Developing Creativity & Gifted Children PDF

Developing creativity and caring for gifted children Dr/ Ahmed Elemary Dr/ Heba Esmail Associate professor of child psychology Associate professor of child psychology Faculty of Early Childhood Education Cai...

Developing creativity and caring for gifted children Dr/ Ahmed Elemary Dr/ Heba Esmail Associate professor of child psychology Associate professor of child psychology Faculty of Early Childhood Education Cairo University 1  Faculty of early childhood education Cairo University Vision and Mission Faculty of early childhood education – Cairo University has a pioneer position and privileged in the field of preparation and habilitation of teachers of early childhood and their development, professionally and academically according to advanced programs locally, regionally and internationally. Mission Faculty of early childhood education – Cairo University is committed to upgrade the level of its graduates academically, professionally and culturally through sustained development of its programs to prepare its students in the light of national and academic standards, quality standards, and advanced requirements. Implement scientific researchers regarding the field of early childhood, offers all services and educational and psychological consultations to community service and compete at the local and regional levels. 2  TABLE OF CONTENTS Topic page Introduction 4  The Importance of Creativity and Caring for Gifted Children Chapter 1: Understanding Creativity 5  Definition of Creativity  Theories of Creativity Chapter2: Creative Thinking Components 16  Creative Thinking Components  Creative thinking Stage Chapter 3: Characteristics of Gifted Children 22  Definition of a Gifted Child  Traits of Gifted Children  Differences between Gifted and High-Achieving Children Chapter 4: Nurturing Creativity in the Environment 40  The Importance of Environment in Developing Creativity  Factors Influencing Creativity  The Role of Family in Supporting Creativity Chapter 5: Developing Creative Thinking Skills 54  Strategies for Teaching Creative Thinking  Tools and Activities to Enhance Creativity  Examples of Creative Activities Chapter 6: Assessing Creativity and Talent 89  Ways to discover gifted children at school  Characteristics and indicators of gifted children in the age of preschool  How Kindergarten teachers develop creativity in Kindergarten classrooms Reference 73 3  Introduction The Importance of Creativity and Caring for Gifted Children Creativity is the cornerstone of innovation and progress, making it an essential skill to nurture from an early age. In today’s rapidly changing world, fostering creativity among children is more crucial than ever, as it equips them with the ability to think critically, solve complex problems, and adapt to new challenges. Gifted children, in particular, possess an innate potential that, if properly nurtured, can lead to extraordinary achievements. However, without adequate support and care, their abilities might remain underdeveloped or even hindered. Caring for gifted children goes beyond traditional education. It involves creating an environment that stimulates their intellectual curiosity while also addressing their emotional and social needs. Gifted children often face unique challenges, such as feeling isolated from their peers or struggling with perfectionism. Therefore, it is essential to provide them with opportunities that not only challenge them intellectually but also help them develop resilience and emotional intelligence. Moreover, nurturing creativity and caring for gifted children contributes to the overall well-being of society. Creative individuals drive economic growth, inspire cultural advancements, and push the boundaries of what is possible in science, technology, and the arts. By investing in the development of gifted children, we are not only supporting their individual growth but also laying the groundwork for future leaders, innovators, and visionaries who will shape the world. In summary, the importance of creativity and caring for gifted children cannot be overstated. By fostering creativity, we empower children to become the innovators of tomorrow. By providing the appropriate care, we ensure that gifted children can thrive and reach their full potential, contributing positively to society as a whole. The cultivation of these talents is not just an educational responsibility but a societal imperative, ensuring that the next generation is well-prepared to address the complex challenges of the future. 4  Chapter One Introduction to Creative Thinking 5  Chapter One Introduction to Creative Thinking Definition of Creative Thinking: - “Seeing the intersection of seemingly unrelated topics and combining them into something new.” –Brian Clark. - “Starting with nothing and ending up with something. Interpreting something you saw or experienced and processing it so it comes out different than how it went in.” –Henry Rollins. - “Building universes out of nothing.” –Danny Sullivan. - “Tapping into your soul and your intuition and allowing them to guide what you make.” –Bernadette Jiwa. - “Going to unexpected places.” –Shane Snow. - “The strange partnership between a human being’s labor and the mystery of inspiration.” – Elizabeth Gilbert. - “Seeing something that doesn’t exist and then making it so.” – Hugh Howey. - “creativity is seeing and communicating ideas in ways that are unique, and unexpected.” – Lee Odden. Definition of creativity in oxford“ The use of imagination or original ideas to create something; inventiveness. 6 Creative thinking is the mental activity compound and purposeful orientation is a strong desire in the search for solutions or to reach the results were not previously known. The researchers used a variety of expressions correspond to the concept of creative thinking and summarized from the procedural point such as "Productive thinking" and "divergent thinking" and "lateral thinking". Creative Thinking has several different definitions according to scientific interests for researcher and also according their intellectual schools, it can be defined as creative thinking based on the production of person {as a product} or creative process {as a process} or consider it style to solve problems {as a style} or as an environment climate which help to appear creativity {as a environment } - Creative Thinking as a personal product: is thinking which reach through it to ideas and new results, no one can reach to this result yet. - Creative Thinking as a personal trait: when creative person characterized by features make them known. - Creative thinking as a mental process: the ability of mind to realize the relationship between two things by the way which 7 generate third one or the ability of mind to look at the familiar by unfamiliar way. - Creative thinking as a style to solve problems process: ability of individual to solve problems which face them by more ways in any situation. - Creative thinking as an environment: creativity doesn't be, except absence of suppression in the lower grades and allowing freedom error for creative person, and express their ideas and experiences. Theories which explain creative thinking: 1- the relational theory : creativity is organize the relational elements in new structures agree with current indeed or achieve certain target and creative solution which contain occasional elements but it's arranged in the structures or new form. 2- Gestalt theory: creativity depends on complete gap on the bases that complete this perfecting by look to situation or the problem as all. 3- Behavioral theory: learn creative behavior and thinking, if strengthened styles of thinking and other behaviors. 4- Psychoanalytic theory: creativity is praise deplorable instincts into other targets which acceptable socially. And this praise if stripped from its strong it will be safe and will not 8 found any fear from its results its push the individual for achievement in another fields and it will produce creative work. 5- Humanistic theory (humanistic psychology): creativity can appear in tendency of individual to achieve himself. And self- realization is the main target for human. And its controlling all behaviors, where individual feel satisfy if he can achieve himself, by the way of behavior which achieve his targets and ambition in group. Hence: creative behavior and thinking are top of achieve self- realization and which achieve an agreement with himself and environment where he live in it. Postulates and based which depends on creative thinking: 1-creativity can be develop like any humanistic activity else. 2-dvelopment of creative abilities not depends on certain educational curriculum, but we can develop its abilities through all educational curriculums and in all educational stage. 3-creative abilities have found in all individual and it can express it by several ways in wide fields and many topics. 4-creative thinking is not synonymous for intelligence, it's not requires high degree of intelligence. 5-creative thinking is qualitative thinking; it's connected with fields (verbal, artistic, athlete, scientific). 9  Levels of ultra-humanistic performance Genius Creativity Superiority Talent Terms of creative idea 1-modernity: creative product, creative idea , creative work is new thing different from familiar. 2-benefit: creative product whatever its types achieve benefit target on fact, the target maybe aesthetically, artistically, gustatory, spiritually or materially. 3- Ethics: creativity should abide with moral rules (rules of ethics). Don’t use term (or expression) of creativity to describe destructive behavior, selfish, crimes or wars, opportunistic, etc. 10  benefit modernity Ethics Traditional concepts around talent and creativity. 1- Relationship between creativity and emotional disorder. 2- Decrease of academic achievement for creative person. 3- Individual talent. 11 4- Blackout early talent. 5- Creative person are weak from physical sides, not social, limited interests and intendancy emotionally unstable, able to vulnerable to delinquency early. 6- Creative person always is high level from ordinary human (superhuman). 7- Creative persons usually have problems and have directions hostile with persons who are responsible for their education and learning. 8- Things stable in the minds of people generally, that there are percentage between 3% - 5% from individual of any society have ability of creative thinking. 9- Creativity is unmoved stable trait, it's always clear and consistent trait. 10- Creative person do all things well. 11- Creative thinking always needs to score points at the level above a certain IQ tests. 12- Creative thinking is not need to develop. Creative thinking Barriers: 12 -Low economic level. -Low educational and cultural level. -Negative trends for the family and the style of socializing. -Lack of educational possibilities. -Attitudes and values prevailing in society. -Authoritarian teacher. -Stereotypical thinking. -A sense of helplessness. -Impulsive. -Habit. - Saturation. -Self confidants. -Conformity. -Excessive enthusiasm. -Traditional teaching. Obstacles to creative thinking: Noted by several references to the existence of many and varied obstacles stand in the way of the development of creative thinking and effective thinking skills and may have been the first step that should be paying attention to it, teachers are identifying these obstacles so they can be overcome. 13 There are 2 main items: First: personal obstacles: 1- The weakness of self-confidence: Weakness of self-confidence leads to the fear of failure and avoid the risks and consequences of unsafe positions. 2-The tendency to keep up: The propensity to comply with the prevailing standards hinders the use of all sensory input and reduces the likelihood of imagination and expectation. 3-Excessive enthusiasm: Powerful desire success leads to rush the results before the maturity of the situation and possibly jumping to the stage late in the creative process. 4-Saturation: Saturation means access to a state of excessive preoccupation that leads to lose consciousness. 5-Stereotypical thinking: That kind of thinking usually restricted. 14 6-hastiness: This adjective associated with the desire to reach an Answer problem by seizing the first opportunity without accommodate all aspects of the problem. Second: social obstacles: 1- Obstacles to creativity in the family: -low of Economic and social level. -low of the educational and cultural level. -negative interests of the family and the way of socialization establish. 2 - Obstacles to creativity in the school: -traditional way in education. -lack of appropriate educational techniques. -Authoritarian teacher. 3-Obstacles to creativity in the society: -Attitudes and values prevailing in society. -Discrimination between the sexes and a strict limitation of the roles of each sex. -Economic and social deterioration. -Disappointed friends. -Political violence and war. 15  Chapter two Creative Thinking Components 16  Chapter two Creative Thinking Components Creative Thinking Components as we can measure it. Problem sensibility. Elaboration. Originality. Flexibility. Fluency. 17 1- Fluency The ability to generate quantities of ideas. It measure by (Time + Quantity) There are three types of fluency a- Verbal fluency (words) Write as much as possible words which begins and ends with the letter (M). b- Intellectual fluency (meanings) Identify all possible uses for the Stones c- Formats fluency. Form the most possible number of figures by using closed circles. 2- Flexibility The ability to create different categories of ideas, and to perceive an idea from different points of view. Flexibility types TWO TYPES OF FLEXIBILLTY a- AUTOMATIC FLEXIBILLTY: THE ABILITY TO QUIKLY PRODUCES A VARIETY OF IDEAS. b- ADAPTIVE FLEXIBILLTY: THE ABILITY TO EASILY MOVE FROM ONE CATEGORY TO ANTHER IN PROPORTIONTO THE SITUATION. 18 3- Originality The ability to generate new, different, and unique ideas that others are not likely to generate. 4- Elaborations The ability to expand on an idea by embellishing it with details or the ability to create an intricate plan. 5- Problem sensibility ―Ability‖ to sense if something is wrong or if something is likely to go wrong. These components of creativethinking work in harmony with each other, and rarely occur as isolated thought processes. However, any of them may dominate during creative thought. Creative thinking Stages: 19 Stage 1: Preparation (the conscious state) In this stage the aim is to acquire more information about the problem than you already possess. You might brainstorm, read, collaborate with others, and gather your own past experiences, anything that can help you move towards solving the problem at hand. Stage 2: Incubation (the subconscious state) Stop thinking of the problem and turn your attention to anything else. Go for a run, a walk, play with your kids, read, Do anything that stimulates your mind, but does not involve solving your problem. Research shows that letting your mind wander in this way leads to greater creativity. You are going to give your unconscious mind time to digest all the material you gathered in the preparation stage. This is the same principal used to solve ―mental block‖ or ―writers block‖. The incubation stage can last from a few minutes to years. Stage 3: Illumination (The “Ahaaa!” Moment.) Following the period of incubation the creative ideas occur suddenly. This sudden flash of solution is known as illumination "You're like 'oh my God! That's the idea!'". Stage 4: Verification This is where you challenge the idea that came to you in the Illumination stage. Does your solution work and/or does it need revision? 20 How to become a creative person: Creative thinking can be development through a number of characteristics or steps that must be taken into consideration. There are a number of steps or characteristics that are working on the development of creative thinking. 1- Interested You can do creative work, if you are interested in it. 2 -Knowledge and skills Creativity in any sphere of life need to know this area. And need to acquire the skills to deal with it. 3- Attendance at work Creative can come through work and effort, and perseverance on your hard drive, and insisting on achieving the goal. 4- Foresight A lot of thought processes occur in the level of unconscious. 5- Evaluation After the emergence of the new idea or solution must be checked its usefulness and validity. 21  Chapter 3 Characteristics of Gifted Children 22  Chapter 3 Characteristics of Gifted Children 1. Definition of a Gifted Child Introduction The concept of a "gifted child" has evolved over the years, encompassing a broad range of abilities and characteristics that go beyond mere academic achievement. A gifted child is often defined as one who shows exceptional levels of aptitude or competence in one or more areas of interest. These areas may include intellectual abilities, artistic talents, leadership skills, or specific academic subjects such as mathematics, science, or languages. Understanding the full scope of what it means to be gifted is essential for educators and parents to provide the appropriate support and opportunities for these children. Historical Perspectives on Giftedness Giftedness as a field of study began in earnest in the early 20th century, with Lewis Terman's pioneering work on intelligence testing. Terman's studies were primarily focused on intellectual giftedness, defined by a high IQ score (typically above 130). His research followed gifted individuals over their lifetimes, revealing many aspects of their development, achievements, and challenges. This work laid the groundwork for understanding 23 giftedness primarily as an intellectual phenomenon, measured through standardized testing. However, the understanding of giftedness has expanded considerably since then. Theories such as Howard Gardner's "Multiple Intelligences" have broadened the concept to include a variety of different types of intelligence, suggesting that giftedness can manifest in many forms, not just through high IQ. Gardner's model, which includes linguistic, logical- mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences, highlights that children can be gifted in diverse ways, sometimes in areas that are not easily measured by traditional academic metrics. Contemporary Definitions and Approaches In modern educational contexts, the definition of a gifted child is often more inclusive. The National Association for Gifted Children (NAGC) defines gifted individuals as those who demonstrate outstanding levels of aptitude or competence in one or more domains. This includes not only academic and intellectual abilities but also creative, artistic, and leadership capacities. Contemporary models of giftedness, such as Renzulli's "Three- Ring Conception of Giftedness," emphasize that giftedness is not solely about possessing high intelligence but also involves 24 creativity and task commitment. Renzulli's model suggests that a combination of above-average ability, creativity, and motivation leads to high levels of performance in gifted individuals. This broader view allows for the recognition of giftedness in children who may not fit the traditional mold of a "genius" but who nonetheless exhibit exceptional potential in specific areas. Identification and Assessment of Giftedness Identifying gifted children is a complex process that involves multiple methods. Standardized IQ tests remain a common tool, but they are increasingly supplemented by other assessments, such as creativity tests, teacher and parent observations, and portfolios of student work. The identification process aims to recognize giftedness in its various forms, ensuring that children from diverse backgrounds and with different talents are not overlooked. One challenge in identifying gifted children is ensuring that the process is equitable and inclusive. Historically, children from minority or economically disadvantaged backgrounds have been underrepresented in gifted programs due to biases in testing and identification procedures. Efforts to address these disparities include using multiple criteria for identification and providing opportunities for all children to demonstrate their abilities in a variety of settings. 25 Another important aspect of identification is recognizing "twice- exceptional" children—those who are both gifted and have learning disabilities. These children often require specialized support to help them overcome their challenges while nurturing their gifts. Failure to identify and appropriately support twice- exceptional children can lead to significant frustration and underachievement. The Role of Educators and Parents Educators and parents play a crucial role in the identification and support of gifted children. Teachers are often the first to notice signs of giftedness, such as advanced reasoning abilities, a deep curiosity about specific subjects, or an unusual capacity for creative thinking. Parents, too, are key observers of their child's early development and can provide valuable insights into their abilities and interests. Once a child is identified as gifted, it is essential to provide them with an educational environment that challenges and stimulates them. This might involve differentiated instruction in the classroom, enrichment programs, or even acceleration in specific subjects. The goal is to ensure that gifted children are not only challenged but also supported in their emotional and social development. 26 Conclusion The definition of a gifted child has evolved to encompass a wide range of abilities and characteristics. Understanding giftedness involves recognizing not just high intellectual ability but also creativity, leadership, and other forms of exceptional potential. Identifying and supporting gifted children requires a comprehensive approach that includes multiple methods of assessment and an understanding of the diverse ways in which giftedness can manifest. By providing the right environment and opportunities, educators and parents can help gifted children reach their full potential and contribute meaningfully to society. 2. Traits of Gifted Children Introduction Gifted children exhibit a variety of traits that distinguish them from their peers. These traits can be cognitive, emotional, social, and behavioral, and they play a significant role in how gifted children interact with their environment. Recognizing these traits is essential for providing the right support and opportunities for these children to develop their full potential. This section will explore these traits in detail, supported by research and practical examples. 27 Cognitive Traits of Gifted Children Cognitive abilities are often the most visible traits of gifted children. These abilities include advanced reasoning, problem- solving skills, and a capacity for abstract thinking. Gifted children often demonstrate an early aptitude for reading and a strong ability to understand complex concepts. They may also possess a vast vocabulary and an exceptional memory.  Early Language Development: One of the most notable cognitive traits of gifted children is their early development of language skills. Many gifted children begin speaking at an earlier age than their peers, and when they do, they often use more complex sentences and a richer vocabulary. This early language development is a key indicator of advanced intellectual abilities.  Advanced Problem-Solving Skills: Gifted children are often able to solve problems in creative and unconventional ways. They may enjoy puzzles, logic games, and other activities that challenge their cognitive abilities. This trait is linked to their ability to think critically and to approach problems from different angles.  Deep Interest in Specific Subjects: Gifted children frequently develop intense interests in specific subjects, often delving deeply into topics that fascinate them. This can lead to a level of expertise in a subject area that far 28  exceeds that of their peers. For example, a gifted child might become an expert on a particular aspect of science, history, or technology at a young age. Emotional Traits of Gifted Children Gifted children often experience emotions more intensely than their peers. This emotional intensity can manifest as empathy, sensitivity, and a strong sense of justice. However, it can also lead to challenges such as anxiety, perfectionism, and difficulty coping with failure.  Heightened Sensitivity: Many gifted children are highly sensitive to their own emotions and the emotions of others. They may be deeply affected by the feelings and experiences of those around them, leading to a strong sense of empathy. This sensitivity can also make them more vulnerable to stress and criticism.  Perfectionism and Fear of Failure: Gifted children often set very high standards for themselves and may struggle with perfectionism. They might be overly critical of their own work and become frustrated when they do not meet their own expectations. This can lead to a fear of failure, which may cause them to avoid challenges where success is not guaranteed.  Strong Moral and Ethical Concerns: Gifted children frequently exhibit a heightened sense of justice and a 29  strong moral compass. They may be deeply concerned with issues of fairness and right and wrong, and they might engage in social or environmental causes at an early age. This trait is often linked to their advanced cognitive abilities, which allow them to understand complex moral and ethical issues. Social Traits of Gifted Children Social interactions can be challenging for gifted children, who may feel different from their peers due to their advanced abilities and interests. These children often seek out the company of older children or adults, who can engage in more intellectually stimulating conversations. However, they may also struggle with social isolation and difficulty forming friendships with children their own age.  Preference for Older Companions: Gifted children often find it easier to relate to older children or adults who share their intellectual interests. They may seek out conversations and activities that are more advanced than those typically enjoyed by their peers. This can lead to social challenges, as they may feel out of place among children their own age.  Leadership Abilities: Many gifted children exhibit strong leadership qualities. They are often able to organize and direct activities, taking charge in group settings. Their 30  leadership skills may be evident in both academic and social contexts, where they often assume roles of responsibility.  Social Isolation: Despite their leadership abilities, gifted children may experience social isolation, especially if they struggle to find peers who share their interests. This isolation can lead to feelings of loneliness and frustration, particularly if they are unable to connect with others who understand their unique perspectives. Behavioral Traits of Gifted Children Behaviorally, gifted children may exhibit high levels of energy, curiosity, and persistence. They are often highly motivated and can become intensely focused on tasks that interest them. However, they may also become easily bored or frustrated in environments that do not challenge them intellectually.  Intense Focus and Persistence: When engaged in a topic of interest, gifted children can exhibit intense focus, sometimes to the exclusion of other activities. This trait allows them to achieve a high level of mastery in specific areas. Their persistence in pursuing their interests can lead to significant accomplishments, even at a young age.  High Levels of Curiosity: Gifted children are naturally curious and are often driven to explore and understand the world around them. They may ask numerous questions, 31  seek out new experiences, and constantly seek to learn more. This curiosity can lead to a deep and broad knowledge base, as well as a love of learning that lasts throughout their lives.  Creativity and Innovation: Gifted children often exhibit high levels of creativity, thinking in original and innovative ways. They may enjoy engaging in creative activities such as drawing, writing, or inventing new things. Their creativity is not just a hobby but a fundamental way in which they interact with the world, often leading to unique solutions to problems and new ideas. Conclusion The traits of gifted children are diverse and complex, encompassing cognitive, emotional, social, and behavioral characteristics. Recognizing and understanding these traits is essential for providing the right support and opportunities for gifted children to reach their full potential. By acknowledging their unique needs, educators and parents can help gifted children navigate the challenges they face and thrive both academically and personally. 32 3. Differences Between Gifted and High-Achieving Children Introduction Gifted and high-achieving children are often grouped together in educational settings, but they represent distinct categories of learners with different needs and characteristics. Understanding the differences between these two groups is critical for educators and parents to provide appropriate support and opportunities. While both groups may excel academically, their motivations, learning styles, and developmental needs can differ significantly. Academic Performance and Motivation High-achieving children are typically recognized for their academic success within the traditional educational framework. They excel in structured environments where they can follow clear instructions and meet well-defined goals. These students are often motivated by external rewards, such as grades, praise, and recognition. They tend to work diligently to achieve high marks and are usually content with following the curriculum provided by their teachers. In contrast, gifted children may not always perform at the top of their class, despite their advanced abilities. Their performance can vary depending on their interest in the subject matter and the extent to which the curriculum challenges them. Gifted children 33 are often driven by an intrinsic motivation to explore topics in depth and may become disengaged if they are not intellectually stimulated. They are more likely to question the relevance of tasks that do not interest them and may resist activities that do not align with their personal goals or curiosity.  Standardized Testing: High-achieving students typically score well on standardized tests due to their ability to memorize and apply knowledge effectively. They often excel in environments where success is clearly defined and achievable. Gifted students, however, may perform inconsistently on such tests, particularly if the tests do not capture their unique ways of thinking or their strengths in areas not covered by the test. For example, a gifted child with exceptional creative abilities may struggle with multiple-choice questions that do not allow for creative expression or critical thinking. Learning Styles and Educational Needs The learning styles of gifted and high-achieving children differ significantly. High-achieving students tend to thrive in structured environments where clear expectations and objectives are set. They are often diligent and methodical, completing assignments on time and following directions closely. These students typically enjoy working within the boundaries of the 34 curriculum and excel at tasks that require organization, attention to detail, and a systematic approach. Gifted children, on the other hand, may prefer more open-ended learning experiences. They might resist rote learning and become disengaged if the material is not intellectually stimulating. Gifted learners often seek to understand the underlying principles and concepts behind what they are studying, rather than simply mastering the content. They may require a more flexible and individualized approach to learning, which allows them to explore their interests in greater depth and at their own pace.  Self-Directed Learning: Gifted children often engage in self-directed learning, pursuing topics of interest on their own. They might delve deeply into a subject that fascinates them, sometimes to the exclusion of other subjects. This passion-driven learning can lead to advanced knowledge and skills in specific areas, but it can also result in uneven academic performance if the child neglects subjects that do not capture their interest.  Creative Problem-Solving: Gifted students are known for their creative problem-solving abilities. They may approach problems from unconventional angles and develop innovative solutions that differ from those of their peers. This creativity can be both an asset and a challenge 35  in traditional educational settings, where the focus is often on finding the "right" answer rather than exploring multiple possibilities. Depth of Understanding and Intellectual Curiosity One of the key differences between gifted and high-achieving children is the depth of their understanding and their approach to learning. High-achieving students often focus on mastering the material required for exams and achieving high grades. They are typically satisfied with understanding the content at the level expected by their teachers and are motivated by achieving tangible outcomes, such as academic awards or honors. Gifted children, however, often have a deeper understanding of subjects than their high-achieving peers. They are not just interested in getting the "right" answer but in exploring the underlying concepts and theories. Gifted children are more likely to question assumptions, seek out additional information, and make connections between different areas of knowledge. This intellectual curiosity drives them to go beyond the curriculum, often leading them to explore advanced topics independently.  Intrinsic Motivation: Gifted children are often intrinsically motivated by their desire to understand and explore. This motivation comes from within and is not 36  dependent on external rewards. As a result, they may pursue knowledge for its own sake, regardless of whether it will lead to high grades or recognition.  Depth vs. Breadth: While high-achieving students often excel across a broad range of subjects, gifted children may focus intensely on a few areas of deep interest. This depth of understanding can lead to advanced expertise in specific fields, but it may also result in gaps in their knowledge if they do not engage with subjects outside their primary interests. Creativity and Originality Creativity and originality are often more pronounced in gifted children than in high-achieving students. While high-achieving students are typically good at applying what they have learned to achieve success within the existing framework, gifted children are more likely to think outside the box. They may come up with original ideas, challenge conventional thinking, and approach problems in novel ways.  Creative Expression: Gifted children often express their creativity through various outlets, such as art, music, writing, or inventing. Their creative ideas may not always fit neatly into the structure of the classroom, leading to frustration or misunderstanding by teachers who are accustomed to more traditional approaches. 37   Risk-Taking: Gifted children are often willing to take intellectual risks, exploring ideas that others might consider unconventional or impractical. This willingness to experiment and explore can lead to innovative breakthroughs, but it can also result in failure or rejection if their ideas are not understood or accepted by others. Social and Emotional Differences Socially and emotionally, gifted and high-achieving children can differ significantly. High-achieving students are often well- adjusted and may be popular among their peers due to their success in school. They tend to conform to social norms and expectations, which helps them fit in with their classmates. Gifted children, on the other hand, may feel isolated or misunderstood, especially if their intellectual interests differ significantly from those of their peers. They may struggle to connect with others their age, leading to feelings of loneliness or frustration. Gifted children are often more emotionally intense, experiencing feelings such as empathy, frustration, and anxiety more deeply than their peers.  Social Challenges: Gifted children may have difficulty finding peers who share their intellectual interests, leading to social challenges. They may prefer the company of older children or adults who can engage in more 38  meaningful conversations. This can result in social isolation or difficulties in forming friendships with children their own age.  Emotional Intensity: Gifted children often experience emotions more intensely than their peers. This can manifest as heightened sensitivity, empathy, and a strong sense of justice. However, it can also lead to challenges such as anxiety, perfectionism, and difficulty coping with failure. Providing emotional support and helping gifted children develop resilience is essential for their well-being. Conclusion Understanding the differences between gifted and high- achieving children is essential for providing appropriate educational and emotional support. While both groups have unique strengths, recognizing their distinct needs allows educators and parents to foster an environment where each child can thrive. Gifted children require opportunities for deep exploration, creative expression, and intellectual challenge, while high-achieving students benefit from structure, clear expectations, and recognition for their efforts. By acknowledging and addressing these differences, we can help both gifted and high-achieving children reach their full potential. 39  Chapter four Nurturing Creativity in the Environment 40  Chapter four Nurturing Creativity in the Environment Section 1: The Importance of Environment in Developing Creativity Introduction Creativity is an essential skill in today’s rapidly changing world. It is the ability to think outside the box, generate new ideas, and solve problems in innovative ways. The environment, both physical and social, plays a crucial role in nurturing creativity. A supportive environment can significantly enhance a person's creative potential, while a restrictive one can hinder it. The Physical Environment The physical environment encompasses the spaces where individuals live, learn, and work. These spaces can either stimulate creativity or suppress it, depending on how they are designed and used.  Creative Workspaces: Workplaces designed with creativity in mind often feature open spaces, flexible seating arrangements, and areas dedicated to brainstorming and collaboration. For example, companies like Google and Pixar have designed their offices to encourage interaction, playfulness, and spontaneous idea-sharing. These environments reduce the barriers to communication and foster a culture of innovation. 41   The Role of Nature: Exposure to nature has been shown to enhance creative thinking. Natural elements like plants, water features, and natural light can reduce stress and increase cognitive function, leading to higher levels of creativity. Studies have shown that people who spend time in nature or work in environments that incorporate natural elements tend to be more relaxed, focused, and creative.  Environmental Stimulation: The presence of visual and auditory stimuli can also influence creativity. Environments that are rich in color, texture, and sound can stimulate the senses and inspire new ideas. However, it's important to strike a balance, as overstimulation can lead to distraction and reduce the ability to focus on creative tasks. The Social Environment The social environment refers to the people and cultural norms surrounding an individual. This environment can either encourage or discourage creativity depending on how supportive it is.  Supportive Relationships: Creativity flourishes in environments where individuals feel supported by their peers, mentors, and family members. Positive reinforcement, encouragement, and constructive feedback are crucial in building confidence and fostering a 42  willingness to take creative risks. Conversely, criticism, negativity, and lack of support can stifle creativity.  Cultural Influences: Culture plays a significant role in shaping creativity. Cultures that value individualism, innovation, and expression tend to produce more creative individuals. In contrast, cultures that prioritize conformity and tradition may discourage creative thinking. For example, Western cultures, which often celebrate innovation and originality, tend to have higher levels of creative output compared to cultures where deviation from the norm is less accepted. Cultural and Institutional Influence Institutions, including schools and workplaces, as well as broader cultural norms, play a critical role in either fostering or hindering creativity.  Educational Systems: Educational environments that prioritize critical thinking, problem-solving, and creative expression over rote memorization are more likely to nurture creativity. Schools that encourage students to explore their interests, ask questions, and engage in hands- on projects help cultivate a creative mindset. For example, the Montessori method of education emphasizes independent exploration and creative problem-solving, which has been linked to higher levels of creativity in students. 43   Workplace Culture: Companies that foster a culture of innovation often encourage employees to take risks, experiment with new ideas, and learn from failures. This type of environment promotes creativity by providing the freedom and resources needed to innovate. Conversely, workplaces with rigid structures and a fear of failure can inhibit creative thinking. For instance, 3M's "15% rule," which allows employees to spend 15% of their time on projects of their own choosing, has led to the development of numerous innovative products. Conclusion The environment is a powerful determinant of creativity. Both physical spaces and social interactions can either nurture or inhibit creative potential. By creating environments that are supportive, stimulating, and open to new ideas, educators, employers, and families can help individuals develop their creative abilities and contribute to society in innovative ways. Section 2: Factors Influencing Creativity Introduction Creativity is influenced by a complex interplay of individual and environmental factors. While some individuals may naturally possess certain traits that make them more creative, the environment they are in can either enhance or inhibit their creative potential. This section explores the various 44 factors that influence creativity, including cognitive abilities, personality traits, motivation, and external challenges. Individual Factors Individual factors such as cognitive abilities, personality traits, and motivation are crucial in determining how creative a person can be.  Cognitive Abilities: Creativity often involves divergent thinking, which is the ability to generate multiple solutions to a problem. This cognitive process is essential for creativity as it allows individuals to think in unconventional ways. High cognitive abilities, including memory, attention, and problem-solving skills, are often associated with higher creativity. For example, individuals with strong verbal and visual-spatial abilities are often able to generate more creative ideas in tasks that require the integration of language and imagery.  Personality Traits: Certain personality traits, such as openness to experience, curiosity, and risk-taking, are closely linked to creativity. People who are open to new experiences are more likely to explore unconventional ideas and take risks, which are essential components of creative thinking. Curiosity drives individuals to seek out new information and experiences, which can lead to the generation of novel ideas. Risk-taking allows individuals 45  to venture into the unknown and experiment with new concepts, even at the risk of failure.  Intrinsic and Extrinsic Motivation: Motivation is a key factor in creativity. Intrinsic motivation, or the drive to engage in an activity for its own sake, is particularly important for sustained creative efforts. People who are intrinsically motivated are more likely to engage deeply with their work and persist in the face of challenges. Extrinsic motivation, such as rewards, recognition, and praise, can also boost creativity, especially when it complements intrinsic motivation. However, over-reliance on extrinsic rewards can sometimes undermine creativity by shifting focus away from the creative process itself. Environmental Factors The environment in which an individual operates can greatly influence their creative potential. Factors such as access to resources, exposure to diverse perspectives, and the level of freedom and autonomy are critical in fostering creativity.  Access to Resources: Creativity often requires access to various resources, including materials, tools, and information. These resources provide the means for individuals to experiment, prototype, and refine their ideas. For example, access to the internet allows individuals to research and gather information from a wide 46  range of sources, which can inspire new ideas and solutions.  Diversity of Perspectives: Exposure to diverse perspectives, cultures, and ideas can stimulate creative thinking. Interacting with people from different backgrounds encourages individuals to consider alternative viewpoints and think outside the box. This diversity of thought can lead to more innovative solutions and approaches.  Freedom and Autonomy: Environments that offer freedom and autonomy allow individuals to pursue their creative interests without unnecessary restrictions. When people have the freedom to explore and make decisions, they are more likely to engage in creative activities. For example, artists and writers often require autonomy to create original works without interference or constraints. External Constraints and Challenges While constraints are often seen as barriers to creativity, they can also serve as catalysts for creative solutions. External challenges, such as limited resources, time constraints, and specific goals, can push individuals to think creatively and come up with innovative solutions.  Positive Constraints: Constraints can sometimes enhance creativity by forcing individuals to think in new ways. For 47  example, a designer working with a limited budget might be inspired to use unconventional materials or methods to achieve their goals. Similarly, time constraints can lead to more focused and efficient problem-solving, as individuals are forced to prioritize and streamline their ideas.  Balancing Constraints and Freedom: The key to fostering creativity is finding the right balance between constraints and freedom. Too many constraints can stifle creativity by limiting options and discouraging experimentation. On the other hand, too much freedom can lead to a lack of direction and focus. Effective creative environments strike a balance between providing enough structure to guide the creative process while allowing enough flexibility to explore new ideas. Conclusion Creativity is a complex and multifaceted trait influenced by a combination of individual characteristics and environmental factors. By understanding these factors, educators, employers, and families can create conditions that foster creativity and help individuals develop their creative potential. Whether through cognitive abilities, personality traits, or environmental influences, the right combination of factors can lead to remarkable creative achievements. 48 Section 3: The Role of Family in Supporting Creativity Introduction The family environment is one of the most significant influences on a child's development, including their creative abilities. From a young age, children look to their parents and family members for guidance, support, and encouragement. The way parents interact with their children, the resources they provide, and the values they instill can greatly impact the development of creativity. Parental Support and Encouragement Parental support and encouragement are critical in fostering a child's creativity. When children feel supported and valued for their creative efforts, they are more likely to take risks, explore new ideas, and express their creativity.  Positive Reinforcement: Children need positive reinforcement to build confidence in their creative abilities. Parents should encourage their children to experiment and try new things, even if the results are not perfect. Praising the effort and thought process, rather than just the final outcome, helps children understand that creativity is about the journey, not just the destination.  Modeling Creativity: Parents who engage in creative activities themselves can inspire their children to do the same. For example, parents who enjoy painting, writing, or solving puzzles can model creative behavior and show that 49  creativity is a valuable and enjoyable pursuit. This modeling can help children see creativity as a normal and important part of life.  Encouraging Risk-Taking: Creativity often involves taking risks and trying new things. Parents should encourage their children to step out of their comfort zones and explore new ideas, even if it means facing the possibility of failure. By supporting their children in these endeavors, parents can help them develop resilience and a growth mindset. Creating a Creative Home Environment The home environment plays a vital role in supporting creativity. A home that provides access to creative materials, opportunities for exploration, and a balance of structure and freedom can nurture a child's creative abilities.  Access to Creative Resources: Providing children with access to books, art supplies, musical instruments, and other creative tools encourages them to explore their interests. Parents should create a space where children can experiment and create without fear of making a mess. This freedom to explore and create is essential for developing creativity.  Encouraging Exploration: Allowing children to explore their surroundings and engage in unstructured play is 50  essential for creativity. Parents should encourage curiosity and allow their children to pursue their interests, even if they deviate from traditional activities. Unstructured playtime allows children to use their imagination and develop problem-solving skills, which are key components of creativity.  Balancing Guidance and Freedom: Finding the right balance between providing guidance and allowing freedom is crucial in supporting a child's creativity. While it's important to allow freedom, children also need some structure to help them focus and develop their skills. Setting aside time for creative activities and providing gentle guidance can help children make the most of their creative potential. The Role of Siblings and Extended Family While parents play a central role in nurturing creativity, siblings and extended family members can also contribute. Siblings can provide companionship, collaboration, and even healthy competition, all of which can stimulate creativity. Extended family members, such as grandparents, can offer different perspectives and experiences that enrich a child's creative development.  Collaborative Creativity: Siblings often engage in collaborative play and projects, which can lead to creative outcomes. Working together on a shared goal, such as 51  building a fort or creating a play, encourages communication, problem-solving, and the exchange of ideas.  Learning from Others: Extended family members can introduce children to new activities, hobbies, and ways of thinking. For example, a grandparent who enjoys gardening or storytelling can pass on these interests to their grandchildren, inspiring new creative pursuits. Conclusion The family plays a vital role in nurturing creativity. By providing support, creating a stimulating home environment, and balancing guidance with freedom, parents can help their children develop their creative potential and lay the foundation for lifelong creative thinking. Siblings and extended family members also contribute to this process, making the family a powerful influence on the development of creativity. 52  Chapter five Developing Creative Thinking Skills 53  Chapter five Developing Creative Thinking Skills Strategies for Teaching Creative Thinking 1- Creative by integration. 2- Creative by thinking upside down. 3- Creative by unfamiliar questions. 4- Creativity through Scamper strategy. 5- Creative through the eyes of others. 6- Creative by brainstorming. 7-Creativity by using the six hats thinking strategy. 8- Put up as much of questions in multiple directions. 9- Creative by using the style of (what if …?). 10- Creative by using random stimuli. 54 1- Creative by integration. Where the combination of two words or two ideas there is no relationship between them. Example: glasses - pen Creative ideas that can be obtained from the merger -Making glasses with one arm on a pen. -Work pen at the end magnifying glasses of letters. Identify creative ideas that can be produced by integrating both clock and table. 2- Creative by thinking upside down. In this method creator is trying to overthrow the former idea to creating new ideas. The upside down idea Ordinary idea Now he drinks cold. Drink hot tea. In many countries people walk In the zoo people walk around around in cars with cages and on their feet and the animals in animals walking around on the cage. their feet. The university goes to students The students go to university. 'distance education' 55 3- Creative by unfamiliar questions. In this method creator is trying to ask strange and unfamiliar questions, and then think about these questions. Examples of questions unfamiliar: - What length of your happiness? - What speed your goal? - What weight of your anger? - What color your heart? - What smell satisfaction? 4- Creativity through Scamper strategy. SCAMPER History: In the beginning, Alex Osborn (1963) suggested a list of generating ideas; these key words formed the first letters of the word SCAMPER, in order to be an assessment strategy during brainstorming sessions. Then Richard de Mille (1967) wrote a book which entitled ―Put your eyes on the ceiling‖ This book aimed to develop the children’s fantasy. 56 Then Frank E. Williams (1970) who worked as a director of the national schools project and he put methods that aimed to develop the creative expressions for the children. These methods were depended on two sides: - Cognitive processes (originality, flexibility, fluency and a tendency to details) - Emotional or affective processes (curiosity and dealing with risk). SCAMPER Definition: The word ―SCAMPER‖ means, starting, running and the enemy cheerfully, the seven letters of the word means together ―a list of generating ideas ―. The uses of SCAMPER Program: SCAMPER Program works on the development of creative thinking using fantasy and divergent thinking style. This Program depends on skills training directly and consists of 20 games or activities that differ in their contents and similar in the method of submission. The goals of SCAMPER Program: - Imagination development, especially the creative fantasy of the trainees. 57 - Helps the trainees to generate ideas in the games and activities of SCAMPER. - Increasing the duration of attention and building a community spirit of the trainees. - Developing curiosity and risk tolerance. - Enhancing the self-concept of the trainees. - Developing creative thinking skills. SCAMPER TECHNIQUE: 58 - S = SUBSTITUE. - C = COMBINE. - A = ADAPT. - M = MODIFY = MAGNIFY. - P = PUT TO OTHER USES. - E = ELIMINATE =MINIMIZE. - R = REVERSE = REARRANGE. 59 A list of Applied Imagination, and is one of the famous things to develop creative approaches. It contains 10 steps. 1 – Allowance 6 - Smallness 2 – Integrate 7 - Select other uses 3 – Justice 8 - Delete 4 – change 9 - Invert 5 – largeness 10 – Rearrange 5- Creative through the eyes of others. Creative idea can be generated by looking from different angles. As an example consider lens child, or father, or brother, or neighbor. - One of them wanted to open a restaurant that meets the needs of all groups. In cooperation with the members of your group imagine that you are in place and see the eyes of the child, the elderly man, the woman, the young adolescent, what new ideas this restaurant can contain to meet their needs. - How the motorway looks like. - How strange the room looks from outer space. - How the university looks like a crow. - How the kitchen looks for a hungry mouse. 60 6- Creative by brainstorming: Brainstorming considers one of style that help to generate creative ideas...And acquire private importance because it create creative starting. By this style the ideas flows to brain. And every idea generate stimulus to other ideas. The creative brainstorming way as style to develop creativity. Elements Discussion The rules and principle in 1-neccassry to avoid critsim brainstorming in creative and judgment on idea (exclude thinking any type of criticism or judgment). 2-release the freedom of thinking and welcome to idea whatever types or levels. 3-the required (the biggest number of ideas Regardless of quality or The extent of its operation. 4-build on other ideas and 61  develop. Stages of brainstorming 1-disscus and Subtract and sessions in develop creativity define problems. 2-Crystallization the problems and represent formulation. 3-the free stimuli to thinking. 4-assess ideas that have been reached. 5-Preparing to put ideas into action. The factor effect to success the 1-The session should be fun brain storming in developing and joyful. creativity. 2- Accept the unfamiliar idea during session and encourage. 3- Holding on the major rules in brainstorming (avoid criticism, welcoming the 62  quantity and type). 4-Follow the different stages to represent formulation. 5-Belief the responsible in session to this style to reached to creative ways. 6-responsiple separate between Deriving ideas add assessing it. 7-sessionns is subject away of opinions and personal defensive. 8-note and number the emerging from session in which the all Participants see it. 9-the participation should recognize that the brainstorming process not secured 100%. 63  10- Brain storming session and create ideas should be go on to dry the flowing idea. 11-the number of participation should be 6 to 12 person in brainstorming session. 12- Nesseccary to prepare to brainstorm session and convent sessions to removal blocks between participations. May be the brainstorming come in through Subtract problems that acquire logical reasons …the problem here may be fiction and realistic. 7- Creativity by using the six hats thinking strategy. Creation operation revolve on a very important thing which is modality of thinking in human and his/her mental or thinking transact style with event incidents and his/her different business. 64 Depending on it some scientists tried to go deeper into studying and analyses the thinking process in human, seeking to forming and dividing it to make it easier to deal with. The British doctor Edward De Pono is one of the famous scientists who made this studies and who made use of his brain medical information in analyzing the forms of thinking in human,, he invented the six hats strategy. it’s precis that the thinking in human divides on six styles and he gives each style a hat with a specific color the person wear it depending on his/her thinking in this moment. The objectives; - Explain and simplification the thinking to achieve a higher effectiveness. - Turn from non-intentionally thinking to intently thinking. - Flexibility in changing thinking from one style to the other. The characteristics; - Easy to learn and teach. - Used with all levels. - Nourish the focusing side and the effective thinking. - Admit feelings as an important part of thinking. - Can practice in it different types of thinking like [critical thinking -creative thinking -emotional thinking ]. 65 Uses of the six hats; The different situations required different sequence to applicate the six thinking hats , for example the emotional situations required differ sequence from the specific sequence of designing a devise or an idea , prefer to start with the blue hat when applicate a certain sequence and end with it too. Prefer using the black hat after the yellow hat directly, in some situations only one hat can be used. Why hats? - There is a traditional relationship between hats and thinking - Hats came easily wears and take off -Each one has certain role The white hat; Refers to neutral thinking ,this thinking based on wondering to get facts and numbers the objective questions waiting for answers to fill in the gaps with information.but the facts and numbers could be proved or non-proved , the proved one gives directions for thinking and put lines on the thinking map and 66 establish a basic deal with others. But the non-proved facts and numbers raised around it arguments and confrontation. People who wear these hats focus on neutral thinking specifically on these things; - lay information or getting information. - collect and give information. - focus on facts and information. - Impartiality of emotions and opinion. - concentrate on facts, numbers and statistics. - don’t explain information or facts but collect and get information. - Completeneutrality and objectivity. - Act like computer in give and take information. - concentrate on certain questions to get facts and information. - Direct and certain answers for the questions. - differentiate between correctness in every opinion. -Good hearing and listening. - try to wear it for the others [what is your information about that]. - use it at the beginning of the session. 67 The red hat; Refers to the emotional thinking, it is the opposite of the neutral thinking which characterized by objectivity. Itbuilds on what is hidden in the emotions and feelings also it depends on the conjecture from surprised vision or misunderstands of a certain situation. This thinking depends on feelings and emotions which there are no words can explain it but the more this type of thinking achieves success the more depending on it and trust it increased. The powerful of emotional effectiveness in thinking depends on the limit of backgrounds of emotions and evokes the feelings with certain awareness and the emotional comprehension with big amount of self-weal. This hat refers to the emotional thinking, when you ware it you practice some of these things; - Show emotions and feelings (no necessarily have excuse for these feelings). ⁃ The head of these feelings ( happy, confidence , stability , anger , doubt ,anxiety ,safety ,love , jealous, fear ,hate ) ⁃ Focus only on feelings without the facts and information's. ⁃ Show the non-logical humanitarian side and characterized mostly by take sides or rating which doesn't the degree that 68 makes it hypotheses , feelings doesn't have any basis except the human feels it. ⁃ Exaggerated in analyze the emotional side and give it larger value than usual.⁃ Refuse facts or opinions without any mental prof but depending on emotions and internal feelings. ⁃ Try to warn others when wear it. ⁃ Try to make the other wear it to know his/her real feelings about this matter (what is your feeling or expectation). ⁃ Reduce using it in sessions. The black hat; Refers to the negative thinking (criticize); The basis of this thinking is logic ,criticize and pessimistic , it always in one negative line even in imagining the future situations or his/her evaluations of the past situations, even it looks logically it is not always far.it mostly offers a logic which is hard to break and mostly concentrate on secondary and small things. The brain chemical that form this type of thinking might be the chemical fear or dissatisfaction , it is easy to use and gives satisfaction for some that they are on the light circle , and gives 69 them feeling unique than the other providers of ideas or suggestions. The positive logic required to find alternatives and responses to this type of thinking, so it is necessary to insure from the basis of logic and it's proves. This type of thinking has his positive sides, it determine the risks which could happen when taking any suggestion. There is some things that characterize this hat with the negative thinking or pessimistic or refuse logic and when you ware it you practice some of these; ⁃ Criticize opinions and refuse it using logic. ⁃ Pessimistic and lack of optimism with the possibility of success. ⁃ Use logic and clarify the reasons that could lead to fail. ⁃ explain the weakness points in any idea and focus on its negative sides. ⁃ Focus on the possibility of fail and reduce possibility of success. ⁃ Focus on obstacles, problems and the failure experience. ⁃ Focus on negative sides like rising costs or strength of opponents or hardness of competition. 70 ⁃ Expect fail and hesitant to start. ⁃ don't use agitation and feelings clearly but use logic and show opinion negatively. ⁃ Try to use it to don't exaggerated in optimism or venturing without planning. ⁃ Try to differentiate the speaker when wear it. ⁃ When wear it admit the weakness points and suggest how to overcoming it. ⁃ When discuss the person who wears it don't refuse the risks or problems but give solutions or show the falseness in the opposite opinion. ⁃ Use it with the yellow hat to know the negative and positive of any suggestion. The yellow hat: Refers to the positive thinking, this thinking is completely the opposite of the negative thinking and depends on the positive evaluation.it is a mixture of optimism and desires in seeing things happen and get benefits.few people follow this type of thinking and their number increases if the thoughts given in the line with their thinking. 71 There is some people who are so optimism to the degree of recklessness some times and take some decisions depending on an exaggerated optimism vision. This type of thinking required powerful proves and supports to don't overturns to guess kind, in-spite of its importance in the way of thinking ,it is not enough and needs negative criticism to be balanced. And it's basic fields are solving problems ,suggest improvements, exploit opportunities and making the designs needed for positive changes.it doesn't required the accurate specialty or high skills as it required the ability to collect factors and components of problems and the ability to separate it from each other to offer solution or vision or design. This hat refers to the positive thinking and who wears it is interested in the following; ⁃ Optimism, bravery, positivity, and readiness to experimentation. ⁃ Focus on showing the possibilities to success and reduce possibility to fail. ⁃ Support opinions and accept it by using logic and show the reasons that lead to success. 72 ⁃ Show the strong points in ideas and focus on its positive sides. ⁃ Relives problems and dangerous and show the difference between it and the previous failure experiences. ⁃ Focus on positive sides like high profit, self-strength and the weaknesses points in the opponents. ⁃ Concentrate on the available opportunities and focus on make use from it. ⁃ except success and encourages starting. ⁃ Don't use feeling and agitation clearly but use logic and show opinion positively and try to improve it. ⁃ Controls the person the love of producing and achieving and not necessary creativity. ⁃ Characterized with huge optimism and goals that works toward it. ⁃ Looks to the positive side in anything and proves it by relieving the negative side of it. ⁃ Try to wear the yellow hat after and before the black hat when discussing any suggestion to make balance. ⁃ Try to differentiate the speech when the person wear this hat 73 The Green hat: Refer to creative thinking. Edward de- pono choose the green color be symbol for creative and innovation, that is such as grow big plant from small plant, that it is growth , it is change ,way out of old thought.. we need time to move in creative thinking Intentionally ,totally As we said when we move in red thinking in negative thinking , may be the importance of creative thinking more than any thinking.when we go on to this thinking intentionally..We extract ideas Exceeded the existing thinking. and protect the small implant which are new ideas form thinking that tries to dry them..it is black hat. The creative thinking expresses his Green Hat wearers and is characterized by the following: - Careful of new thoughts and ideas, concepts, practices and approaches. - Find alternatives for every order and prepare for the new ones to practice. - It takes not mind at some time and effort to search for new ideas and alternatives. - Use of ways and means, such as creativity (What if....?) Or (lateral thinking) and others to look for new ideas. 74 - Try to develop new ideas or strange. - Willingness to take risks and explore new. - When you use this hat followed black and yellow so you know the positive and negative of the new idea. - Try to wear before the choice between the alternatives in case you find new ideas or instead of. - Try to pay attention when worn contrast person and helped him develop good ideas The blue hat : That refer to oriented thinking (holistic) it is the general perception of thinking, and why the choice of blue is that the sky is blue and covers everything, including underneath it all, and secondly because the blue color suggests the briefing and strength as sea. When we wear blue hat, we do not think about the subject under discussion but think about thinking, think about how much direct our thinking to get to the best result. The work of the Blue Hat thinking looks like a theater director, he decides the roles of actors, and when they will enter, and when to stand, and the appropriate role for each of them. 75 The owner of the blue hat report any caps should be active and when it is functioning. It puts the plan to reflect the different hats and follow the instructions given in a particular format. This view very different from the traditional view that makes thinking automatic process fluid flow without control.. So blue hat suggests thinking organizer and its owner is characterized by attention to the following: - Programming and arrangement and implementation steps and achievement. - Direct dialogue, thought and debate things out process. - Focus on the center of the subject and to avoid redundancy or out on the subject. - Organizing and directing the process of thinking. - Distinguish between the people and the patterns of their thinking caps any owner sees others clearly. - Directing the owners of other hats (and often by questions) and to prevent the controversy between them. -The summary of views and assembled and fleshed out. - Owner tends to manage the meeting even though it was not presiding. 76 - It tends to recognize that other views are good under the right conditions and then analyzes the current circumstances, to show what is the right opinion in this case. - Tends to the final summary of the topic or to provide effective proposal is acceptable and appropriate. -Try to wear, especially when the maturity of the subject at the end of the session. -Try to distinguish the wearer and helped him on the lack of control that matures topic and then helped him to fulfill its role and does not allow wear them in the first session. Totally: Depono ask people in white hat thinking exposure to information and facts impartially. Ask people in black hat Negative criticism with support it with facts. In yellow hat ask you to get attention with positive direction with support it with facts. In red hat exposure to emotions or feeling related to topic. In green hat ask people exert a lot of effort to get what we need with creative way and alternative stimuli thinking. 77 In blue hat thinking define owner..Which hat can be active ,,when we work on it. Practice: Suggest one of them add salt to ice-cream...Read the comments and write type of hat in thinking related to the owner of every comments. Saad /I hate this idea? Omar/but may be add good food ? Abdullah/not success because salt solve the ice-cream? Abdalaziz:may be they add salted almonated to ice-cream? Maged/how much salt can I add? Mohamed/why we not think with positive thinking first then negative?. 8- Put up as much of questions in multiple directions. Multiple viewing angles of the same subject: giving you the ability to think in multiple directions by introducing the largest number of questions. 78 9- Creative by using the style of (what if …?). The use of the question that starts with (what if...? )This will allow you to look at the subject from multiple angles. As this method develops the individual's ability to imagination. what if... You were a handless book? I was the dean of the college for one day? 10- Creative by using random stimuli. This can be done by walking in unusual places and going to new places like cities, galleries, or places (mountains, seas, forests, caves, reserves, etc.). All this has the effect of moving the right brain and stimulating and stimulating creative ideas. Tools and Activities to Enhance Creativity Introduction Creativity is not just an innate talent; it's a skill that can be developed and enhanced through the use of the right tools and participation in specific activities. These tools and activities help individuals, whether beginners or professionals, to think in new ways, solve problems creatively, and express 79 their ideas clearly. In this section, we'll explore tools and activities that can help boost creativity. 1. Tools to Enhance Creativity  Drawing and Painting Supplies o Pencils, Colored Pencils, and Markers: These basic tools are essential for anyone starting with visual creativity. They allow individuals to experiment with various techniques like shading, line drawing, and coloring shapes. Using these tools helps develop fundamental skills in drawing and coloring, making them an effective means for expressing ideas visually. o Paints and Brushes: These include watercolors, acrylics, and oil paints, each offering a unique experience. Paints allow for exploring techniques like color blending, layering, and immersive painting. Using paints and brushes encourages discovering new ways to express ideas and emotions through art. o Paper and Canvas: Different surfaces like paper and canvas vary in texture and feel, influencing how individuals create art. For instance, a smooth piece of paper might encourage detailed drawing, while a textured canvas might inspire bold, expressive 80  painting. Having a variety of surfaces to work on can spark different creative approaches.  Writing Tools o Notebooks and Journals: Keeping a notebook or journal is a great way to capture thoughts, ideas, and stories. It encourages regular creative practice and helps individuals organize their thinking. Journaling, in particular, allows for combining writing and sketching, making it a versatile tool for creativity. o Pens and Pencils: The choice of writing instruments can significantly impact the writing experience. For some, using a particular type of pen or pencil can make writing more enjoyable and free-flowing. Experimenting with different types of pens, like fountain pens or gel pens, can also add an element of novelty and excitement to the creative process. o Story Prompts: Simple prompts or questions that ignite the imagination can be invaluable for creative writing. Prompts like "Imagine you could travel to any time in history, where would you go?" or "What if animals could talk?" can lead to the creation of imaginative and original stories.  Digital Tools o Drawing Tablets: For those who enjoy digital art, drawing tablets like Wacom or iPads with stylus pens 81  provide a convenient and precise way to create digital drawings. These tools simulate the feel of drawing on paper but offer the flexibility of digital editing, making them ideal for artists who want to experiment with different styles and techniques. o Creative Software: Programs like Adobe Photoshop, Illustrator, or free apps like Canva offer countless possibilities for creativity. These tools allow users to create digital art, design posters, and edit photos, providing a wide range of creative options from graphic design to digital painting. o Online Platforms: Websites like Pinterest, Behance, or DeviantArt are excellent resources for finding inspiration and sharing creative work. Seeing what others have created can spark new ideas and approaches, while sharing one’s own work can lead to valuable feedback and collaboration. 2. Activities to Enhance Creativity  Brainstorming Sessions o Group Brainstorming: Collaborating with others to generate ideas can lead to more creative solutions. In a group setting, individuals can build on each other’s ideas, leading to unexpected and innovative results. Group brainstorming also encourages 82  communication and the exploration of diverse perspectives. o Mind Mapping: Creating a mind map involves drawing a central idea on paper and then adding related ideas around it, connected by lines. This visual method of brainstorming helps organize thoughts and explore different aspects of a single concept. Mind mapping is particularly useful for breaking down complex ideas into more manageable parts and can be a powerful tool for generating new connections and creative solutions.  Creative Writing o Free Writing: Free writing is an activity where you write continuously for a set period without worrying about grammar, punctuation, or structure. This exercise helps unlock creative thoughts that might be blocked by overthinking. It allows the writer to explore ideas freely and can lead to surprising and original content. o Story Creation: Writing short stories based on prompts or personal experiences encourages imagination and narrative skills. This activity helps individuals think about plot, character development, 83  and setting in new ways, fostering creativity in storytelling.  Art Projects o Collage Making: Creating a collage involves cutting out pictures from magazines, newspapers, or printed materials and arranging them on a piece of paper or canvas. This activity allows individuals to experiment with composition, color, and theme, making it a tactile and hands-on way to express creativity. Collage-making can also be a therapeutic activity, helping to visualize thoughts and emotions. o Sculpting with Clay: Working with clay to create shapes, figures, or abstract forms engages three- dimensional thinking and offers a different creative outlet compared to drawing or painting. Sculpting is a tactile experience that stimulates the senses and encourages experimentation with form and structure.  Music and Dance o Playing Musical Instruments: Learning to play an instrument like the piano, guitar, or drums enhances creativity by encouraging improvisation and experimentation with sound. Music-making involves both the analytical and creative parts of the brain, leading to a deeper understanding of rhythm, melody, and harmony. 84  o Creative Dancing: Dancing to music in a way that feels natural and expressive allows individuals to explore rhythm and movement creatively. Dance provides a physical outlet for creativity, helping to connect the mind and body in a dynamic way. It encourages self-expression and can be a fun and energizing way to enhance creativity. Examples of Creative Activities 1. Drawing and Sketching  Daily Drawing Challenge: Encourage students to draw something new every day. This could range from everyday objects like a cup or a tree to imaginative subjects like a mythical creature or a futuristic cityscape. The goal is to practice and develop drawing skills while exploring different ideas daily.  Sketchbook Journaling: Combining drawing with writing in a sketchbook helps students capture their thoughts visually and verbally. For example, after drawing a picture, students could write a short story or description about it. This activity fosters creativity in both visual and literary forms. 85 2. Creative Writing  Story Cubes: Story cubes are dice with different images on each side. Students roll the dice and use the resulting images to create a story. This activity is excellent for stimulating the imagination and can lead to unique and unexpected narratives.  Poetry Writing: Writing simple poems, such as haikus or acrostic poems, encourages students to play with language and rhythm. A haiku, for instance, is a three-line poem with a 5-7-5 syllable pattern, which challenges students to express ideas concisely and creatively. 3. Crafting and Building  DIY Crafts: Engage students in crafting projects using everyday materials like paper, glue, and scissors. Projects could include making paper animals, creating greeting cards, or assembling simple models. Crafting helps develop fine motor skills and encourages creativity in design and construction.  Building with Blocks: Using building blocks like LEGO, students can construct various structures, vehicles, or imaginary scenes. This activity promotes problem-solving, spatial awareness, and creative thinking as students experiment with different designs and approaches. 86 4. Role-Playing and Drama  Role-Play Scenarios: Students can act out different characters or situations, such as pretending to be a historical figure, a superhero, or a character from a favorite story. Role-playing helps students explore different perspectives and enhances creativity by encouraging them to think and react as someone else might.  Improvisation Games: Improvisation involves creating dialogue or actions on the spot based on a given scenario. For example, students might be asked to improvise a conversation between two characters meeting for the first time. This activity encourages quick thinking and creativity, as students must come up with ideas spontaneously. 5. Exploring Nature  Nature Walks: Taking students on a walk in nature and encouraging them to collect interesting objects like leaves, rocks, or flowers can inspire creative projects. Back in the classroom, they might create a nature-inspired collage, write a story about what they found, or use the objects in an art project.  Gardening: Planting and taking care of a garden can be a creative and educational activity. Students learn about 87  different plants and can design their garden layouts, exploring creativity in the context of nature and science. Conclusion Engaging in creative activities and using the right tools can significantly enhance creativity for students of all levels. These activities not only provide fun and engaging ways to express ideas but also help develop critical thinking, problem- solving, and self-expression skills. Whether through art, writing, music, or nature, these tools and activities offer diverse opportunities for fostering creativity. 88  Chapter six Creative thinking Discovering and developing 89  Chapter six Creative thinking Discovering and developing Ways to discover gifted children at school: First phase: Nominating gifted children & screening. The goal is collecting a number of children in the talent pool. Children usually nominated by teachers and parents This process based on foundations and condition determined by the program and ministration because teachers usually choose children who have special attribute: obedience, collaboration, cleanness, organization and good health. This attributes are suitable for the classroom rules and the school instructions. Teachers don’t usually nominate the children who are trouble maker despite that they may be the ones who are gifted. Teacher accuracy of choosing the gifted children don’t pass 50% so they don’t nominate half the gifted children. Second phase: applying tests and scales The goal of this phase is: To collect more information and data using test results. Reduce the number of children according to maximum number of children can be accepted in the program. 90 Third phase: choosing gifted children Every child will find his name in list according to their total degree. Every child will be interviewed to be accepted in the program. Characteristics and indicators of gifted children in the age of preschool: 1- Early acquisition of language: A-Use many words, form long and complicated phrases b- speak early than usual Sometimes gifted children delay in speaking but once they did they show a special ability in language. 2- Physical and motor skills: A-Walking, climbing, running in balance at early age. B-Control easily the tools: scissors, pencils. c-Can copy words and pictures. 3- Social characteristics: A-Feel compassion, sympathy for others. B-Have self- confidence, independent, leader. C-Make good relationship with other children and adults. D-Respect others thought and view. E-Admit others rights and doesn't interfere in others business. 91 4- Mental characteristics: A-Read signs, books. B-Solve mathematical problems. C-Find relation between things. D-Remember actions and facts. E-Care about social and ethical issues. F-Have the ability to concentrate for a long time. g-Ask questions specially why? 5 – Creativity characteristics: A-Have strong imagination. B-Play with worlds and thoughts. C-Have a sense of humor. D-Use tools, games and colors in imaginative way. E-Play on musical instrument. 6- Special characteristics: a- Practice physical activities. b- Sing. C- Collect stamps, coin or cards. E- Usually show a special ability in any filed. 92 How Kindergarten teachers develop creativity in Kindergarten classrooms (Kindergarten children)? - Kindergarten teachers must believe that she is not a school teacher; she is a facilitator as she make self- learning education process easier for Kindergarten children. - Kindergarten teachers must make the children feel interested, attracted and excited to learn information, behaviors and values they would like to learn by their own unlike teachers of higher grades who follows a certain curriculum which make it much more difficult for the Kindergarten teacher. - Kindergarten children are not supposed to be sitting all day long looking at the board to hear what teachers say silently as higher grade students do. - The way teachers deal and distribute tasks among children affects on children’s responses, incorporation, cooperation and sharing others in creative activities as well as their individual differences. - Promote children’s creative thinking. - Guide children whenever needed. - Provide children with materials, tools, models and examples. - Encourage each child on his/ her own for their work. 93 (encourage before they start working on something to give them the excitement needed to start working, and during to complete it as it has to be done according to the child and at the end or if the child could not go on anymore for feeling sad or that he or she cannot do it to bring that feeling of self confidence once more to get the work done.) - Help children to produce new ideas and come out with alternatives. - Help children develop their skills of solving problems, get work and tasks done. 94 References 95  References 1. Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376. 2. Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Westview Press. 3. Clark, B. (2012). Growing Up Gifted: Developing the Potential of Children at School and at Home. Pearson. 4. Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. Harper Perennial. 5. Daniels, S., & Piechowski, M. M. (2009). Living with Intensity: Understanding the Sensitivity, Excitability, and Emotional Development of Gifted Children, Adolescents, and Adults. Great Potential Press. 6. Freeman, J. (2013). Gifted Lives: What Happens When Gifted Children Grow Up. Routledge. 7. Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences. Basic Books. 8. Gross, M. U. M. (2004). Exceptionally Gifted Children. Routledge. 9. Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444-454. 96 10. Kaufman, J. C., & Sternberg, R. J. (Eds.). (2006). The international handbook of creativity. Cambridge University Press. 11. National Association for Gifted Children. (2023). What is Giftedness? Retrieved from NAGC. 12. Oldham, G. R., & Cummings, A. (1996). Employee creativity: Personal and contextual factors at work. Academy of Management Journal, 39(3), 607-634. 13. Piirto, J. (2014). Understanding Creativity. SAGE Publications. 14. Renzulli, J. S. (1978). Three-Ring Conception of Giftedness: A Developmental Approach for