No description available.

Mémoire (M.Ed.)--Universite du Quebec a Chicoutimi, 1989. / Document électronique également accessible en format PDF. CaQCU

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/16/2009). Includes bibliographical references (leaves 105-112).

Thesis (Ph. D.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed July 2, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 257-264).

Thesis (Ph. D.)--University of North Texas, 2004. / System requirements: Adobe Acrobat Reader. Includes bibliographical references (p. 200-208).

Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

The purpose of this study was to assess what effects mothers' childrearing attitudes, family income, and the age, sex, and IQ of the child have on original thinking in preschoolers. Sixty preschool children, from diverse family backgrounds, were administered the Multidimensional Stimulus Fluency Measure to assess original thinking, and a short version of the WPPSI was administered to assess IQ. The children's mothers completed the Parent as a Teacher Inventory during an interview to assess their parental childrearing attitudes in the areas of creativity, childrearing frustration, control, play, and teaching-learning. Multiple regression was used to determine the effect of nine independent variables on preschoolers' original thinking scores. No significant relationships were found with the exception of age contributing significantly to original scores. A multiple regression used to determine the effect of the independent variables (less IQ) have on IQ, found income to contribute significantly to IQ. These findings suggest that variables that are related to IQ are not appropriate for predicting original thinking in preschool children. / Master of Science

No description available.

This study surveyed a nationwide sample of home-schooling parents and their children and investigated two questions: (1) What are the differences in instructional approaches used by home-schooling parents? (2) Is the creativity of home-schooled children related to differences in the instructional approach? Instructional approaches were assessed by the Home Schooling Instructional Survey (HSIS), a self-report questionnaire developed for this study and completed by the home-schooling parent. Creativity of home-schooled children was measured by the Torrance Tests of Creative Thinking - Figural Form A (TTCT). Significant differences in instructional approach were found in four primary areas: goal orientation, autonomy, motivational orientation, and instructional format. These instructional factors were significantly related (p<.05) to the number of children being home schooled, the prior schooling experiences of the children, the parents' motivation for home schooling, and relationship with a home study school. Creativity scores were found to be positively correlated (p<.05) with the number of years the child had spent in conventional schools, household income, and the home teacher's age and educational level, but negatively correlated (p<.05) with years of home schooling. / Ed. D.

A study of the relationship between playfulness and creativity was conducted with a sample of Japanese children who attended a preschool that emphasized whole-group orientation. Playfulness was assessed using The Child Behaviors Inventory, teacher interviews, and observations. Creativity was measured using The Creativity Thinking-Drawing Production Test (Jellen & Urban, 1986), The Drawing Test (Acharyulu & Yasodhara, 1984), teacher interviews, and observations. Although the statistical data analysis indicated no significant relationship between playfulness and creativity, the qualitative data analysis indicated that such a relationship may exist. However, conclusions must be qualified because analysis of the qualitative data revealed confounding factors in the concepts of playfulness and creativity. Some children who were rated by their teachers as non playful were described as internally playful and this internal playfulness was more evident in a one-to-one interaction and was manifest as joy, sense of humor, and active involvement. The internally playful child was described by the teachers as the child who possesses a lot of imagination inside but may not be able to express it externally in a group situation. Although the study focused on artistic creativity, the teachers in this study discussed a global view of creativity rather than artistic creativity. Thus, the results of qualitative data analysis appeared to contradict those of quantitative analysis. Further research on the relationship between playfulness and creativity is needed to understand such a relationship. / Ph. D.