CREATIVITY GROUP – A WAY TO IDENTIFY GIFTED CHILDREN

This paper aims to highlight the importance of organizing creative groups as a way of identification of gifted children. Creative group can contribute not only to identify gifted children, but also as a way of fructification of their abilities whereas creativity is often diminished by the worship of the average student and the oversizing of the role of intellect and memory and the persecution of imagination in school. The child needs a safe and stimulating environment, to capitalize his native heritage and the creative group could offer this.

INTRODUCTION

Although the issue of creativity is debated, considering the finesse and complexity of the creativity phenomenon it can be seen that there are still many unclear areas which hide new ways of fructification of the human potential. The future of human society depends on revaluation of creative potential, because through creation the man transforms, rebuilds a better world, adds a sense of our ephemeral existence offering the chance to live an always present.

Contemporary psychology studies reveal that creative skills are built and developed in ontogenesis, creativity is a dimension that is formed through the educational system. Whereas gifted children represent a true „natural resource” less exploited we think it is useful to present a case detected during the creative group training at secondary school. It’s about pupil M.L, who after the results of the tests applied (sample investigation of divergent thinking, test of non-verbal intelligence, questionnaire of creative attitudes) and its activities supported under training group (14 sessions in 4 months) was detached regarding her results against

CASE REPORT

Background: age – 12 years

Female – gender

Parental occupation – both parents engineers

No brothers or sisters

Along with test results of nonverbal intelligence tests, of creativity tests and creative attitudes questionnaire the presence of giftedness was confirmed by:

• the results obtain along the creative training

• the presence of some of the behavioral characteristics of gifted children

• observations of teachers

• school results (the marks)

• the use of an inventory and an identification guide for parents of gifted children

• interview addressed to the subject

After M.Jigău (1994) the gifted child is distinguished by the following [1]:

• learns faster and more easily the knowledge proposed towards the children from the same group to which it belongs (in our case the classroom). This was confirmed by teachers;

• the mental age is superior than chronological age, determined by a non-verbal intelligence test;

• achieves outstanding results in terms of creativity (a qualitative definition of giftedness emphasis on creativity, depth and degree of abstraction thought, on personality traits (M.Jigău 1994). The results of tests (divergent thinking) and the answers given during training sessions emphasize this.

• the ability to learn quickly and efficiently, to memorize and easy recall – to pick up ideas and skills effortlessly (thing observed by teachers) Studies of gifted girls are quite rare projecting the following specific situations some of which are confirmed, others are canceled in our case:

General characteristics:

• parents are relatively old – not

• parents have different extraprofessional concerns – yes

• gifted girls are identifying especially with fathers – yes

• fiercely readers – yes

• except mathematics good school results – on the contrary, along with exceptional academic results (10 in all subjects except sport 9) are recognized great skills for mathematics

• have hobbies – yes

• leadership qualities – yes

• the presence of the phenomenon of synesthesia – not

• feelings of insecurity – not

DISCUSSION AND INTERPRETATIONS

To highlight the concerns addressed in free time, we gave to completion to M.L. a list of possible activities. Specific behavioral characteristics of giftedness identified in the case we presented are detailed in Table I.

Among the questions contained in that form we obtained the following positive answers:

• participation in the Mathematics Olympics at school

• composition of a poem at the age of 6-7 years and recitation at school

• interpretaon of a role in a carnival at 8 years in a camp

• participation in a badminton competition in third class and obtaining a prize

• drawings, paintings from the age of 4-5 years and exhibit them at the exposition each semester since fifth class Regarding „self-perception” we bring the following information obtained by applying the following tests: the Draw-a-Person test, the house test, family test and tree test.

Thus, after interpretation of “The Draw-aPerson”are seen the following features:

• the central projection of the ego with hyper validation trends and reveal high of notes of maturity;

• a better self-image centered on the head revealing intelligence;

• normal proportions with slight tendencies of sexual ambivalence;

• need for assesment and prestige;

• feels strong and self-controlled

Regarding the relationships with family observable by interpreting of family test it is shown the followings:

• in relation to family members she keeps a central position, so her optics „I am a central character and they accept me”;

• maintains relationships with parents;

• is going through a period of identification with the pattern imago; currently paternal identifcation seems to be a solution for more demanding stage with her mother, which is partly rejected and in a lateral position against father;

• the drawn profile reveals an authoritative mother that appears to be the source of partial rejection;

• the projection and the identification with the same animal „dog” both her and her father support the attachment to father

Tree test reveals a self-centered, important, coherent but isolated ego, with light notes of aggressivity. It also reflects a recognize conflict but without disturbances in social relationships. The house as element of expressing the emotional relationship in family life reveal a state of material comfort (given by volume), but the absence of specific elements of life (flower, tree, animal, flower pot, basket, etc.) and the emotional relationship reveal an artificial, cold and singular space of the ego. The child is isolated, alone and has an emptiness inner space. The size of the windows indicates the need for communication. Inverse ratios glass-door reveals the child’s need for openness and communication.

The family picture through house test displays need for balance. Identification with the father and partial rejection of the mother demonstrates that girl needs for her balance an emotional relationship and cooperation with the second pole of the family, the mother.

To highlight the activities in spare time I gave to M.L to tick from a list of possible activities. Specific behavioral characteristics identified in this case are presented more detailed in the following table.

CONCLUSIONS

Many of us refuse to acknowledge the role of society in developing children’s abilities. We continue to believe that “If a child is truly exceptional, he will „make it”on his own.” But, we simply cannot expect a gifted child to realise his potential without support from parents, teachers, schools, and the wider community. So, identification of gifted children is only the first step.

Because I had the opportunity to work with an entire class in 14 sessions in a group of creativity I could find this gifted child. I am wonder if this type of activity isn’t the right path to identify gifted children and help them to find their way and to make this world a better place.

Correspondence to:
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