The adoption of a programme for creative development among young school-age children with regard to considerations of gender

Larisa Litvinova,Zarine Khachanyan,Oksana Lobozova,Madina Botasheva,D Rudoy,V Kankhva,A Olshevskaya

doi:10.1051/e3sconf/202021018091

Abstract

The age- and role-related growth of young school-age children is made possible by psychophysiological processes, among them gender role behaviour. Our research makes it possible to define the correlative link between creativity and lateralisation, which affects the motivation of boys and girls differently. Art therapy with girls showed a very strong prediliction towards independence and risk-taking against a background of middling self-sufficiency. Work with boys demonstrated a negative tendency for dependence on the opinions of others against a background of heightened hopes of success. Participants reacted strongly to the requirement to display the results of their creative art therapy work, and were generally apprehensive of the reaction of others to, and the social validation of, what they had done. This research shows the need to either segregate boys and girls into different groups or set separate tasks for each sex, thus reducing competition. The former experience positive changes in the strength and lability of the nervous system, as well as improved sensitivity.

Highlights

Modern psychology refers to taking an individual approach to solving some kind of task or problem as “creativity”
Analysis of the results of the tapping test during the control phase revealed a variety of traits of the nervous system in young schoolchildren
Children of 11 years of age displayed an initial reduction in maximum right-hand speed, which gave way to a short-lived return to the speed recorded at the outset

Summary

Introduction

Modern psychology refers to taking an individual approach to solving some kind of task or problem as “creativity”. This concept is related to the system of intellectual and personal characteristics which enable subjects to engage in their affairs in an individual – and, generally speaking, original – way. Research in this area upholds the view that creativity can be developed via specialised training [1, 2].

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Results

Conclusion