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master's thesis
Spolne razlike u konvergentno – integrativnom procesu kreativnog mišljenja predškolske djece
2019. urn:nbn:hr:189:378438
Fumić, Doris
University of Rijeka
Faculty of Teacher Education

Cite this document

Fumić, D. (2019). Spolne razlike u konvergentno – integrativnom procesu kreativnog mišljenja predškolske djece (Master's thesis). Rijeka: University of Rijeka, Faculty of Teacher Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:189:378438

Fumić, Doris. "Spolne razlike u konvergentno – integrativnom procesu kreativnog mišljenja predškolske djece." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2019. https://urn.nsk.hr/urn:nbn:hr:189:378438

Fumić, Doris. "Spolne razlike u konvergentno – integrativnom procesu kreativnog mišljenja predškolske djece." Master's thesis, University of Rijeka, Faculty of Teacher Education, 2019. https://urn.nsk.hr/urn:nbn:hr:189:378438

Fumić, D. (2019). 'Spolne razlike u konvergentno – integrativnom procesu kreativnog mišljenja predškolske djece', Master's thesis, University of Rijeka, Faculty of Teacher Education, accessed 06 October 2024, https://urn.nsk.hr/urn:nbn:hr:189:378438

Fumić D. Spolne razlike u konvergentno – integrativnom procesu kreativnog mišljenja predškolske djece [Master's thesis]. Rijeka: University of Rijeka, Faculty of Teacher Education; 2019 [cited 2024 October 06] Available at: https://urn.nsk.hr/urn:nbn:hr:189:378438

D. Fumić, "Spolne razlike u konvergentno – integrativnom procesu kreativnog mišljenja predškolske djece", Master's thesis, University of Rijeka, Faculty of Teacher Education, Rijeka, 2019. Available at: https://urn.nsk.hr/urn:nbn:hr:189:378438

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Metadata
TitleSpolne razlike u konvergentno – integrativnom procesu kreativnog mišljenja predškolske djece
AuthorDoris Fumić
MentorDarko Lončarić (mentor)
GranterUniversity of Rijeka
Faculty of Teacher Education
Rijeka
Defense date and country2019-09-25, Croatia
Scientific / art field,
discipline and subdiscipline		INTERDISCIPLINARY AREAS OF KNOWLEDGE
Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Abstract
Danas je kreativnost česta tema psiholoških i odgojno – obrazovnih znanosti kao jedna od četiri ključnih vještina 21. stoljeća uz kritičko razmišljanje, suradnju i komunikaciju. Unatoč brojnim definicijama kreativnosti, ona se najčešće spominje u kontekstu izrade jedinstvenog i originalnog djela koji se uklapa u određeni zadatak ili domenu. Odgovornost okoline je poticati i razvijati kreativne navike i vještine, kao i socijalne kompetencije koje djetetu omogućuju prilagođavanje društvenim zahtjevima. EPoC testom potencijalne kreativnost (eng. Evaluation of Potential Creativity) nastojalo se utvrditi mogućnost mjerenja socijalno – interpersonalne domene kreativnosti kod djece predškolske dobi i provjeriti postoje li spolne razlike u uspjehu dječaka i djevojčica na konvergentno – integrativnim zadacima kreativnog mišljenja. Rezultati su pokazali da je moguća upotreba socijalno – interpersonalne domene testa kreativnosti s djecom predškolske dobi te da na uzorku ovog istraživanja (N=58) nisu utvrđene statistički značajne spolne razlike u kreativnom mišljenju na konvergentno – integrativnim zadacima testa kreativnosti.
Abstract (english)
Today, creativity is common subject of psyhological and educational sciences as one of four key skills of the 21st century, together with critical thinking, collaboration and communication. Despite of numerous definitions, creativity is usually mentioned in the context of creating a unique and original work that fits into a specific task or domain. The social environment has a responsibility to foster and develop creative habits and skills as well as social competences that are important to adapt child to social demands. The EPoC test of potential creativity (Evaluation of Potential Creativity) seeks to determine the possibility of measuring the socio – interpersonal domain of creativity with preschool children and to check whether gender differences exist in the success of boys and girls in convergent – integrated creative thinking tasks. The results showed that it is possible to use social – interpersonal domain of creativity test with preschool children. There are no statistically significant gender differences in creative thinking in convergent – integrative tasks of creativity test in this sample of this study (N = 58).
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:189:378438
Study programmeTitle: Education
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
Created on2019-09-15 11:52:19