Children's Creativity Research Articles

Технология иммерсивного театра в музыкально-творческом воспитании детей старшего дошкольного возраста

The article reveals the relationship of immersive theater with the musical and creative education of older preschool children and integrated approaches to it. Theatricalization as a component of musical and creative development of children was actively discussed by psychologists and teachers of the 20th century. Today, theatricalization has acquired a new format of immersive theater, which is based on elements of play and integrativity, the specifics of involving children in multisensory experiences and full immersion in a simulated situation. Based on the theory of the theatrical and playful approach to the development of children's creativity by L. S. Vygotsky, this article examines ways to integrate the immersive theater method into the process of musical and creative education of older preschool children. The purpose of the study is to identify ways to apply immersive theater technology in the musical and creative education of children aged 5-6 years. The scientific novelty of the study lies in the fact that for the first time it examines the use of immersive theater technology in the musical and creative education of older preschool children from three sides: as part of a comprehensive musical and aesthetic course, as a format for children's participation in interactive performance and as a technology on which the educational process is based. The specific components of this technology have been identified and analyzed, confirming the relevance and value of immersive theater for the development of a child's creative potential, and practical experience in introducing immersiveness in music lessons with children aged 5-6 years has been described. As a result of the research, the tasks that are solved through the use of immersive theater in the creative activities of older preschool children are identified.

Effect of PBL Supported by QR Code on Developing Intellectual over Excitability, and Creative Thinking

Contemporary education systems emphasize the need to develop CTS, especially in the early stages of education, Given that children's creativity is linked to their level of intellectual over excitability, the current study aims to explore the impact of PBL supported by QR codes on activating their level of intellectual over excitability and developing their CTS. CTS test and intellectual over excitability test were applied on students, and observation card was applied by the classroom teacher, on a sample of 40 sixth-grade students. They were then divided into two equivalent groups. PBL supported by QR codes was applied on the experimental group in ten sessions, included real problems; this group was internally subdivided into cooperative groups. The control group studied in a traditional manner. Finally, both groups were evaluated by using the same tools, and they were assigned an individual task assessed by experts to measure their creative performance. The results revealed that PBL supported by QR codes served as a supportive context for students' intellectual over excitability, it also had a positive impact on students' creative performance. Moreover, it positively affected specific sub skills of CT—flexibility and originality—but did not significantly impact fluency, details, or overall CT level.

Learning method innovation: Integrating projects for holistic development of early childhood.

Background : Innovative learning methods are essential in early childhood education to support their holistic development, encompassing cognitive, social, emotional, and physical aspects. However, the implementation of monotonous learning methods often reduces children's interest in learning. The Project-Based Learning (PjBL) model offers a relevant approach to enhancing children's creativity and collaborative skills.Aim.:This study aims to analyze the implementation of PjBL in improving the creativity and collaboration skills of early childhood learners and to provide practical guidance for educators.Methode:This study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation.Result : The findings reveal that the implementation of PjBL through thematic, partial, and occasional approaches is effective in enhancing children's engagement in the learning process. Children demonstrated improved creativity, independence, and collaboration skills. Teachers also played a significant role as facilitators throughout the project implementation process.Conclusion.: This research provides a new contribution by exploring the implementation of PjBL in a local context, specifically in early childhood education in Indonesia. It bridges the gap between theory and practice, which has previously focused more on general applications without emphasizing children's creativity and collaboration. These findings support the development of the Merdeka Curriculum by prioritizing active, collaborative, and contextual learning relevant to the developmental needs of early childhood learners. Thus, PjBL proves to be a relevant learning model, encouraging active exploration, mastery of 21st-century skills, and meaningful learning experiences, while simultaneously serving as a solution to improve the quality of learning aligned with children's developmental needs.

INCREASING CREATIVITY THROUGH EDUCATIVE GAMES IN CHILDREN

The creativity of group Anak usia dini children has not developed optimally. Of the 27 children in the class, there are 19 children whose creativity has not developed very well. This study aims to increase children's creativity through collage activities. This research is a collaborative classroom action research using the Kemmis and Mc Taggart models. The subjects of this study were group B children, which consisted of 27 children consisting of 17 girls and 10 boys. The object under study is children's creativity. Data collection is done through observation and interviews. Data analysis techniques using quantitative descriptive. The results showed that children's creativity increased after being given action through collage activities using paper, natural materials and artificial materials which gave children the freedom to explore, choose suitable materials and colors, free to cut, tear, cut and roll the material according to their wishes and use the tools provided according to the needs of the child. This increase can be seen from the initial condition of the creativity of group B children of 29.63%, then in cycle I it increased to 55.55% using paper and natural materials, and increased in cycle II to 81.48% with the addition of materials using natural materials. paper, natural materials and artificial materials. The results of the study showed that collage activities could increase the creativity of group ANAK USIA DINI children in the tahun 2023 school year.

Keterampilan Guru dalam Membuka dan Menutup Pelajaran untuk Meningkatkan Kreativitas Anak

Teachers' skills in opening and closing lessons have an important role in creating an effective and conducive learning atmosphere, especially in supporting the development of children's creativity. Opening the lesson in an interesting way can arouse students' curiosity, motivate them, and prepare their minds to receive the material being taught. Meanwhile, closing lessons creatively provides opportunities for students to reflect on learning, strengthen understanding, and develop innovative new ideas. Teachers can use various strategies in both stages, such as the use of interactive media, exploration-based activities, and reflective approaches. Opening lessons that are relevant and contextual helps create a closer connection between students and the learning material. In addition, creative closure encourages children to think critically, analyze information, and produce creative solutions to various problems. Thus, the skills of opening and closing a lesson serve not only as a technical element in teaching, but also as a way to develop students' overall creative potential. Teachers who are skilled in this aspect are able to create interesting, interactive and meaningful learning experiences, thus supporting the development of children's creativity to face future challenges.

The Relationship of Creativity and Motor Creativity with Physical Activity and Motor Fitness in a Gender Perspective Among 8-9-Year-Old Children.

In this study, we aimed to determine the presence of any potential gender differences and relationships in terms of creativity, physical activity (PA), motor fitness, and motor creativity in children aged 8-9 years. The study included 195 primary school children (92 girls and 103 boys) aged 8-9 years old from grade 2. To determine creativity, the Test for Creative Thinking-Drawing Production was used, while motor creativity was assessed using Torrance's 'Thinking Creatively in Action and Movement' test. Motor fitness was assessed with the selected items from the Eurofit battery and Piórkowski tests. The level of moderate-to-vigorous PA was determined with the Physical Activity Screening Measure. The Mann-Whitney U test was employed for in-between group comparison and Spearman's correlation to determine relationships between the variables. The results of the research showed the presence of differences in motor fitness between boys and girls, but no differences in PA, creativity, as well as motor creativity between genders. Moreover, it was found there was no association between PA and motor fitness and creativity or motor creativity in either boys or girls at this age. Thus, it can be assumed that to develop creativity through PA in children aged 8-9 years, it might be necessary to create an appropriate environment and strategy that will strengthen, inspire, and promote children's creativity through movement. Having established that there is no difference in creativity between genders at this age, it was pointed out that it is necessary to look for teaching methods that would effectively awaken this ability in a co-educational setting.

Pengembangan dan Implementasi Permainan Edukatif untuk Meningkatkan Kognitif, Sosial, dan Emosional Anak-Anak di Panti Asuhan Muhabbatul Haq

This study aims to evaluate the effectiveness of a community service program through the development and implementation of educational games at Muhabbatul Haq Orphanage. The method used in this program involves three main stages: preparation and needs identification, educational game development, and game implementation. In the first stage, the team conducted initial observations and interviews with caregivers and children to identify their educational needs. The second stage involved the development and design of games that covered cognitive, social and emotional aspects. The third stage was the implementation of the games at the orphanage with regular game sessions. The results of the program showed significant improvements in the children's creativity and basic knowledge, as well as the strengthening of their social and emotional skills. The children were able to display creativity in the guessing game and answered questions well in the quiz, showing solid understanding. The program not only provides short-term benefits of improved knowledge and skills, but also long-term contributions to community development. In conclusion, educational games are proven to be effective in supporting children's development, building good character, and creating a fun learning environment.

Examining the Impact of Historical Stories on the Development of Creativity in Children

The lack of attention from developing countries, particularly those facing war and insecurity, to developing children's creativity, coupled with the use of traditional educational systems in schools, severely impacts children's creativity. Despite this, fostering creativity and imagination in children is considered a key educational goal in the current age. Creativity helps children develop the ability to think creatively, solve problems, and generate new ideas. Thus, one effective way to strengthen and empower talents and skills is through the study of historical stories. Not only do children gain knowledge about events, occurrences, historical figures, and past scientists, but they also find a means to journey into the world of imagination, examining and observing historical events from various perspectives. Through historical stories, they learn about crises, challenges, and the triumphs of heroes and conquerors, drawing valuable lessons from their histories. By reading historical stories, children can model perseverance, ethics, and decision-making, deepening their imagination and thoughts. This study aims to examine the impact of historical stories on the development of creativity in children, considering the importance of this subject. It seeks to demonstrate, based on previous research and studies, how historical stories can serve as a useful and effective tool for developing creative and innovative skills in children. The research also investigates how historical stories can strengthen children's creativity and measures their impact on problem-solving and decision-making skills, as well as institutionalizing the motivation to read historical stories and their effectiveness in enhancing children's reasoning abilities and critical thinking skills. The research method was conducted library-based, examining various types of historical stories to evaluate their effects on children's creativity, including critical thinking and analytical abilities. The results reveal that historical stories can act as a valuable tool in the learning process, going beyond mere narration of the past. They also enhance critical thinking and creativity in children while providing a foundation for learning deep human and cultural concepts. This paper focuses on the impact of historical stories on children's creativity and examines the challenges and opportunities present in developing countries and regions facing war and insecurity. Findings indicate that the challenges and issues hindering children's creativity arise from unsuitable conditions for studying historical stories and factors such as insecurity and ongoing wars in the countries, which prevent children's development and deprive them of education. Children may drop out of school due to losing their family breadwinner. These mentioned challenges can be mitigated to some extent by applying the conclusions and recommendations available in this research. This study emphasizes the importance of incorporating appropriate historical stories into educational programs to enhance children’s creativity and innovative thinking, which largely depends on creativity, perseverance, and the understanding of responsibility among parents and teachers in educational and developmental institutions.

The Relationship between the Family Support System and the Creativity of Early Children 5-6 Years in Nagari Sago Salido South Coast District

This research was motivated by the low level of creativity of young children in the Sago Salido district, Pesisir Selatan Regency. This type of research is correlational using a quantitative approach. The population of this study was 117 parents who had children aged 5-6 years by taking a sample of 30% of the population, namely 35 people using the Disproportionate Cluster random sampling technique. The data collection technique uses a questionnaire. Data analysis techniques use percentage formulas and product moment formulas. The results of the research show that: (1) The family support system for children at home in Nagari Sago Salido can be said to be not good, this can be seen from the percentage of respondents' answers dominated by rare answers, (2) Early childhood creativity in Nagari Sago can be said to be not good This can be seen from the percentage of respondents' answers dominated by rare answers. (3) There is a significant relationship between the family support system and early childhood creativity in Nagari Sago Salido, Pesisir Selatan Regency. This can be seen from the results of the analysis using the product moment formula, that the value r = 0.974 > 0.334. So the researcher's hypothesis was accepted.Keywords: Family support system, early childhood creativity

Exploration of Creativity Through Project-Based Learning in Eco-Printing Using the Pounding Technique for Students at Kalanganyar Public Elementary School Sidoarjo

Exploration to develop elementary school students' creativity through the application of Project-Based Learning (PBL) with pounding-based Ecoprint techniques at Kalanganyar State Elementary School, Sidoarjo. The Ecoprint program at Kalanganyar Elementary School is an initiative that involves college students teaching grade 7 to develop children's creativity. Ecoprint activities involve a process of creating environmentally friendly batik fabric that emphasizes sustainability principles. In this activity, leaves, flowers, or other organic materials are used as natural motifs on batik fabric by pressing them directly onto the fabric surface. In this program, students in grades 4, 5, and 6 at Kalanganyar Elementary School are invited to explore the beauty of nature through Ecoprinting using the pounding technique, which utilizes natural materials to print environmentally friendly artworks. In this process, children not only learn about printing techniques but also important values such as environmental sustainability, respect for nature, and responsibility towards the environment. They are given the opportunity to develop their creativity by creating designs inspired by their surroundings. The program employs an approach that includes problem identification, preparation, coordination with parents and the community, activity socialization, program inauguration, and implementation. Through this activity, it is hoped that children can broaden their understanding of the importance of preserving the environment from an early age and develop critical and creative attitudes in addressing ecological challenges in the future. Additionally, the Ecoprint program also provides opportunities for children to collaborate, receive additional training, and build positive relationships with the surrounding community. This is expected to help them grow into caring, independent young people who make positive contributions to sustaining our environment.

СТВОРЕННЯ СТАРШИМИ ДОШКІЛЬНИКАМИ ХУДОЖНЬОГО ОБРАЗУ В ОБРАЗОТВОРЧІЙ ДІЯЛЬНОСТІ

The article discusses the problem of artistic image and expressive means in the fine arts and fine arts of older preschoolers. Based on the analysis of research, the concept of artistic image, as well as the issue of formation of artistic image in children's creativity, are defined. The article emphasizes that the creation of an artistic image is the main task of the visual activity of senior preschoolers. Materials on the study of the state of work of the preschool education institution on the visual activities of senior preschoolers and the possibility of creating an artistic image by them are presented. Shortcomings and difficulties in this work are noted. The article describes in detail the ways of creating an artistic image by older preschoolers in fine arts with the help of various expressive means. Examples of classes on various types of fine arts are given, where children were taught to create artistic images of summer with the help of warm colors, golden autumn, using various expressive means, non-traditional techniques, the image of a fairy-tale winter with the help of winter cut-outs and "frost patterns". Examples of creating an artistic image by combining various expressive means (appliqué – drawing, sculpting – appliqué, etc.), as well as their use in different plots are given. The effectiveness of methods of co-creation, search situations, didactic games, non-traditional drawing techniques in the creation of an artistic image is emphasized.

Strategi Guru dalam Pemanfaatan Media Bahan Alam dan Lingkungan Sekitar untuk Meningkatkan Kreativitas Anak Usia Dini di PAUD Melati Duko Rubaru Sumenep

This research discusses the development of creativity in early childhood through the use of natural materials and the surrounding environment in pre-school education. A supportive environment, including the role of professional teachers, is considered crucial for facilitating children's creativity. Although natural materials offer creative opportunities, challenges such as material durability and management by teachers still need to be overcome. This research focuses on teachers' strategies for utilizing natural materials and the surrounding environment and exploring their advantages and disadvantages. The method in this research uses a qualitative descriptive approach, this research was conducted at PAUD Melati Duko Rubaru Sumenep using interviews and observation as data collection techniques. Data analysis was carried out using qualitative descriptive analysis techniques on the results of interviews and observations. The research results show that the use of natural media and the surrounding environment has made a positive contribution in stimulating children's creativity, although challenges remain. Some effective teacher strategies include using banana stems and leaves for artistic activities as well as cardboard media for children's independent creations. In conclusion, this approach provides important insights into the importance of using natural media in pre-school education and provides recommendations for further development in the context of early childhood education

Peran Orang Tua dalam Pendampingan Pembelajaran Tatap Muka Terbatas Siswa Madrasah Ibtidaiyah

The reopening of schools requires the willingness of parents who have the primary responsibility in the education of their children. This study aims to determine the role of parents in limited face-to-face learning assistance and the supporting and inhibiting factors in limited face-to-face learning assistance for Grade V students of MI YAPPI Tanjung Getas Playen Gunungkidul. This research adopts a qualitative descriptive approach. The subjects of this study were parents of grade V, students of grade V, guardians of grade V, and the principal of MI YAPPI Tanjung Madrasah. Data collection in this study was through observation, interview and documentation. Data validity techniques using source triangulation. Data analysis techniques include data collection, data reduction, data presentation, and conclusion. Based on the results of the study, parents of Grade V MI YAPPI Tanjung support limited face-to-face learning, starting from before the implementation, implementation, and after the implementation of limited limited face-to-face learning. This is evidenced by parents 1) nurturing, 2) accompanying, 3) motivating, 4) facilitating, 5) fostering children's creativity, 6) supervising children, 7) shaping character, and 8) increasing religious values.

Strategi Peningkatan Kreativitas Anak dan Stimulasi Speech Delay Melalui Media Loose Part di PAUD

In the era of globalization, creativity is becoming increasingly important, because it is needed to face increasingly rapid challenges and changes. To increase creativity in early childhood, the right strategy is needed, one of which is using loose part media. At PAUD Fullday Aisyiyah Kasihan uses loose parts as a strategy to increase children's creativity. So the aim of this research is to look at strategies for increasing children's creativity through loose part media at PAUD Fullday Aisyiyah Kasihan. This research uses descriptive qualitative research. The research subject is the teacher. The place of research was carried out at the Kasihan Integrated Aisyiyah PAUD, Bantul, Yogyakarta. The validity tester in this research uses credibility with triangulation, namely technical triangulation. Analyzing data from the field through interview, observation, and documentation techniques. The data analysis technique that will be used in the research is Miles and Huberman's data analysis technique, namely data reduction, data display, and conclusions. The results of the research show that there are 6 strategies used by teachers to increase children's creativity by using loose part media, namely; 1) giving children freedom to imagine and be creative; 2) providing appropriate direction and supervision by the teacher; 3) getting used to playing activities with loose part media; 4) use of interrogative sentences and provocation sentences to support creativity; 5) increasing vocabulary, articulating word pronunciation and strengthening children's oral speech; 6) assessment of activity results and reflection on learning.

Upaya Peningkatan Kualitas Pelayanaan Sarana dan Prasarana Pendidikan di Tkk St. Michael Baobolak

The program of efforts to improve the quality of educational facilities and infrastructure services at TKK St. Michael Baobolak, the development of economic literacy in the Maryke Village community aims to improve the quality of educational services at TK St. Michael Baobolak through the provision of facilities and infrastructure that are still inadequate, such as teaching aids, reading books, and play equipment. Thus, it is expected to create a more conducive and enjoyable learning environment for children, and support their optimal growth and development. This study uses a qualitative approach with a descriptive method. Data were collected through direct observation, interviews with related parties such as the principal, teachers, and staff, as well as documentation related to educational facilities and infrastructure at TKK St. Michael Baobolak. The results of the study showed that this program succeeded in improving the quality of educational facilities and infrastructure services at TKK St. Michael Baobolak. On the other hand, the results of this activity have also provided coloring tools and alphabet posters. Coloring tools, such as crayons, colored pencils, and markers, are very important media to stimulate children's creativity. Through coloring activities, children not only train their fine motor skills, but also develop their imagination and ability to express themselves. Meanwhile, alphabet posters serve as effective visual aids to help children recognize letters and build the foundations of reading skills, thus having a positive impact on their well-being.

IMPLEMENTATION OF THE IDEAS OF ALTERNATIVE EDUCATION OF F.U.PARKER IN THE MODERN AMERICAN SCHOOL

The article` purpose is to reveal the peculiarities of using F.U.Parker` ideas of alternative education in a modern American school. Research methods: theoretical ‒ study of scientific literature, analysis, systematization, comparison, concretization, information generalization. Alternative education differs significantly from traditional education in its content, forms and methods of educational process organizing. It gives greater freedom to teachers and students, takes into account the individual characteristics and capabilities of children as much as possible. The article emphasizes that the ideas of alternative education emerged a long time ago. They can be found in the works of famous scientists of Ancient Greece (Anaximenes, Heraclitus, Democritus, etc.), the Renaissance (T.More, F.Rabelais), in the period of the New Age (XII-XIX centuries) (Y.Komensky, D. Locke, D.Diderot), the modern era of the second half of the 19th century (I.Hegel, H.Spencer, R.Steiner), "postmodernism" (R.Usher, K.Torres, M.Rosenau). The scientists` works expressed the ideas of humanism, freedom, equality, justice, the uniqueness of each individual and the need to ensure an individual approach to children. Alternative education is developed in the USA, whith numerous educational programs and schools that differ significantly from traditional ones. The activities of J.Dewey, F.Parker, J.Counts, W.Kilpatrick, H.Rugg, K.Washburn and others became a prerequisite for the development and establishment of alternative education in the USA. The pedagogical legacy of F.W.Parker deserves special attention, who, having started the fight against formalism in education, set before the school the task of harmonizing the content of educational subjects with their vital importance for students. It was found that today in the USA there are schools that actively implement the ideas of alternative education of F.U.Parker (the connection of learning with life, the development of children's creative thinking, interdisciplinarity, classes of different ages, etc.).

Med blick, hand och penna

Abstract The aim of this article is to explore the relationship between aesthetics and pedagogy by focusing on the aesthetic design of reading books. The idea that multiple senses and activities interact when children learn to read is not new in educational studies. Research shows that children’s aesthetic experiences can contribute to increased learning outcome. In this article, we discuss the application of such considerations by examining two reading books in the Swedish series Vill du läsa? (1935–1936) and Nu ska vi läsa (1948–1949), thus taking a historical perspective on the topic. The books were illustrated by two of Sweden’s most famous artists, Elsa Beskow and Ingrid Vang Nyman. We examine how the books appeal to the reader’s creativity and playfulness. Our theoretical starting point is Walter Benjamin’s reflections on the reading and writing child where the gaze is also important. Benjamin’s thoughts were important for Swedish reform pedagogy, which in turn influenced the work of Elsa Beskow and Ingrid Vang Nyman. With the reform pedagogy’s celebration of the creative child, the focus shifts from the book as a product to the actual learning process for which the aesthetic is a prerequisite.

Penerapan Pembelajaran Mozaik Menggunakan Kulit Telur Dalam Meningkatkan Motorik Halus Pada Anak Usia 4-5 Tahun Di PAUD Asya’iriyah

The aim of this research is to improve fine motor skills through the application of mosaic learning using egg shells to improve fine motor skills in children aged 4-5 years at Asya'Iriyah preschool. This research was carried out in 2 cycles using the Classroom Action Research (PTK) methodology carried out by teachers and researchers. There were 10 students who were research subjects. The research subjects were children aged 4 - 5 years. The instrument used was a child activity observation sheet. This research uses the Kemmis and Mc Taggart research model. The indicator of success in this research is if the child's creativity has reached a minimum of 80%. The development of fine motor skills through mosaic activities using egg shells in children aged 4 - 5 years at Asya'iriyah Preschool increases with each cycle. Based on the increase in cycle I, it increased by 30% and cycle II increased by 60% and this research stated that mosaic learning activities can improve fine motor skills in children aged 4 - 5 years at Asya'iriyah Early Childhood Education.

How Does Comprehensive Art Education Facilitate Children’s Creativity? A Mixed-Methods Study in China

ABSTRACT Research Findings: Comprehensive art education (CAE) can be an effective way to develop children’s creativity development. However, little is known about how CAE is implemented in kindergarten classrooms in China. The purpose of this study was to explore the effectiveness of CAE activity implementation. To assess the effectiveness of CAE in terms of early childhood creativity, 64 children in a Chinese kindergarten were assigned to experimental (n=32; 15 boys and 17 girls) and control (n=32; 15 boys and 17 girls) groups. The complete CAE intervention program, including teacher training and CAE activities, lasted for 11 months. Both groups of children took the Torrance Tests of Creative Thinking (TTCT) pretest and posttest to assess their creativity. The findings showed that the experimental group had significantly higher TTCT scores than the control group. In addition, interviews with five teachers echoed the test results and raised the need for related teacher training. Practice or Policy: Results indicated a clear connection between the CAE activities and the enhancement of the children’s creative thinking abilities. These findings suggest that CAE nurtures children’s creativity and should form an essential component of early childhood and teacher education curricula.

Predictors of cognitive and motor creativity in childhood.

Predictors of cognitive and motor creativity in childhood.