The Three Frameworks Used By Taylor And Turner 2015

The creativity process helps the client to connect to his emotions and thoughts and accept himself as an individual/person (‘being in the world’)(reference)

Kaufman and Beghetto (2014) further suggest that creativity can be fostered in children to a certain extent by providing them with opportunities to express their own unique ideas.

3. Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development.

The beauty of creativity is that it is abstract, yet ubiquitous: in art, music or how one decides to compose an essay. However, creativity has recently been declining among the human population. According to an article, named, “The Creativity Crisis,” by Newsweek.com in July 2010, authors, Po Bronson and Ashley Merryman, state, “the Torrance Test … indicates that the public’s “creativity quotient” has steadily crept downward since 1990” (Prompt 1). Bronson and Merryman report that the test, which evaluates one’s creativity, had been dispensed to myriads of people across the globe, and have concluded that creativity has been slowly diminishing. Kyung Hee Kim, professor at the College of William and Mary, also comments that this is most prevalent and grave among students from kindergarten through sixth grade (Prompt 1). Consequently, society, or in this case, the world fears that current students and future generations will not be nourished with the creativity required to thrive as individuals, affecting the world as a whole. Ultimately, this poses the question whether a creative thinking class, which solely focuses on the education of creativity, should be taught in the school. This school should impose a creative thinking class, due to the fact creativity is a vital element for the future and is the solution to the creative crisis.

In the context of creativity’s stated definition, we will proceed to group our arguments into three themes of factors: cognitive ability, expertise training, and environmental conditions. The human brain is highly adaptable and can continue to develop new cognitive abilities, even past adulthood (Norman, 2015). Proper cognitive expertise and training can help workers produce and operate in ingenious ways (Ginamarie, Lertiz & Mumford, 2004). Finally, the working environment can both motivate or stifle creative output. Managers can influence all three components: expertise, thinking skills, and motivation (Amabile, 1998).

The first thing that comes to our minds when we think of “creativity” is things that have to do with arts. This is not true. Being creativity and having creativity can also be used in many activities or professions such as in businesses, creating a sport team, and in any other things you name it. Robinson has taught this through his book, “Out of Our Minds” but also how writers and artist see the world a little different compared to how others, scientists, mathematicians, historians, and psychologists look at the world. Also how educations and ageing plays a role in our creativity.

Creativity is more about the process rather than the end product and this creative process is useful for many reasons, developing confidence, developing good relationships, finding out what talents and strengths we have and teaches us about

S. I. Hayakawa wrote and published an article named "What lt Means to Be Creative". This article challenged how a creative person could be defined and identified. In Hayakawa’s essay he presents several points of view an individual could be characterized as being creative. His writing forces you to contemplate on how a person’s aptitudes are categorized. Hayakawa tests your ability to be opened minded and makes you visualize how a person could be described as a creative individual but may discredited themselves due to society’s standard of this word. After reading his writing, I believe I can summarize his analogy.

This approach focuses on creativity as a process and how new ideas emerge.  Theorist Graham Wallas proposed a five stage model and focused on the unconscious mind:

Boon, R 1997 Cultural creativity: the importance of creativity in organizational and educational contexts [s.l.] : [s.n.], viewed 18 April, 2012, via eReserve

Throughout my entire childhood I have not been exposed to a whole lot of creativity around myself. Although there was one specific person that has caught my attention about creativity. This person is my older sister Amy Trinh. I have observed her to be one of the most creative person I know due to her process and experiences that I have seen. Throughout my interview with her I will be portraying how her creativity stands out to me and how it makes me think of her as a unique person while also using Creative and Flow by Mihaly Csikszentmihalyi to relate to creativity as a whole.

Creativity is the ability to produce work that is original yet appropriate-something that others have not thought of but that is useful in some way (Kaufman & Sternberg, 2007; Sternberg, 2003b). The significance of creativity for children’s development is very high. Creativity helps children develop the overall areas of development; physical, social, emotional, language and cognitive. A child learns to innovate as well as invent while doing creative activities. Through creative practices child finds multiple methods of looking at various situations, assessing these situations and finding new solutions. Children often desire to be able to express themselves without any

In sync with the basic requirements of an empirical study, Peletz and Peng (2008) commence with a description of a problem and a specific issue related to conception of creativity. As Step 1 of Shiraev & Levy (2010) multistep Approach to Cross-Cultural Research Design dictates, the article clearly presents and defines a problem as the ability to ascertain, “whether both novelty and appropriateness are equally valid dimensions across cultures” (Peletz & Peng, 2008, p. 286). In addition, researchers,

Most people want to know precisely how diversity can improve an individual’s intelligence and productivity. There are various ideas and explanations when it comes to explaining how diversity affects an individual. It is significant to understand the positives of working with a diverse group. Authors state their opinions on the subject of exploring diversity and the overall effect it has on a particular individual. Although there are authors that agree with the fact that diversity increases creativity, the authors use a variety of methods to support their results. More opportunities are available to a person as he or she works with a diverse group. An individual is more willing to listen to intriguing and intelligent ideas when working with a diverse group. Three authors use distinctive approaches to support the theory that diversity increases creativity by way of enhanced ideas.

According to the ethnographic approach defined by Papen and Tusting (2006, p.312-359), creativity refers the production of something ‘new’ and ‘original’. In written language, creativeness should not be perceived as a decontextualised, individual activity or as being entirely shaped by context. It should be seen as being dependent on and emergent from the creative literacy practices through which texts are constructed because they are shaped by people, who in pursuit of their own