turning
away from the problem is the beginning Of
the second stage—incubation. This stage
is characterized by absence ofour activity, or
in many instances even of thinking about
the problem. We can take rest, sleep or engage
ourselves in other interesting activities. By
doing so, the ideas that were interfering with
the solutionof the problemtend to fade. In the absence
of such interference our
Creativityand Creative Children
425
begins to work in the direction ofsolving the problem.
unconsciOUS Sometimes, things
weexperienceor learn in the mean time, also provide the clue to the solution. (Archimedes
foundthe solution of his problem when he was taking his bath).
This leads to the stage of inspiration or illumination. During this stage
the thinker
oftenexperiences sudden appearance ofthe solution ofhis problem. He gets an insightful
solution.Such illumination may occur at any time, sometimes even while the
thinker is
dreaming.
Then comes the final stage—verifigation or revision. During this
stage illumination
or inspirationis tried out. We determine whether the solution or idea appeared
through
insightis in fact the correct one. In case it does not work well, fresh attempts are
made
forthe solution of the problem. Sometimesthe solution needs slight modification
or
change.Then in the light of the results of verification or testing revision is
made and the
solutionor idea is made quite workable. But at no stage, the creative thinker
thinks it
completelyperfect. It is open for essential modificationor revision at any time
when
needed.
The stages given above, should not be considered as the rigid and fixed
stages
followedcompulsorily, every time, by every creative thinker. One may get
the solution
ofthe problem before experiencing the stage of incubation. On the other
hand, the other
maynot get a proper way even after passing through all these stages
ofcreative process
andneed the repetition ofthe cycle many times before getting a
proper solution. However,
thesestages represent a scientific and systematic analysis of a higher
creative process
oftenexpressed by distinguished creative thinkers.
Identification of Creativity in Children
CreativeChildren
The term creativity cannot be used synonymously with giftedness.
shouldnot make a mistake to take every gifted child as Therefore, we
a creative child. Creativity in its
all shapes and forms is the highest expression of giftedness
that may or may not be
found in a particular gifted child. The problem is then how to
identify the creative children.
Creative behaviour and expression like other behaviour patterns possesses its
basic
Componentsin the form of cognitive, conative and affective behaviour.
Consequently,
we can label a child creative to the extent to which he is able to demonstrate
creative
aspectin his thinking, feeling and doing behaviour.For such labelling we may
twodifferent approaches : employ
(i) making use of tests of creativity and
(ii) making use of non-testing devices like observation, interview, rating scale,
personal ity inventory, check-list etc.
Let us discuss these approaches one by one.
CreativityTests
As we make use of intelligence tests to label a child as intelligent, we have the use
OfCreativitytests for labelling a child as creative. There are so many tests available in
Indiaand abroad for this purpose. Let us mention a few ofthese tests.
TheTests Standardized
Abroad
l. Minnesota tests of creative thinking
2. Guilford's Divergent Thinking Instrument
 Educational Psychology
426
3. Remote Associate Test
Instruments
4. Wallach and Kogan Creativity
S. A.C. Tests of Creative Ability
Thinking.
6. Tottance Tests ofCreative
The Tests Standardized in India
Mehdi's Tests of Creative Thinking-Hindi and English.
t. Baquer
2. Passi's Tests of Creativity.
Abilities Test.
3. Sharma's Divergent Production
4. Saxena's Tests of Creativity.
pointed out earlier creativity is a complex blend of a number of abilities and
As
attempts are always made for the assessment of
traits, therefore, in all the creative tests
test items verbal and non-verbal. The
these abilities and traits with the help of the
through the items of these tests are fluency,
factors or dimensions commonly measured
elaboration, etc.
flexibility, originality, divergent thinking and
components with the help of
Let us now illustrate the measurement of creativity
other in India.
two creativity tests-one standardized abroad and the
Torrance Tests of Creative Thinking
It has been developed
It is a set of two tests—one verbal and the other non-verbal.
be employed to test the
by the famous American psychologist E. Paul Torrance. Itcan
creativity of the children from Kindergartento graduation.
For testing the creativity through non-verbal and verbal performance, Torrance
has thus developed figural form A and B and verbal form A and B. (Forms B are the
equivalent alternatives of the forms A).
The figural form (Non verbal testing device)
The activities required in this test are of the non-verbal nature. The subject has to
perform certain non-verbal activities, i.e. drawing or making something as a response
of the test items. This test has three sub-tests as described below :
(i) Figure or picture completion test. In this sub test, there are some incomplete
figures. The subject is asked to complete these figures in whatever way he desires.
(ii) Picture or figural construction test. In this sub-test the subject in provided
with a piece of coloured paper cut in a curved shape and asked to think of a figure Or
picture of which this piece of paper may be a part.
(iii) Parallel lines test : In this sub test there are several pairs of straight lines•
The subject is required to draw as many objects or pictures by using such pair.
The verbal forms (used as a verbal testing device)
Through the items of the sub-tests of this form, the subject is required to provide
written responses. There are six, sub-tests incorporating activities of the following nature•
(i) Asking type : Here the subjeci is encouraged to reveal his ability to perce.ive
all things which are not normally perceived by others.
(ii) Guess cause and guess consequences type : Here the subject is encouraged
to reveal his ability to formulate hypotheses concerning cause and effect i.e. what is
behind the situation in the picture and what its consequence may be.
 Children
Creativityand Creative
(iii) Product Improvement Type : The subjects are asked to suggest ways and
a toy, a machine or such other products.
meansto improve
(iv) Unusual Uses Type : These are meant to test the divergence about the ways of
usinga product. Here the subjects have to tell about as many unusual uses as they can
point out.
(v) Unusual Questions Type : Here for a partkular object or verbal description,
thesubjectsare required to ask as many unusual questions as they can.
(vi)Just Suppose Type : The subjects are required to predict out comes for
unusualsituations.
The responses of the subject are scored in all the sub-test items of both the forms
(figural.and verbal) and then his total score is computed for providing an estimate ofhis
overallcreative potential.
BaquerMehdi's Tests of Creativity
This test has been developed by Dr. Baquer Mehdi. It has been published by National
PsychologicalCorporation, Agra. There are four verbal and three non-verbal sub-tests
in this test.
The verbal form has the following four sub-tests :
1.Consequence Test (duration 12 minutes)
It providesthe situation asking the subject to think for as many consequences as
possiblelike below :
(l) What would happen if we could fly like the bird ?
(2) What would happen ifyour school had wheels ?
(3) What would happen if you do not have any need for food ?
2. Unusual uses test (duration 15
minutes)
It has the test items like below.
Write as many novel, interesting and unusual uses for the
likea piece of stone,
objecG you can think of
a wooden stick, water.
3. Newrelationship
test (duration 15 minutes)
It has the test items like below.
Think of as many relationship between the following pairs of words, as possible.
(i) Tree, house (ii) Chair, ladder (iii) Air,
water.
4. Product
improvement test (duration 6 minutes)
It contains test item like below.
You have a toy horse. Now think ofas many new things or features q make it more
usefuland
interesting.
type ;
NOn-verbal Sub-tests : The three sub-tests of this category are of the following
(i) Picture
construction test (duration 20 minutes)
It contains test
item, like below.
In fig, 32.01, there are two geometrical figures a semi-circle and a rhombus.
Constructand elaborate pictures using
give a each figure as an integral part. For each picture
separate title.
 Educational Psychology
428

(a) A semi circle (b) a rhombus

FIGURE 32.1. Picture construction test :

(a) A semicircle, and (b) a rhombus,
(ii) Line figure completion test (duration 15 minutes)
to draw
Below in fig. 32.2 there are 10 incomplete line drawing, you have
title
meaningful and interesting pictures using each of them. Give also an appropriate
for each of your creation.

2 3 4 5

I I I

6 7 8 9 10
FIGURE 32.2. Line figure completion test.
(iii) Picture construction test (duration 10 minutes)
Here there are seven triangles and seven ellipses. Construct different meaningful
and interesting pictures by using these figures in multiple associations.
In all such creativity tests as illustrated above the verbal and non-verbal activities
are evaluated in terms of the related creative abilities like fluency, originality, flexibility
and elaboration. A high score on this creative test increases the probability of declaring
the subject as creative. However, such declaration may need further support from the
results of the assessment made through some other testing devices.
Uses of Non-Testing Devices
The creative aspect in the child can also be assessed through some non-testing
devices like Natural observation method, Situational techniques, Rating scale, Check
list, Interview, Personality inventories, Interest inventories, Attitude scales, Aptitude
test, Value schedules, and Projective techniques, etc. These devices help in the revelat ion
of those personality traits and behavioural characteristics that are supposed to be carried
on by a creative child. Some of these traits or characteristics, as identified by the research
workers in the field of creativity, are mentioned below :
Personality and Behavioural Characteristics of a Creative Child
i. demonstrates originality in ideas and actions.
2. is more adaptable as well as adventurous.
3. possesses good memory and broad knowledge background.
 and Creative Children
Creativity 429
4. possesses a high degree of keenness, attentiveness, alertness and power of
concentration.
5. is very curious by nature.
6. possesses little tolerance for boredom but greater for ambiguity and discomfort.
7. possesses foresightedness in abundance.
8. has the capacity to take independent decisions.
9. shows interest in vague and ambiguous ideas.
10. enjoys a reputation for having strange and silly ideas.
11. shows preferences for complexity, incompleteness, assymetry and open
mindedness.
12. possesses a high degree of sensitivity towards problem.
13. can express his ideas as fluently as possible.
14. shows quite flexibility in his thinking, feeling and doing behaviours.
15. demonstrates the ability to transfer learning or training from one situation to
another.
16. demonstrates very rich imagination characterized as 'creative imagination'.
17. is divergent and diversified in his thinking that is convergent and stereotyped.
18. possesses ability to elaborate i.e., to work out the details of a plan, idea or
outline.
19. is unfrightened by the unknown, the mysterious and the puzzling and on the
contrary is often attracted to it.
20. welcomes novelty of designs or new solution to a problem, gets enthused and
suggests other ideas.
21. demonstratesthe ability to experience self as creative, as the originator of
one's act and takes pride in one's own creation.
22. has more of him available for use, for employment, for creative purposes rather
than wasting his time and energy protecting him against his self.
23. possesses high aesthetic values and good aestheticjudgement.
24. possesses a high degree of the feeling of self respect and is self-disciplined,
sensitive and intolerant for injustice. On account of these qualities is often
misunderstood and evaluated disobedient, rebellious and mischiefmonger.
demonstrate human playfulness, lack ofrigidity and relaxation in his behaviour
and products.
26. is always alive to his obligations.
27. possesses the ability to accept tentativeness and ability to tolerate and integate
the opposites.
have a richer fantasy life and greater involvement in day dreaming.
shows different brain patterns than the less creative, especially during creative
activity.
30. pays respect to other's opinion and welcomes disagreement to nis own
suggestions.
31. is always found as more spontaneous and expressive.
 Educational Psyéhblogy
430
Techniques of Fostering Creativity
stimulation and nourishment. Most of
Creativity, as a natural endowment, needs
education and opportunities for creative
creative talent, if not given proper training,
as we have emphasized earlier, is
expression, results in wastage. Moreover, creativity,
not the monopoly of a few geniuses only. Every one of us, to a certain
universal. It is
possesses creative abilities. In a democratic set-up like ours, it is not only the
degree, Others whether mediocres or
and produce.
geniuses who are needed to create, manifest
constructively and creatively.
below averages are also required to think
it becomes essential for the teachers as well as parents to realize the
Therefore,
of providing proper environment and creating conditions for full growth and
need
problem is vital, but there is a
developmentof the creative abilities of children. The
ofthe abilities that seem related
solution. It lies in the proper stimulation and nurturing
fluency, divergent thinking, self
to develop creativity. Originality, flexibility, ideational
and make associations
confidence, persistence, sensitiveness, ability to see relationship
The following
etc. are some of the abilities that are attached to creative out-put.
of these
suggestionscan work satisfactorily in the stimulation and nourishment
abilities :—
routine
1. Freedom to respond : Most often we, teachers and parents, expect a
type fixed response from our children and thus kill the very creative spark by breeding
conformity and passivity. Therefore, we should allow adequate freedom to our children
as
in responding to a situation. They should be encouraged to think about as many ideas
they may for the solution of the problem. Also we must let them have their own way
when they strongly need a particular sort of novel expression.
2. Opportunity for ego involvement : The feelings like 'It is my creation', 'I
have solved it', give much satisfaction to children. Actually, they can only be expected
to put their determined efforts in creative activities, when their ego is involved i.e.,
when they feel that a particular creative work stands on account of their efforts. Therefore,
we should provide opportunities for children to derive satisfaction from being a cause.
3. Encouraging originality and flexibility : Originality on the part ofchildren in
any form should be encouraged. Constant submission to 'the facts', unadulterated
copying, passive reception, rote-memorizationdiscourage creative expression and
therefore, it should be checked as far as possible. In solving a problem or learning a task
if they need to change their methods of learning or solving the problem, they should
essentially, be encouraged to do it. Adequate training can also be given by making them
give answer of the problems like : how would you dig the earth if you don't have a
spade ? Or how would you draw an angle if you do not have proper instrument for
drawing it ? Or how would you cross a river if there is no bridge over it ?
4. Removal of hesitation and fear : Most of the time (particularly in countries
like ours where there is found too much inferiority complex) there is a great hesitation
mixed with a sense of inferiority and fear in taking initiative for a creative expression.
We, generally, listen to the comments like "I know what I mean, but cannot write (or
speak) before others." The causes of such hesitation and fear should be discovered and
removed as far as possible. The teachers and parents should persuade such children to
say or write something—anything, no matter how crude it may be.
5. Providingappropriate opportunitiesand atmospherefor creative
is
expression : A healthy favourable atmosphere for creative thinking, and expression
Creativityand Creative Children 431
for the stimulation and nourishment of creativity
an essential condition among children.
Thereis a need to balance the rate of learning with its application, the passive receptivity
with challenging productivity, the stable certainty with risk and adventure. There is a
needof sympathetic atmosphere prevailing in school as well as at home. For the purpose
ofproviding opportunities for creative expression, we can make use ofthe cocurricular
activitiesin schools. Our social festivals, religious and social get-together, exhibitions
etc.can also provide the opportunity for creative expression, A regular class work can
be arranged in such a way as to stimulate and develop creative thinking among children.
6. Developing healthy habits among children : Industriousness,persistence,
self-relianceand self confidence are some of the qualities that are helpful in creative
out-put.Therefore, children should be helped to imbibe these qualities. Moreover, they
shouldbe made to stand against the criticism oftheir creative expression. They should
be made to feel that whatever they create is unique and it expresses what they desire to
be expressed.
7. Using the creative resources of the community : Children should be made to
visit the centres of creative art or scientific and industrial creative work. It should
stimulateand inspire them for doing some creative work. Occasionally, the creative
artists,scientists and creative persons from other fields may also be invited to the schooL
It can be helpful in enhancing the span of the knowledge of our children and kindle the
sparkof creativity among them.
8. Avoi#ance of Blocks to Creative Thinking. The factors like conservatism,
faultymethods of teaching, unsympathetictreatment,fixed and rigid habits of work,
anxietyand frustration, high standardsof achievementfor low levels of work, over
emphasison school marks, authoritarian attitudes ofteachers and parents etc. are known
as detrimental towards fostering creativity among children. Therefore, as far as possible
parentsand teachers should try to avoid such factors in upbringing and educating the
children.
9. Proper organisation of the curriculum : Learning experiences in the form of
curriculumshould be so designed as to foster creativity among children. For this purpose
we should organise the school curriculum primarily on the basis ofconcepts rather than
facts. It should also cater to the individualneed of the students rather than to the
generalized needs of every student. It should also follow the general philosophy that
truth is something to be sought for rather than some thing to be revealed. It should be
quite flexible and have provision for studying and doing something without the threat of
evaluation. In a nut shell the curriculum should reflect what it desires from the creative
Childrenin terms of fluency, flexibility,originality,divergent thinking, inventiveness
and elaboration etc.
10. Reform in the Evaluation system : Our education system is totally examination
ridden.Therefore, for making efforts to nunure creativity we must have suitable reforms
in Ourevaluation system. The emphasis on rote memory, fixed and rigid single responses,
and Convergentthinking etc. which kill the creativity of the children should be abandoned
and a Proper system of evaluation for encouraging complete and balanced experiences
in developing their creative behaviour should be adopted.
Use of special techniques for fostering creativity Researchersin the field
for fostering creativity
OfCreativityhave suggested some special techniques and methods
amongchildren. A few of these are mentionedbelow
 Educational Psychology
432
(a) Brain Storming. Brain storming is a strategt or technique for allowinga
practice the children
group to explore ideas withoutjudgement or censure. In actual
it without any inhibition
may be asked to sit in a group for solving a problem and attacking
from so many angles, in fact literally storming it by a number of possible ideas and
solutions.To start with the students may be provided with a focus i.e., a particular
problemlike StudentsUnrest', 'Growing unemploymentin India,' 'How to check truancy
in our school'. 'What to do for improving school library services', etc. The students are
then asked to suggest ideas as rapidly as possible by observing the following norms
(i) All ideas to be encouraged and appreciated, therefore, no criticism be allowed
during the brain storming session.
(ii) Students are encouraged to make their ideas as unusual as possible and suggest
as many ideas as they can.
(iii) They are encouraged not to put only altogether separate ideas but to suggest
ideas that may be built on ideas already given by the fellow students.
(iv) No evaluation or comment of any sort should be made until the session is
over. After the expiry of the session, all the ideas received (preferably written
on the black-board) should be discussed in a very free, frank and desirable
environment and the most meaningful ideas should be accepted for the solution
of the problem in hand.
(b) Use of Teaching models : Some of the teaching models developed by
educationists may prove quite beneficial in developing creativity among children. For
example Bruner's ConceptAttainment Model helps in developing creativity in the children
for the attainment of various concepts. Similarly, Suchman's Inquiry Training Model is
very much helpful in developing creativity among children besides imparting traihing in
the acquisition of scientific inquiry skills.
(c) Use of Gaming technique. Gamingtechiques,in a play way spirit, help the
children in the development of creative aspects. These techniques provide valuable
learning experiences in a very relaxed, untimed and evaluative situations. The stimulus
material used in such techniques is both verbal as well as non verbal. For illustration in
verbal'transaction of ideas, the following types of questions may be addressed to the
children :
(i) Name all the round things you can think of.
(ii) Tell all the different ways you could use a knife.
(iii) Tell all the ways in which acat and a dog are alike.
In non-verbal transactions the children may be asked
to build a cube, construct or
complete a picture, draw and build pattems, interpret
the pattems of drawing and sketches'
arid build or construct something or anything out of the
raw material given to theme
12. Providing the self example and ideals :
There is a truth in the saying that
'Self example is better than precept.' Children are
very imitative. The teachers and
parents, who themselves travel on the beaten track
and do not show any originality by
taking the risk of being wrong or never experience
an excitement, of creating a novel
act, fail to cultivate creativity
among their children. Therefore, the teachers and parents
must try to develop the habit of creative thinking
among themselves. They should believe
•in change, novelty and originality, and experience
the creative precess themselves. Their
teaching, their mode of behaviour must reflect their love
then, they can inspire children for being creative. for creativity. Then and only