Table of Contents
Creative Development
“With this work, I intend to approach the subject of creativity by distinguishing, analyzing the characteristics of the invention. Creative Development
Trying to describe guidelines for its development and we try to reflect on the idea that creativity is a resource of intelligence characteristic of each being human, which is capable of being developed in the same way. ”
Introduction
For ages, the thought prevailed that only extraordinarily original people are creative and that creativity was a gift from heaven.
Potentially all human beings are capable of creating. If anyone denied the creative strength of man, it would suffice to refute it to refer to the universal phenomenon of children at play. It is what we know as Symbolic Game.
1. Definition of Creativity
Throughout history, there have been definitions of creativity that been given, from which we can generalize by saying that:
-Creativity is a feeling of freedom that allows us to live in a state of permanent transformation.
-Creativity in science, art, and living is how the need to give birth to something new is express.
-It is the ability to find new and unexpected connections.
In Psychology, the following attributes are attributed to him: Originality, Flexibility, Viability, Fluency, and Elaboration. (Menchen, Dadamia and Martínez, 1984)
Suppose we want to specify what was initially said in a single definition. In that case, we could say that creativity is the ability to conceive something new, relate something known in an innovative way, or depart from habitual thinking and behavior patterns.
2. Characteristics of Creative Development
Some people are indeed very creative, and others are very routine. Analyzing the characteristics of thought can clarify the dynamics of creativity and why different degrees of creativity exist in different people.
Next, we will analyze the essential factors or characteristics, which Menchen describes; Dadamia and Martinez, 1984:
-Fluency: ease of generating a large number of ideas on a given topic. The way to promote it in the school field would be, for example, asking the student to relate between facts, words, events,
-Flexibility: It is born from the ability to method problems from different angles.
An example of working on it would be giving the student different scenes from stories, altering the order, and inventing other stories.
Originality is a characteristic that defines the idea, process, or product as something unique or different
—producing
witty or infrequent responses. Within the school environment, it is promot by stimulating the new ideas that the student proposes.
-Elaboration is the level of detail, development, or complexity of creative ideas. The student is present with picture story illustrations in which they have to notice the details.
-Viability: ability to produce ideas and solutions that are achievable in practice.
The first three factors – fluency, flexibility, and originality – are Divergent or Lateral Thinking functions, which acts as an explorer going on an adventure. It is the one that does not stop with a single answer to a problem. It is the free association of ideas and images. is the restructuring of the distinguished in a new way. In short, it provokes creativity.
On the contrary, the so-called Convergent Thought is the one that evokes ideas and tries to chain them to reach an already existing and concrete point, although this is dark for the subject.
3. Creative Process
Creativity is a process that ends with the creative solution of a problem. During the process of solving the problem, techniques could develop our creative potential, facilitating finding the appropriate solution. These problems could be fragmented into the following stages:
– Perception of the problem: it is necessary to discover or perceive that there is a problem. There are exercises to exercise and train sensitivity to problems, where we try to produce as many questions as possible about a given situation.
– Definition of the problem: The different enunciation of the problem stipulates different situations. Here we work with preparation before addressing the problem so that the ability to reformulate the problems.
Rain of Ideas: They train with methods and techniques that provide increased ideas or further elaboration.
Valuation of ideas: It is convenient to delay this phase or separate it from the idea production phase in the creative process.
4- Development of Creativity at School
To promote the development of creativity within the school framework, we find a series of activators proposed by Lopez and Recio (1998, p.53) that consider three fundamental factors in the child’s formation: cognitive, affective, and social:
Attitude to Problems:
-Make sure that the problems that the students face have a meaning for them.
-Motivate students to use their creative potential.
-To make them aware of the importance of using creativity in everyday life.
-Stimulate their curiosity and invite them to analyze problems from different perspectives, as well as redefine them more appropriately.
The way to use the information:
-Emphasize the importance of applying knowledge and not just memorizing it.
-Stimulate the participation of students to discover new relationships between the problems of situations raised. All the strategic systems must be followed.
-Evaluate the consequences of actions the ideas of others, present an open attitude concerning these ideas and promote the search and detection of the critical factors of a problem.
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