Volume 4, Number 4 - THE DEVELOPMENT OF CREATIVITY IN PRESCHOOLERS’ DRAWINGS THROUGH TASK-ORIENTED ACTIVITIES

Oct 15, 2026

Uploaded by Rizky

This paper plans task-oriented working activities for preschool children to produce original, creative drawing outputs. Creativity is defined as generating something new, original, and suitable to reality. The research tests the hypothesis that preschoolers following predefined drawing rules will deliver original results, using a working task as the independent variable and drawing output as the dependent variable. Empirical monitoring spans multiple experimental contexts involving shapes and natural/ornamental elements across learning content.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

1. The scientific problem

2. Theoretical background

Creativity definitions and levels

Divergent thinking factors

Drawing phases and prior studies

Volume 4, Number 4, 2011 THE DEVELOPMENT OF CREATIVITY IN PRESCHOOLERS’DRAWINGS THROUGH TASK-ORIENTED ACTIVITIES Maria Eliza Dulamă, Mihai-Bogdan Iovu, Cornelia Vanea Abstract: The goal of this paper is to plan working task for preschool children in order to deliver original and creative outputs. The theoretical background of the paper is set in defining creativity as the capacity to create something new, original, and adequate to reality (Roco, 2004; Jaoui, 1975; Roşca, 1981; Boden, 1992) . The research hypothesis states that if preschoolers are asked to comply with some predefined working rules in drawing they will deliver original outputs. The independent variable is the working task and the dependent variable is the output. The empirical research involved children enrolled in preparatory group from Floreşti Kindergarten (Cluj) . The learning content involved elements from Math, Biology, and Decorative Art: circle, square, triangle, leaves, flowers. Children were involved 13 comparative experimental contexts. Therefore, their progress for each output was monitored. Preschoolers delivered original drawings, different from their peers’ but similar in using the same decorative element. The research hypothesis confirmed. Results are to be judged with caution as future researches should use fewer tasks as the independent variable Key words: task, requirement, progress, originality, variety 1. The scientific problem Previous studies of creativity focused on Romanian and international products of light industry (clothing, faience, carpets etc.) . We noticed the low degree of creativity for Romanian products and their inadequacy to the market demands. The current study analysis the textures using mainly circles, squares, flowers and leaves. We were interested in how can we support preschoolers to create models that could be printed on textures for different clothing articles (skirts, dresses), bed sheets, curtains etc.. We noticed that preschoolers like drawing familiar elements like flowers, human figures, cars etc.. Age is an important factor in drawing and placing these elements (Dulamă, Ilovan, Vanea, 2009 a) . In this current research we aimed helping children in drawing patterns according to a logic process, following some specific tasks. We were interested in learning to combine different colors and shapes in a pleasant manner. Therefore, their outputs were analyzed according to five criteria: originality, fluency, flexibility, execution, and synthesis. We were also interested in the ways we could stimulate teachers’ creativity in order for them to design adequate educational contexts for their students. 2. Theoretical background Our research is based on several definitions of creativity. Mihaela Roco (2004) states that being creative means creating something new, original and adequate to reality. H. Jaoui (1975) refers to creativity “as the process of associating and combining pre-existing elements in new structures”. Al. Roşca (1981, p. 16) defines creativity as “the ability or the capacity to produce something new and valuable”. Other authors as Margaret A. Boden (1992) believe that in general creativity means“creating new and original combinations using old ideas”, but these combinations should have a certain value. J.P. Guilford claimed that all people are creative and they can be distributed on continuous scale of creativity. I. A. Taylor (1959, apud. Roco, 2004) distinguishes five levels of creativity: expressive creativity, productive creativity, inventive creativity, innovative creativity and emerging creativity. The current study focuses on expressive creativity defined as the fundamental form of creativity and characterized by spontaneity and freedom of expression. It is not subject to any ability and is revealed in children’s drawings. In order to measure the creative behavior, Guilford (1967) developed sets of tests focused on divergent thinking. Factors of divergent thinking being measured a

FAQs

What is the main goal of the study on preschoolers’ drawings?

To plan task-oriented activities that enable preschool children to produce original, creative drawing outputs.

What hypothesis does the research test?

If preschoolers comply with predefined working rules in drawing, they will deliver original outputs.

How are the children’s results evaluated?

Outputs are analyzed using five criteria: originality, fluency, flexibility, execution, and synthesis.

Oct 15, 2026

Uploaded by Rizky