Abstract
The 4 P’s creativity model (person, process, press, and product) underlines how creativity is strongly connected with the materials employed to conceive and realize a creative outcome. As a multiform construct, it invites a wide variety of approaches to the study of it. One of the most promising ways to address this issue is to connect it with cognitive development and related educational pathways, as creativity can be enhanced and stimulated in every child, leading to an improvement both at personal and societal level. Even if creativity is recognized and highly valued, there is still a lack of methods which can stimulate creativity in an effective way. Useful hints may come from the outstanding contributions of Piaget and Montessori who underlined that interaction with the physical world is a fundamental building block for cognitive development. In this paper, starting from these fixed points, we describe some creativity enhancing methods for children which give importance to the edge between digital and physical materials. Digital materials open new ways to the use and integration of physical materials with hybrid platforms which can be used in educational contexts. Together with this perspective we provide a description of the application of these methodologies to enhance creativity in children with Autistic Spectrum Disorder.
Highlights
WHERE CREATIVITY ISA general definition of creativity describes it as the ability to generate ideas, insights and solutions that are original, flexible (Amabile, 1996; Sternberg and Lubart, 1996) and effective (Runco and Jaeger, 2012)
Digital materials open new ways to the use and integration of physical materials with hybrid platforms which can be used in educational contexts. Together with this perspective we provide a description of the application of these methodologies to enhance creativity in children with Autistic Spectrum Disorder
In particular we report in section “Fostering emotion recognition to stimulate creativity by technology in children with Autistic Spectrum Disorder (ASD)” an example of how to stimulate creativity by promoting emotion recognition with digital and physical materials in children with Autistic Spectrum Disorder (ASD)
Summary
WHERE CREATIVITY ISA general definition of creativity describes it as the ability to generate ideas, insights and solutions that are original, flexible (Amabile, 1996; Sternberg and Lubart, 1996) and effective (Runco and Jaeger, 2012). Creativity can be understood as the combination of several factors (Treffinger et al, 1983; Houtz and Krug, 1995a,b) of both a cognitive (primarily related to divergent thinking) and an emotional type (primarily related to creative personality). On the Digital and Physical Materials to Enhance Creativity emotional side, Williams (1994) explored the emotionaldivergent aspect of creativity, identifying the main characteristics of personality as: (1) curiosity (the capacity to investigate elements and ideas, finding new and not always direct and obvious connections); (2) complexity (the tendency to look for new alternatives and solutions to problems, to restore order out of chaos); (3) imagination (the ability to visualize mental images); (4) risk-taking (the inclination to act under unstructured conditions and to defend one’s own ideas). Rhodes’ classification has become a major framework for the holistic exploration of creativity
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
