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1
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Aktywność własna jako czynnik rozwoju wybitnych twórców

100%
Mendecka G.
Psychologia Rozwojowa
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2012
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vol. 17
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issue 1
65-76
EN
Creative activity of a human being results in works valuable both in individual and social terms. Such activity enables man to gain deeper and better insight into the essence and mystery of the world, its guiding principles and to discover what has been so far unknown. The creative potential of a child becomes evident from the first years of spontaneous activity, language acquisition and artistic creations. Due to this potential, a child makes significant progress in getting to know the surrounding world. Such creative impetus goes through subsequent crises quite soon, with increasing conformist behaviour. However, outstanding creativity does not disappear as fast as egalitarian one and for many years its level remains high. The results of research and of biographical analysis carried out by the author concerning outstanding creators show that individual activity of the creators determines whether creative potential is used or not. Moreover, such individual activity remains a dominant factor stimulating the development of creators, while egalitarian creativity is to a large extent determined by environment and upbringing. Strong ego, dominance and nonconformism make creators independent and self-confident individuals, capable of self-determination and strong-minded, in particular as regards their imperative of creative activity in the field they have chosen. Due to individual activity one does not succumb to the pressure of the surrounding, but exerts independent control upon one’s own resources and the environment. The assumption that individual activity constitutes a dominant factor in the development of outstanding creators was supported with the analysis of biographic facts.
2
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Rewards and Punishments Used by Parents and Development of Creativity

100%
Mendecka G.
The New Educational Review
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2006
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vol. 9
77-91
EN
Family influences the personalities of all its members by creating conditions for individual development. As it also influences the development of creative personality, it was investigated to what extent rewards and punishments used by parents influence the development of children’s creative abilities. A diagram explaining the way family enhances creativity was made and verified. It was based on M. Tyszkowa’s paradigm, which makes a cognitive interpretation of ecological theories possible. Also, the theory of psychosocial phases in individual development by E. Erikson was used as well as his description of conflicts, which are characteristic of each phase. It was assumed that appropriate conditions of development allow to avoid serious conflicts and to cope with tasks in each phase of development. The results show a co-relation between the development of creative abilities and parents’ reactions to the activities that children aged 8–9 perform on their own in order to check their own competence. The research examined two groups of children, who obtained extremely high and low scores in the creativity test: high creativity group and low creativity group. Each group consisted of 30 children, presenting analogic features. The children’s level of creative abilities was measured with J. Zborowski’s Test. The projective test was used to investigate the forms of reward and punishment used by parents. The results of the research show that the development of creative abilities depend on rewards and punishments used in family. The role of father is particularly important in this context.
3
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Gamifying Questions by Adding Context in the Creative Development Marketing Research

100%
Ścibor-Rylski M.
Journal of Marketing and Consumer Behaviour in Emerging Markets
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2020
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issue 1(10)
60-67
EN
Gamification is defi ned as using game design elements in non-gaming contexts: education, management, marketing and also market research. Gamifi ed research tools help to increase respondents’ engagement and obtain more in-depth results. Up till now the eff ects of gamifi cations were tested in the domains of brand strategy and consumer experience. The article shows the results of the experiment proving the eff ectiveness of a gamifi ed approach to the qualitative advertisement testing. The experimental group with a narrative context added to a question regarding the fi rst impression performed better than the control group with a standard task. Also gender differences were observed: the eff ect was valid only for men – there were no significant differences in the performance of women in both groups. Due to an uneven split of men and women and a small sample in general, this effect needs further examination.
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ROZWIJANIE MUZYCZNEJ AKTYWNOŚCI TWÓRCZEJ DZIECKA W EDUKACJI WCZESNOSZKOLNEJ

88%
Кісєль М., Слик У.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
21-33
EN
Modern pedagogy attempts to build such a concept of education and training that would be compatible with the development of a young person, capable of functioning in the real, full of change and transformations world. In this regard, it is necessary to prepare youth to solve problems, to think creatively, realize themselves, to strive to create moral values, based on responsibility and safety, and to build persistence and creativity. This article is devoted to the problem of development of the creativity of junior schoolchildren and the factors driving this process. The description of the project of Music creative workshops, which is one of the forms of pedagogical innovations, is presented. The project is carried out in one of the schools from the territory of the city Jastrzębie-Zdrój. Analyzing the received data the author notes that the program provisions of Musical creative workshops have become an attempt to implement innovative and at the same time appealing to kids and teachers, methods and forms of teaching music in schools. It is proved that actions based on the search, in the form of dance, singing or playing musical instruments had a positive impact on the child's behavior. In the full sense of security, acceptance and belief in their ability, the pupil can achieve much more; gain the confidence, positive motivation and pleasure. In addition, the author emphasizes the need to move forward, willing to accept new knowledge and skills to demonstrate the ability to cope with difficult situations, and to be resistant to adverse environmental influences. In such a situation, students will begin to notice the beauty in the various manifestations of culture and art, will be active participants in the culture and will take care of that with respect to other people. Summarizing the material presented, the author emphasizes that the child, that takes part in various creative projects has the ability to form his/her own position successfully in response to changes, to discover something new, and stay positive for the perception of the environment and life. The young person gets therefore faith in his/her abilities, strives to achieve his/her dreams. And indispensable guide for thepupil into the world of imagination will always be sensitive and creative teacher.
5
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Expanding the Boundaries of Self: Self-Realization, Trangression, and Creative Competence

63%
Wróblewska M.
Rocznik Teologii Katolickiej
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2018
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vol. 17
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issue 2
EN
This article examines the issue of personal experience with regard to creative development. Humanistic-existential psychology emphasizes the individual’s ability to cross the boundaries of experience. The question remains, however, whether transgressive action is conducive to self-realization. This study considers results of research on the determinants of creative competence with regard to creative behaviors and transgressive actions. According to Kozielecki, transgression as a determinant of creative competencies means the ability to think and act innovatively, creatively, deliberately, and in a manner oriented toward a particular goal that lies beyond what seems possible (Kozielecki, 2007). From a transgressive perspective, creative competencies entail not only the ability to take transgressive action in both task-oriented situations and in different areas of life, but also the ability to expand one’s personal developmental resources.
PL
Prezentowany artykuł dotyczy problematyki doświadczenia osobistego w aspekcie twórczego rozwoju. Psychologia humanistyczna i egzystencjalna podkreślają zdolność jednostki do przekraczania granic doświadczenia. Podjęto pytanie czy podejmowanie działań transgresyjnych sprzyja samorealizacji? Przedstawiono wyniki badań dotyczących wyznaczników kompetencji twórczych w aspekcie twórczych zachowań, twórczej postawy i działań transgresyjnych. Zdolność transgresji jako wyznacznik twórczych kompetencji – to innowacyjny, twórczy, zorientowany na cel sposób myślenia i działania, którego cechą jest wychodzenie poza możliwości (Kozielecki, 2007). Kompetencje twórcze w perspektywie transgresyjnej zawierają zdolności do transgresyjnych działań w sytuacjach zadaniowych i różnych dziedzinach życia, ale także zdolności do poszerzania osobistych zasobów rozwojowych.
6
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Twórczy rozwój indywidualności przedszkolaków przy pomocy bajek narodowych

63%
Hevko O.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2015
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vol. 28
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issue 2
EN
In the article the peculiarities of formation of creative capabilities in preschool children by means of a fairy tale is considered as concerning their language abilities, development of creative imagination, artistic thinking, power of observation, as well as their verbal, emotional and figurative memory and capacity for fantasy. In the formation of a preschool child’s creative personality by means of the national fairy tale it is necessary to make an efficient use of the attentive narration, alternative inventiveness, reproduction of fictitious images (verbal, behavioural, effectual), staging of the fairy tales and stories, scenic episodes, dramatizing plays and games adapted for the stage, imitating games and exercises.
PL
Artykuł porusza kwestię osobliwości formowania twórczych zdolności przedszkolaków przy pomocy bajki, szczególnie zdolności językowych, twórczej wyobraźni, myślenia artystycznego i umiejętności obserwacji, a także emocji i obrazowej pamięci, słuchu rytmicznego oraz umiejętności fantazjowania. Przy formowaniu twórczej postawy przedszkolaka za pomocą ukraińskiej ludowej bajki należy wykorzystać uważne opowiadanie i wymyślanie własnych fragmentów bajek, przedstawianie obrazów z bajek (za pomocą słowa, zachowania, działalności), inscenizowanie bajek, opowiadań, zabawy-dramatyzacje, obrazki sceniczne, imitacyjne zabawy i ćwiczenia, zabawy teatralizowane.
7
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Wykorzystanie elementów arteterapii w edukacyjnym procesie wspierania twórczego rozwoju dzieci

63%
Kasprzak M.
Podstawy Edukacji
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2018
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vol. 11
159-169
EN
This article presents selected elements of several types of art therapy, such as: bibliotherapy, choreotherapy, music therapy, plastic therapy and theatrical therapy, in order to present the importance of using them in education in the context of support and to assist children from socially disadvantaged backgrounds in the creative development. During the development of a young human, art can be one of the elements of therapy allowing for a variety of creative experiences, with the help of which the child expresses and determines oneself, but also shapes one own self-assessment and improves well-being. This is particularly important in the context of supporting and to asssisting children from socially disadvantaged backgrounds in the educational process. In the first part of the article, the author reviewed the theoretical art therapy and the use of art therapy in public school. Then, based on the results of own scientific research, the analysis of the literature and own pedagogical experience, the autor presented a number of solutions, which are helpful in supporting the creative development of children from socially disadvantaged backgrounds who use activities in day support institutions (out-of-school education).
PL
W niniejszym artykule zostały przedstawione wybrane elementy kilku podstawowych rodzajów arteterapii, takich jak: biblioterapia, choreoterapia, muzykoterapia, plastykoterapia i teatroterapia, w celu ukazania znaczenia wykorzystania ich w edukacji w kontekście wspierania i wspomagania twórczego rozwoju dzieci pochodzących ze środowisk defaworyzowanych społecznie. W trakcie rozwoju młodego człowieka sztuka może być jednym z elementów terapii pozwalającym na różnorodne doświadczanie twórcze, za pomocą którego dziecko wyraża i określa siebie, ale też kształtuje własną samoocenę i polepsza samopoczucie. Jest to szczególnie istotne w kontekście wspierania i wspomagania edukacyjnego procesu dzieci pochodzących ze środowisk defaworyzowanych społecznie. W pierwszej części artykułu autorka dokonała przeglądu teoretycznego arteterapii oraz wykorzystywania elementów arteterapii w publicznej edukacji szkolnej. W kolejnej części na podstawie wyników badań własnych, analizy literatury przedmiotu oraz własnych doświadczeń pedagogicznych zaprezentowała szereg rozwiązań, które są pomocne we wspieraniu twórczego rozwoju dzieci pochodzących ze środowisk defaworyzowanych społecznie w instytucjach wsparcia dziennego (edukacja pozaszkolna).
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ТВОРЧИЙ РОЗВИТОК УЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ ЗАСОБАМИ ВИКОРИСТАННЯ СОЦІАЛЬНИХ ІНТЕРНЕТ-МЕРЕЖ

63%
Стахова І.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 9(43)
161-167
EN
The article describes the theoretical basis of creative potentialof the teachers. Creativity is considered as factor in the success of creative development and self-identity of a teacher in the process of continuous pedagogical education. We defined, that creative teacher is a person who has high level of pedagogical creativity, knowledge and skills that ensure his effective educational activities and develop the potential creative possibilities of pupils. The basis of the creative style of the teacher are such indicators as imagination, creativity, thinking, the ability to take initiative, open-mindedness, communicative, flexible thinking, the ability to change, methodological competence and others. The levels (high, enough, low) of creative development of a primary school teacher are identified and their characteristics are described. In the article the results of experimental study of influence of social Internet network are presented on creative development of a primary school teacher in the system of continuous pedagogical education. We have determined that the use of social Internet networks in professional activities of aprimary school teacher intensively develop creativity. Acmeological basis of these creative approaches to creative teacher development are grounded.One way of creative self-development of a teacheris a social online network.Social Network is a structure based on human relations or shared interests through a network of people engaged in contact with each other and grouping by specific interests. Email addresses are sites where a primary school teacher can help find and develop creativity in professional activities. The article presents the sites, forums for teachers of primary school, where teachers can share experiences, ask advice from colleagues, and communicate on educational topics. The methods of creative potential formation of primary school teachers by means of the use of the social Internet network are proposed.We defined thatcontinuous use of social networks of the Internet promotes breadth of teacher thinking, constant search for optimal solutions and original tasks, making creative style of thinking, the development of creativity, imagination developed, always striving to achieve effective results and continuous improvement. The use of Internet resources in professional activities can not only help teachers find a rational way out of any educational situation, but also offers the highest form of human behavior – creativity, which is a universal prerequisite for acquiring spiritual integrity means to discover the essential powers of the individual.
9
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Concept of creative cities in shaping of future of contemporary cities

63%
Klasik A.
Studia Regionalia
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2017
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vol. 51
10
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Технологии развития креативного мышления младших школьников с нарушениями зрения

51%
Kislaya O.
Student niepełnosprawny. Szkice i rozprawy
|
2019
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issue 19(12)
257-272
EN
The article states that the creation of conditions for the formation of an educatedcreative individual, the development of her/his spiritual-emotional and mental abilities, includingcreative thinking, is one of the strategic tasks of the whole system of education inUkraine. The article covers the problems of creative development of children with visual impairmentin the modern educational process and the development of creative thinking insuch children as a powerful potential for their further effective socialization. Forming a creativeperson in general, and creative thinking in particular, means an implementation of thenewest technologies (the method of synectics, brainstorming, theory of solving resourcefultasks, intellectual training, morphological analysis, a garland of associations) in the educationalprocess of children with special educational needs. The effective development conditionsof creative thinking of junior pupils are presented in the paper. An important role belongsto the conditions of family upbringing and the teacher, who should be an example forimitation.
PL
В статье утверждается, что создание условий для формирования образованного, творческого индивида, развития его / ее духовно-эмоциональных и психических способностей, в том числе творческого мышления, является одной из стратегических задач всей системы образования в Украине. В статье рассматриваются проблемы творческого развития детей с нарушениями зрения в процессе современного образовательного процесса, развития творческого мышления у таких детей как мощный потенциал их дальнейшей эффективной социализации. Способы формирования творческой личности, в целом и креативного мышления, в частности, подразумевают внедрение в процесс обучения детей с особыми образовательными потребностями новейших технологий (метод синектики, метод «брейнсторминга» (мозговой штурм), способы решения изобретательских задач, интеллектуальный тренинг, морфологический анализ, гирлянда ассоциаций). Выявлены эффективные условия развития творческого мышления младших школьников. Важная роль принадлежит учителю, который должен быть примером для подражания, а также условиям семейного воспитания.
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