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A avaliação da criatividade em crianças em idade pré-escolar: um estudo exploratório
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| 1.15 MB | Adobe PDF |
Authors
Abstract(s)
A Criatividade representa cada vez mais um desafio para a comunidade científica. Reconhecida
a sua importância no desenvolvimento pessoal e social do sujeito, este tema apresenta algumas
adversidades, não apenas pela dificuldade em desenvolver uma definição ímpar, mas de igual
modo pela escassez de instrumentos avaliativos na área da educação ao nível do ensino pré
escolar. A abordagem de Guilford à temática revolucionou o conceito, através da inclusão do
Pensamento Divergente (PD) que baseia-se na procura de diferentes opções para a resolução de
um problema. Este trabalho assume como compromisso pretensioso o de minimizar a lacuna
existente na esfera da avaliação de um tema tão relevante como a criatividade no ensino pré
escolar, mediante um contributo para a validação do instrumento Prova Verbal de Criatividade
(PVC). Neste estudo participaram 53 sujeitos, frequentadores do ensino pré-escolar, sendo 31
do sexo masculino (58.5 %) e 22 do sexo feminino (41.5%). O instrumento avalia a fluência, a
flexibilidade, a elaboração e a originalidade. A fiabilidade destas dimensões situou-se entre
.624 e .999. Utilizou-se as dimensões do programa PORTAGE e do projeto L2L@K para
avaliar a validade do instrumento e verificou-se uma associação positiva e significativa entre
as dimensões em estudo. Observou-se uma ausência de diferenciação de género no que
concerne às dimensões do pensamento divergente e resultados significativos na análise da
idade, sendo as crianças mais velhas aquelas com maiores índices de pensamento divergente.
Em suma, a Prova Verbal da Criatividade (PVC) demonstra resultados adequados quanto à sua
fiabilidade e validade, com grande potencial para o campo da avaliação psicológica em
Portugal.
Creativity represents a challenge for the scientific community. Recognized its importance in personal and social development of the subject, this theme presents some adversities, not only by the difficulty in developing an unpaired definition, but equally by the scarcity of evaluative instruments in the area of education and at the level of preschool education. Guilford revolutionized the concept by including the Divergent Thinking (PD) which is the ability to look for different options to solve a problem. The present research takes a pretentious commitment to minimize the gap existent in the evaluation sphere of a theme so relevant such as creativity in preschool education, through a contribution to the validation of the instrument Creativity Verbal Test (CVT). In this study 53 subjects participated, frequenters of pre-school education, being 31 male (58.5%) and 22 female (41.5%). The instrument evaluates Fluency, Flexibility, Elaboration and Originality. The reliability of these dimensions ranged from .624 and .999. It was used the dimensions of the PORTAGE program and L2L@K project to evaluate the validity of the instrument; a positive and significant association between the dimensions studied was verified. Also results showed an absence of gender differentiation regarding the studied dimensions of the divergent thinking and significant results in the analysis of the age, being the older children the ones with higher levels of divergent thinking. In short, the Creativity Verbal Test (CVT) shows adequate results in terms of reliability and validity, with great potential for the field of psychological evaluation in Portugal.
Creativity represents a challenge for the scientific community. Recognized its importance in personal and social development of the subject, this theme presents some adversities, not only by the difficulty in developing an unpaired definition, but equally by the scarcity of evaluative instruments in the area of education and at the level of preschool education. Guilford revolutionized the concept by including the Divergent Thinking (PD) which is the ability to look for different options to solve a problem. The present research takes a pretentious commitment to minimize the gap existent in the evaluation sphere of a theme so relevant such as creativity in preschool education, through a contribution to the validation of the instrument Creativity Verbal Test (CVT). In this study 53 subjects participated, frequenters of pre-school education, being 31 male (58.5%) and 22 female (41.5%). The instrument evaluates Fluency, Flexibility, Elaboration and Originality. The reliability of these dimensions ranged from .624 and .999. It was used the dimensions of the PORTAGE program and L2L@K project to evaluate the validity of the instrument; a positive and significant association between the dimensions studied was verified. Also results showed an absence of gender differentiation regarding the studied dimensions of the divergent thinking and significant results in the analysis of the age, being the older children the ones with higher levels of divergent thinking. In short, the Creativity Verbal Test (CVT) shows adequate results in terms of reliability and validity, with great potential for the field of psychological evaluation in Portugal.
Description
Keywords
Criatividade Educação Pré-escolar Pensamento divergente Prova verbal da criatividade Creativity Pre-school Education Divergent thinking Creativity verbal test Psicologia da Educação . Faculdade de Artes e Humanidades