اثربخشی برنامه‌های آموزش تکنیک‌های خلاقیت محور بر ارتقای رشد تفکر خلاق در کودکان پیش‌دبستانی

Researchers believe that childhood is the beginning of the process of creative thinking and is of great importance. So far, the effect of many variables on creativity has been investigated; however, the effectiveness of creativity training as a combination of creativity techniques on improving children's creative thinking has not been investigated. On this basis, this study was proposed with the aim of investigating the effect of using creativity education on increasing the creative thinking of preschool children with the design of four main hypotheses. The research method was quasi-experimental and using pre-test and post-test. To measure the above hypotheses, a preschool class of 15 children from one of the kindergartens in Tehran was used as an experimental group and another class with 15 children was included in the control group. The measuring tool was Torrance Form B visual test of creative thinking, which was used before and after the activities of the creativity training program in 12 sessions. Then, multivariate covariance test and T-test were used to analyze the data, and the results showed that the teaching of this program had a significant positive effect on the creative thinking of preschool children and increased the level of creative thinking in them.
Keywords: comprehensive creativity program, creativity techniques, creativity education, creative thinking, preschool children
Introduction
Creativity or creative thinking means using mental abilities to create a new thought or concept. Creativity is recognized not only as a necessity but also as a necessary condition for survival. Therefore, the education system should be aimed at training people who have the ability to creatively solve unpredictable problems (Fischer, Oget, & Cavallucci, 2016). The educational program for the pre-primary years, with emphasis on sustainable education, stimulates creativity, imagination, curiosity, critical thinking, as well as communication and cooperation skills of children through play and exploration (Topoliati, M., Plakitsi, K., & Stylianidou, F, 2024). Imagination and talent to varying degrees exist naturally in all children, and in fact, from the very early years of childhood, the environment, objects and people help to develop thinking skills by creating conditions for more comprehensive learning (2007, Clarke); Of course, studies have shown that a rich environment is effective in the development of children's creativity because it encourages active participation in children and positively improves creativity (2022, Liang, Niu, Cheng, et al., 2020, Mahkamovna). In order to develop creative skills, it is necessary and essential that these skills be taught to people at the right time, and what time is more appropriate than childhood when the mind is being formed and the basic foundation of thinking is built in it. For this reason, students who attend game and storytelling sessions are more successful in finding original and new solutions to problems. Considering the special importance of creativity and the pre-primary school period in children and based on the theoretical logic, as well as examining the experimental evidence in this field, it was observed that creative thinking can be improved by teaching creativity techniques. But in what form and in what elements of creativity does this improvement take place? And whether it is possible to increase creative thinking in preschool children by having a comprehensive educational program and teaching creative techniques?
Materials & Methods
In terms of nature, the present study was applied and its method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research consisted of all preschool children in Tehran. The research sample was selected by available sampling method and in two stages. First, in the first stage, the candidates participating in the research were tested in terms of gender, family characteristics, and age and intelligence level in order to compare the groups. In order to ensure that the participants are equal in terms of intelligence, the Wechsler test, children's form, and according to the needs of this research, only the sub-tests of information, completion of pictures and words, which have the highest correlation in the intelligence test, were used. Then the number of 30 children who were at the same level in terms of the desired characteristics were selected, and they were completely randomly divided into two groups of 15 people, test and control. Finally, the training protocol was implemented for the experimental group. In order to measure children's creative thinking, Torrance Visual Creativity Test Form B was used.
Discussion & Result
To analyze the data, multivariate covariance test and T-test were used and the results showed that the teaching of this program had a significant positive effect on the creative thinking of preschool children and increased the level of creative thinking in them.
Based on the test of the effects between the subjects for the components of creative thinking, it was observed that the test statistics for fluency (155/45), flexibility (42/45), innovation (1908/65) and expansion (1293/13) It is stated that it is significant at the 0.01 level. Therefore, according to the results obtained from multivariate covariance analysis, it can be concluded that creativity training is effective on all four components of creative thinking. On the other hand, the square of Eta in all four components confirms this level of effectiveness.
Conclusion
Therefore, the results showed that children's imaginations play a prominent role in their lives and their description of reality is also greatly influenced by their imaginations. Torrance tries to develop the imagination of children and teenagers by proposing several exercises. Therefore, the results showed that children's imaginations play an important role in their personal and social lives, because their perception of reality is greatly influenced by their imaginations, and if children are given proper education from preschool age with planning and awareness, creativity and divergent thinking components they will develop sustainably. Paying attention to this issue can provide an opportunity for children to be able to face the challenges of today's era and solve them, and this program can provide a way to create the necessary platform to achieve the desired goal.