ucc
  • Original Research Articles

    Impact of the implementation of classroom workshop creative methodology in promoting of creative capacity in pre-school education

    Vol. 6 No. 10 (2010)
    Published: 2010-06-01
    Olena Klimenko
    The article presents results of research whose purpose was aimed at the creative capacity of the preschool students. The objective of the study was to analyze the impact of implementation of methodology classroom workshop creative scores test crea by children aged between 6 and 7 years. According to the methodology is a preexperimental design, where working with groups untouched, natural study, according to his purpose this research is classifi ed as a pedagogical research because it went to look for the formative, act through design and implementation of methodological proposals and their relation to the development of the creative ability in preschool students. Study developed a methodological proposal for classroom.
    Workshop creative, based on the historical-cultural approach oriented to encourage creativity in children
    of preschool. This proposal was transmitted to teachers through a programme of training consisting of three
    modules: theoretical, methodological and attitude. Results obtained made it possible to demonstrate
    that the methodological proposal for classroom implementation creative workshop focused signifi cantly
    in the scores for the crea test by children from 6 to 7 years; at the same time that impact did not provide
    a meaningful relationship with variable gender, age and socioeconomic status of students. According to
    these results concluded that it is possible to build some components of the creative capacity from pre-school
    through implementation of methodological proposals especially designed for this purpose and implemented
    teachers training.
    Keywords: Array, Array, Array
    PDF (Spanish)

    How to Cite

    Klimenko, O. (2010). Impact of the implementation of classroom workshop creative methodology in promoting of creative capacity in pre-school education. Pensando Psicología, 6(10), 52-72. https://revistas.ucc.edu.co/index.php/pe/article/view/414

    License

    As the author of the article, I declare that is an original unpublished work exclusively created by me, that it has not been submitted for simultaneous evaluation by another publication and that there is no impediment of any kind for concession of the rights provided for in this contract.


    In this sense, I am committed to await the result of the evaluation by the journal Pensando Psicología before considering its submission to another medium; in case the response by that publication is positive, additionally, I am committed to respond for any action involving claims, plagiarism or any other kind of claim that could be made by third parties.


    At the same time, as the author or co-author, I declare that I am completely in agreement with the conditions presented in this work and that I cede all patrimonial rights, in other words, regarding reproduction, public communication, distribution, dissemination, transformation, making it available and all forms of exploitation of the work using any medium or procedure, during the term of the legal protection of the work and in every country in the world, to the Universidad Cooperativa de Colombia Press.

    References

    Amabile, T. (1983), Th e social psychology of creativity, Verlag, Nueva York, Springer. — (1996), Creativity in Context, Boulder, Westview.

    Betancourt, J. (2007), Condiciones necesarias para propiciar atmósferas creativas [en línea], disponible en: http://www.psicologiacientifi ca.com/bv/psicologia-278-6-condiciones-nesesarias-parapropiciar-armosferas-creativas.html, recuperado: 30 de mayo de 2008.

    Boden, M. (1994), La mente creativa. Mitos y mecanismos, Barcelona, Gedisa.

    Csikzentmihalyi, M. (1998), Creatividad. El fluir y la psicología del descubrimiento y la invención, Barcelona,

    Paidós.

    De la Torre, S. (2003), Dialogando con la creatividad. De la identificación a la creatividad paradójica, Barcelona, Octaedro.

    Feldhusen, J. (2002), “Creativity: the knowledge base and children” [en línea], en High Ability Studies, vol. 13, núm. 2, disponible en: http://www.informaworld.com/smpp/content, recuperado: 23 de julio de 2007.

    González, A. (1994), Cómo propiciar la creatividad, La Habana, Editorial Ciencias Sociales.

    González, C. (2007), Creatividad en el escenario educativo Colombiano. Pedagogía y Currículum [en línea], disponible en: http://educacion.jalisco.gob.mx/consulta/educar/10/10carlos.htmlc, recuperado:26 de marzo de 2009.

    Leontiev, A. (1975), Actividad. Conciencia. Personalidad, Moscú, Editorial Progreso.

    Litwin E. (2001), “El campo de la didáctica: la búsqueda de una nueva agenda”, en Corrientes didácticas contemporáneas, Buenos Aires, Paidós.

    Martínez, M. (1998), Calidad educacional. Actividad pedagógica y la creatividad, Habana, Editorial Academia.

    Maker, C.; Jo, S. y Muammar, O. (2008), “Development of creativity: Th e infl uence of varying levels of implementation of the DISCOVER curriculum model, a non-traditional pedagogical approach” [en línea], en Creativity Research Journal, vol. 17, núm. 2, disponible en: http://www.informaworld.com/smpp/content, recuperado:3 de septiembre de 2008.

    Ministerio de Educación Nacional (men) (2003), Serie Lineamientos Curriculares [en línea], disponible en: http://www.eleducador.com/col/documentos/1427_preescolar.pdf, recuperado: 5 de junio de 2009.

    Mitjans, A. (1997), Cómo desarrollar la creatividad en la escuela, La Habana, Editorial de la Universidad de La Habana.

    Ortiz Charry, G. (2007), “Atisbos y esbozos sobre la educación” [en línea], en Revista Interacción, núm. 43, disponible en: http://www.cedal.org.co/index.shtml?apc=h1b1---&x=1419530&cmd[126]=c-1-’43’, recuperado: 12 de mayo de 2009.

    Puente, A. (1999), El cerebro creador. ¿Qué hacer para que el cerebro sea más efi caz?, Madrid, Alianza.

    Puzirei, A. y Guippenreiter, Y. (recopiladores) (1989), El proceso de formación de la psicología marxista: L.Vigostky, A.Leontiev. A. Luria, Moscú, Progreso.

    Romo, M. (1997), Psicología de la creatividad, Madrid, Paidós.

    — (2006), “Cognición y creatividad”, en De la Torre, S. y Violant, V. (coords.), Comprender y evaluar la creatividad, vol. 1, Málaga, Aljibe.

    Rubinstein, S. L. (1978), Sobre el pensamiento y las vías de su investigación, Moscú, Editorial Universidad Estatal.

    Sternberg, R. y Lubart, T. (1997), La creatividad en una cultura conformista. Un desafío a las masas, Madrid, Paidós.

    Talizina, N. (1988), Psicología de la enseñanza, Moscú, Progreso.

    Vigotsky L. (1935), Desarrollo mental de los niños en el proceso de enseñanza, Moscú, Pravda.

    — (1956), Desarrollo de las formas superiores de la atención en la infancia, en Leontiev, A. (ed.), Investigacionespsicológicas escogidas, Moscú, Pravda.

    — (1996), La imaginación y el arte en la infancia,México, Fontamara.

    MÉTRICAS
    ARTICLE VIEWS: 1276
    PDF VIEWS: 576