Recently, a new understanding of creative thought and creative performance has surfaced. It has also attracted the attention of early childhood professional organizations and researchers. Professional organizations have included it in their publications and conferences. While current creativity researchers have initiated a far more sophisticated understanding of young children’s creative thinking, ways to assess creativity, strategies to promote creativity, and research methodologies. The purpose of this volume is to present a wide range of different theories and areas in the study of creativity to help researchers and theorists work toward the development of different perspectives on creativity with young children. It focuses on critical analyses and reviews of the literature on topics related to creativity research, development, theories, and practices. It will serve as a reference for early childhood education researchers, scholars, academics, general educators, teacher educators, teachers, graduate students, and scientists to stimulate further “dialogue” on ways to enhance creativity. The chapters are of high quality and provide scholarly analyses of research studies that capture the full range of approaches to the study of creativity --- behavioral, clinical, cognitive, cross-cultural, developmental, educational, genetic, organizational, psychoanalytic, psychometric, and social. Interdisciplinary research is also included, as is research within specific domains such as art and science, as well as on critical issues (e.g., aesthetics, genius, imagery, imagination, insight, intuition, metaphor, play, problem finding and solving). Thus, it offers critical analyses on reviews of research in a form that are useful to early childhood researchers, scholars, educators, and graduate students. It also places the current research in its historical context. The volume is also of interest to the general readers who are interested in the young children’s creativity. The chapters are authored by established scholars in the field of young children’s creativity.

This edited volume provides a venue for scholars whose work challenges the typical, static conceptions, and methods of studying creativity. More specifically, the book will serve as an effort to introduce more dynamic definitions, conceptions, and approaches for studying creativity in the context of educational practice. By doing so, it feeds the strong contemporary need for more dynamic conceptions of creativity in educational settings. This is particularly important given the fast evolution of modern society and the widespread consensus that efforts to develop creative potential should be democratized -- extending well beyond the boundaries of the gifted subset and the walls of the classroom. This work recognizes that more dynamic perspectives on creativity are necessary for understanding its complexity, value, and meaning in educational contexts.

In Perspectives in Creativity experts in the psychology of creativity take stock of the field by examining their own experiences. The contributors relate how they embarked on their work, how their ideas developed, what in their thinking remained the same, what had changed, and how they evaluate their successes and failures. The introductory chapter provides a historical context for subsequent contributions. J. P. Guilford then describes the development of the field of creativity from the perspective of the Structure of Intellect model. Donald W. MacKinnon describes his work at the Institute of Personality Assessment and Research. J. W. Getzels and Mihalyi Csikszentmihalyi recount in the following chapter how, though starting with a conception of creativity as a problem-solving process, they were driven through their work with artists to a conception of creativity as also a problem-finding process. In the fifth chapter, Frank M. Andrews describes his investigations of the social and psychological factors in scientific laboratories. Frank Barron examines the problem of creativity and alienation. Anne Roe analyzes the sources and development of paintings as reported by twenty artists. In the following chapter, Salvatore Maddi examines the widely held belief that social integration and a permissive environment are conducive to creative endeavor. In chapter 9, Calvin Taylor and Richard Ellison describe the development of the Utah program of assessment and intervention with regard to the creativity of children in the classroom. Next, Sidney Parnes discusses his work on "brainstorming" and its emphasis on a balance between imagination and judgment, freedom, and discipline. George Prince tells of the development of "synectics" since its early formulation and recounts its application to creative production in industry. E. Paul Torrance then examines recent creativity in the schools and describes his own efforts in devising diagnostic tests and educati

Creativity development is a nonlinear and multifaceted process starting early in life. This new thematic issue incorporates recent insights into the intersection of creativity research and developmental science. Specifically, it addresses the development of creativity with a focus on childhood and adolescence with a multidisciplinary perspective, including developmental, neurobiological, intercultural, educational, psychosocial, and differential approaches. Topics covered include: The foundation of adult creativity in childhood and adolescence, Developmental perspectives on the issue of domain generality–specificity of creativity, The neurobiological basis of creativity in childhood and adolescence. Commentaries by established proponents of the field integrate meaningfully these multiple insights on creativity development, as a reference for developmental scientists, creativity researchers, and practitioners. This is the 151st volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.

An integrative introduction to the theories and themes in research on creativity, the second edition of Creativity is both a reference work and text for courses in this burgeoning area of research. The book begins with a discussion of the theories of creativity (Person, Product, Process, Place), the general question of whether creativity is influenced by nature or nurture, what research has indicated of the personality and style of creative individuals from a personality analysis standpoint, and how social context affects creativity. This wide-ranging work then proceeds to coverage of issues such as gender differences, whether creativity can be enhanced, if creativity is related to poor mental or physical health, and much more. The book contains boxes covering special interest items, including one-page biographies of famous creative individuals, and activities for a group or individual to test or encourage creativity, as well as references to Internet sites relating to creativity. - Includes all major theories and perspectives on creativity - Consolidates recent research into a single source - Includes key terms defined and text boxes with interesting related material - Single authored for clarity and consistency of presentation

Creative Management and Development has been updated with newly commissioned and leading edge chapters on intuitive cognition, complexity, emotion, team innovation, development and well-being. The textbook retains seminal papers on creativity, perception, style, culture and sustainable development. The contributors to this textbook represent a broad spectrum of perspectives from among the most distinguished names in the field. They give a clear overview of the topics discussed whilst explaining their practical implications. This textbook is published as a Course Reader for The Open University Course Creativity, Innovation and Change (B822).

The Creative Self reviews and summarizes key theories, studies, and new ideas about the role and significance self-beliefs play in one's creativity. It untangles the interrelated constructs of creative self-efficacy, creative metacognition, creative identity, and creative self-concept. It explores how and when creative self-beliefs are formed as well as how creative self-beliefs can be strengthened. Part I discusses how creativity plays a part in one's self-identity and its relationship with free will and efficacy. Part II discusses creativity present in day-to-day life across the lifespan. Part III highlights the intersection of the creative self with other variables such as mindset, domains, the brain, and individual differences. Part IV explores methodology and culture in relation to creativity. Part V, discusses additional constructs or theories that offer promise for future research on creativity. - Explores how beliefs about one's creativity are part of one's identity - Investigates the development of self-beliefs about creativity - Identifies external and personality factors influencing self-beliefs about creativity - Incorporates worldwide research with cross-disciplinary contributors

This volume explores the strengths and opportunities of old age as these are manifested by the accomplishments of aging artists, late artistic works, and elderly arts audiences. It critically examines the psychology of creativity, cognitive development, and gerontology, and will be of interest to a wide range of professionals and students in these fields.

With its growing recognition in education, the importance of Integral Theory is slowly entering mainstream academia through interdisciplinary and transdisciplinary research. Addressing the theory’s complexity is important for researchers to learn how to apply it in their classrooms and promote a more inclusive educational environment. Integral Theory and Transdisciplinary Action Research in Education provides emerging research exploring the theoretical and practical aspects of the Integral Theory model and its applications within educational contexts. With a diverse array of research problems approached through an inclusive theory framework and featuring coverage on a broad range of topics such as graduate student research, inclusion culture, and organizational learning processes, this publication is ideally designed for graduate students, educators, academicians, researchers, scholars, educational administrators, and policymakers seeking current research on the utility and promise of Integral Theory as a meta-framework for methodological pluralism and transdisciplinary research.

This book brings together renowned scholars and new voices to challenge current practices in ELT materials design in order to work towards optimal learning conditions. It proposes ideas and principles to improve second language task design through novel resources such as drama, poetry, literature and online resources; and it maps out a number of unusual connections between theory and practice in the field of ELT materials development. The first section of the book discusses how innovative task-writing ideas can stretch materials beyond the current quality to make them more original and inspiring; the second part examines how different arts and technologies can drive innovation in coursebooks; the third section describes how teachers and learners can participate in materials writing and negotiate ways to personalize learning.