| Abstract | U ovome radu bavit ćemo se pojmom kreativnosti i njenim razvojem. Sam kreativni razvoj kreće od čovjekove najranije dobi. Svako dijete uči postati kreativno, važno je samo da dobije dovoljno prilika. Proces učenja za čovjeka je neprekidan, stoga kao dijete od najranije dobi ući preispitujući svoja ranija znanja i iskustva tako da isprobava, istražuje, provjerava, ispravlja i nadograđuje. Razvoj svake vještine, pa tako i kreativnosti, temelji se na motivaciji i interesu. Zato djetetu treba pružiti motivaciju i zainteresirati ga, a potom poticati i ohrabrivati u svakom njegovom koraku. Važno je djetetu pružiti dovoljno slobode jer će jedino tako iskočiti iz okvira i obrazaca.
Jasno sadržajno razdvajanje pojmova inteligencije i kreativnosti započelo je pedesetih i šezdesetih godina, kada su istraživači spoznali da se ta dva konstrukta razlikuju. Dotad su istraživanja upućivala da su inteligencija i kreativnost toliko povezani da ih se može smatrati jednim konstruktom, no Wallach i Kogan (1965.) zaključili su da je problem bio u načinu mjerenja kreativnosti. Oni su naime ustanovili kako je za mjerenje kreativnosti u školi potrebno stvoriti slobodnu i opuštenu atmosferu jer samo tako kreativnost djece može doći do izražaja. Nakon toga su se brojni istraživači bavili ispitivanjem kreativnosti, pa su – između ostalog – spoznali da je kreativnost povezana s uključivanjem u raznolike izvannastavne aktivnosti te s izvanškolskim uspjehom za razliku od inteligencije koja je povezana s akademskim uspjehom.
Kao poglavlja ovog završnog rada bit će primarno iznesena metodologija rada, zatim će se u drugom poglavlju govoriti o općim karakteristikama kreativnosti i mogućoj mjerljivosti kroz testove te o samom kreativnom ponašanju i razvoju. Uz navedeno, ovaj rad nastojat će govoriti i o kreativnosti danas te kako u poslovnom i medijskom svijetu postaje sve važnija i popularnija vještina. Kreativnost nije više samo izražavanje ili stvaranje u strogom smislu, nego poslovanje i način poslovanja o čemu će više biti riječ u završnom poglavlju rada. |
| Abstract (english) | The focus of this paper is on creativity and its development. The creativity development itself starts in early childhood. Children learn how to be creative and the most important part of it is giving them enough opportunities. A child is constantly learning by questioning its previous knowledge and experiences while trying, investigating, checking, correcting and improving. The development of every skill, including creativity, is based on motivation and interest. Therefore, child should be motivated and interested, then encouraged and inspire at every step of its life. That is the reason why children need to be motivated and interested, while encouraging them at the same time. It is important to give a child enough freedom, because that is the only way he or she will exit their comfort zone.
A distinct difference between terms ‘intelligence’ and ‘creativity’ was made in the 1950s and 1960s. Until then, researchers have pointed out that those terms are the same by putting them under the same roof. Wallach and Kogan (1965) have found that the problem was in measuring creativity. They have established that, for measuring creativity in schools, it is important to create a free and relaxed environment for children. That is the way a particular child can truly express himself or herself. After that, a number of scientists have tried to measure creativity, and they have found that creativity is connected with participating in extracurricular activities, rather than with academic success.
In the chapters of this paper, presented primarily will be the methodology of work and then secondarily discussion about the general characteristics of creativity and possible measurements through tests and about the creative behavior and development itself. Additionally, this paper will try to talk about creativity today as well as in the business and the media world becoming increasingly important and popular. Creativity is no more just expression or creation in the strict sense, but business and means of business, about which will be more said in the final chapter of the paper. |
