Brian Barnard ,

creative performance of the kids at any age can be checked, at any age by torrance and guilford inventry at different ages.

Implicit Theories

One of the most important discoveries about the developing mind is how early and significantly very young children, even starting in infancy, are uniting disparate observations or discrete facts into coherent conceptual systems (Carey, 2009; Gopnik and Wellman, 2012; Spelke and Kinzler, 2007). From very early on, children are not simply passive observers, registering the superficial appearance of things. Rather, they are building explanatory systems—implicit theories—that organize their knowledge. Such implicit theories contain causal principles and causal relations; these theories enable children to predict, explain, and reason about relevant phenomena and, in some cases, intervene to change them. As early as the first year of life, babies are developing incipient theories about how the world of people, other living things, objects, and numbers operates. It is important to point out that these foundational theories are not simply isolated forms of knowledge, but play a profound role in children’s everyday lives and subsequent education.

One major example of an implicit theory that is already developing as early as infancy is “theory of mind,” which refers to the conceptual framework people use to reason about the mental lives of others as well as themselves. This example is discussed in detail below. Some additional illustrative examples of the development of implicit theories are provided in Box 4-1.

Theory of Mind

People intuitively understand others’ actions as motivated by desires, goals, feelings, intentions, thoughts, and other mental states, and we understand how these mental states affect one another (for example, an unfulfilled desire can evoke negative feelings and a motivation to continue trying to achieve the goal). One remarkable discovery of research on young children is that they are developing their own intuitive “map” of mental processes like these from very early in life (Baillargeon et al., 2010; Saxe, 2013; Wellman and Woolley, 1990). Children’s developing theory of mind transforms how they respond to people and what they learn from them. Infants and young children are beginning to understand what goes on in people’s minds, and how others’ feelings and thoughts are similar to and different from their own.

Infants first have a relatively simple theory of mind. They are aware of some basic characteristics: what people are looking at is a sign of what they are paying attention to; people act intentionally and are goal directed; people have positive and negative feelings in response to things around them; and people have different perceptions, goals, and feelings. Children add to this mental map as their awareness grows.

freedom

what is the ideal age to start with development of creativity, and how would you determine whether creativity development at a very young age has any impact?

freedom, joy (intrinsic interest), allowing ample time to play with possibilities, being more curious about the process than the product.

Learning from doing, easy and interesting, multiple choices to choose from

Interesting replies so far! I agree: freedom, joy, process, choice. Whatever technology is involved must be completely intuitive. Physical pieces might be as abstract and natural material—must feel good. Less verbal, more abstracted.

Engage wonder. Get messy. Celebrate "mistakes."

Brian Barnard ,

creative performance of the kids at any age can be checked, at any age by torrance and guilford inventry at different ages.

Implicit Theories

One of the most important discoveries about the developing mind is how early and significantly very young children, even starting in infancy, are uniting disparate observations or discrete facts into coherent conceptual systems (Carey, 2009; Gopnik and Wellman, 2012; Spelke and Kinzler, 2007). From very early on, children are not simply passive observers, registering the superficial appearance of things. Rather, they are building explanatory systems—implicit theories—that organize their knowledge. Such implicit theories contain causal principles and causal relations; these theories enable children to predict, explain, and reason about relevant phenomena and, in some cases, intervene to change them. As early as the first year of life, babies are developing incipient theories about how the world of people, other living things, objects, and numbers operates. It is important to point out that these foundational theories are not simply isolated forms of knowledge, but play a profound role in children’s everyday lives and subsequent education.

One major example of an implicit theory that is already developing as early as infancy is “theory of mind,” which refers to the conceptual framework people use to reason about the mental lives of others as well as themselves. This example is discussed in detail below. Some additional illustrative examples of the development of implicit theories are provided in Box 4-1.

Theory of Mind

People intuitively understand others’ actions as motivated by desires, goals, feelings, intentions, thoughts, and other mental states, and we understand how these mental states affect one another (for example, an unfulfilled desire can evoke negative feelings and a motivation to continue trying to achieve the goal). One remarkable discovery of research on young children is that they are developing their own intuitive “map” of mental processes like these from very early in life (Baillargeon et al., 2010; Saxe, 2013; Wellman and Woolley, 1990). Children’s developing theory of mind transforms how they respond to people and what they learn from them. Infants and young children are beginning to understand what goes on in people’s minds, and how others’ feelings and thoughts are similar to and different from their own.

Infants first have a relatively simple theory of mind. They are aware of some basic characteristics: what people are looking at is a sign of what they are paying attention to; people act intentionally and are goal directed; people have positive and negative feelings in response to things around them; and people have different perceptions, goals, and feelings. Children add to this mental map as their awareness grows.

following

1-Family especially (mother)

2-School

3-Educational System

4-Economic level of kids contry

5-Government care for society

Thank you for answering the question, Salam Jassim Hmood .

See our paper on the importance of unstructured play

Unstructured play and creative development in the classroom: International Journal Cross-Disciplinary Subjects in Education, 5(4), 2013. (Stuart Gluth, Dr Myra Thiessen and Ron Corso)

You are welcome dear colleagues Sandeep Savitaprakash Sharma

- Home environment (both parents, siblings, other caregivers, availability of resources, safety),

- School (Teachers, peers, curriculum, resources),

- Time, freedom, choices, safe environment (both physically and emotionally),

- Individual differences (such as intrinsic motivation, temperament, special needs)

To help them develop creative activities both in artistic fields as in scientific fields: 1- I would say develop play activities, in a non structured situation, stimulating new and original ideas , develop creativity in other artistic fields such as fine arts, musci , etc. and 2- , develop research activities in a constructivist envirnment, offering varitey of materials to work on, helping them créate questions and develop a reserach,, promoitng creative scientific thinking,

@Violeta Vainer,

Thank you very much for your expert Answer.