CREATIVE THINKING AND REFLECTIVE IMPULSIVE STYLE Assignment

CREATIVE THINKING AND REFLECTIVE IMPULSIVE STYLE Assignment CREATIVE THINKING AND REFLECTIVE IMPULSIVE STYLE â€" Assignment Example > Creative Thinking and Reflective StyleCreative Thinking and TheoriesCreative Thinking and Environment Whitelaw (2006) reported that the “cultural and socio-economic factors are examples of those that can affect a student’s learning”(p. 14). Feuerstein (2000) reported that there is a positive correlation between a parents’ socio-economic status and their involvement in schools. The level of a parent’s involvement in school activities has a positive impact on the student’s outlook towards school. However, teachers are less prone to harness the familial resource due to the teacher’s skepticism in the reliability and resourcefulness of their parent pool. (Epstein, 1985). [Peña (2000), Whenever parent participation is used they are usually excluded from the loop which has a direct bearing on their child’s education, but are relegated by teachers to more community oriented roles, not connected with curriculum. In certain circumstances parents can serve as viable entitie s from the domicile. Further, in some cultures, the typical teacher-parent relationship bodes well, as Mexican Americans are likely to be reluctant about making school visits. (Peña, 2000). The family environment is the primary setting for a childs growth; within this environment other types of development customarily takes place; family interactions usually precipitate various levels of intellectual stimulation and emotional security which enables creativity. (Harrington, Block Block, 1987). A stimulating family environment which presents the presence of assorted types of reading materials, coupled with the provision of cultural activities, appreciably assist in promoting creativity. (Simonton, 1984). Carl Rogers (1954) puts forth the argument that a positive family environment, can serve as a firm foundation for the spawning of creative work. The School Environment and the Teacher Enhancing Creativity: Feldman (2000) puts forth the argument that all of the associations which th e student has ( teachers, mentors, parents, peers, and cultural groups) may impact upon the level of a student’s creativity. [Reisman and Bach, (2002) amplify the point of Feldman by asserting that, while educational and social roles can directly affect a student’s creative abilities, they are not the sole determinant, a student can possess certain innate qualities which are not measured by traditional pedagogical means. As a consequence, educators may have no idea of a particular student’s creative scope, because it exists either beyond or outside of the educator’s purview. Creative thinking and age: In attempting to assess the relationship and the level thereof, between creative thinking and a student’s age, several researchers concerning themselves with this issue, have broken it down into two groups. In the first group, a number of the researchers assert that creativity initially appears in preschool students. Gardner (1982), attempted to show the presence of creativ ity at an early age. It was his contention that preschool students possess an expressive artistic creativity. Additionally, Gardner accepted the commonly held idea, that the development process in younger children followed a U- shaped pattern during the course of their development. He maintained the existence of high levels of creativity in preschool children. He goes on to suggest that the rigid perimeters of the traditional classroom, has a negative affect on the creative expansion of school age students. In keeping with his adherence of the U-shaped theory, Gardner offers the idea that the perimeters of the forced conformity has been internalized by preadolescence and there is an increase in creativity during this period of development, through adulthood. The second group of researchers Claxton et al. (2005) Ponomarev (2008) do not absolutely negate the onset of creativity in preschool students, however they suggested that an