4.
2 Identification &
Development of Creativity
By jp Neporo
•
Characteristics of the creative child
They tend to have a lot of energy, but focused, smart, playful. Disciplined.
• Tend to be smart, independent, intrinsically motivated, very innovative.
• Have a combination of playfulness and rebellious and independent.
• They alternate between imagination and fantasy, realistic dreamers, extroverts.
• They genuinely values intellectual and cognitive matters, shows originality, curiosity, sense of humour, take calculated risks,
flexible.
• They values own independence and autonomy.
• They can express ideas well, proudfull, modest, happy and joyful.
• They enjoys artistic impression and are artistically reactive.
• They are productive because they get things done.
• They are concerned with philosophical problems such as religion, values, the meaning of life, etc.
• They have high aspiration level for self.
• They a wide spectrum of interests.
• They are usually straightforward, forthright and open with others.
• They are ethically consistent and have consistent personal standards.
• They are independent. Anti-authoritarian.
• They are divergent and contradictory thinkers.
• They are generally considered intelligent.
• They are open to new ideas.
• They have a strong imagery ability.
• They strive for novelty and want to create or originate.
• Can be extroverted at times, proud full at times, confident like leadership roles.
• Passionate about their work, think out of the box, like to build things, love painting, music, drama, like playing with their toys
and come up with new uses for them.
• They are autonomous, bold, complex, dominant, assertive, self sufficient, self controlled, self accepting, divergent thinkers, risk
takers, wide interest and high aspiration.
2
Identification of creativity
a) Indicators of Creativity
• Originality in ideas – Producing uncommon or unexpected responses.
• Fluency – Generating many ideas in a short time.
• Flexibility – Approaching problems from different perspectives.
• Elaboration – Expanding and refining ideas with detail.
• Curiosity – Asking probing questions and showing deep interest.
• Imaginative thinking – Creating mental images and scenarios beyond present reality.
• Problem sensitivity – Detecting gaps, contradictions, or issues that others overlook.
b) Methods of Identifying Creativity
• Observation – Watching how individuals handle open-ended tasks.
• Creativity tests – Tools like the Torrance Tests of Creative Thinking (TTCT).
• Portfolio assessment – Reviewing past creative works or projects.
• Peer and teacher nomination – Identifying creative traits through recommendations.
• Self-report questionnaires – Allowing individuals to describe their thinking style and
creative experiences.
Development of creativity
a) Strategies for Developing Creativity
1. Encourage Curiosity and Exploration
• Create opportunities for questioning and investigating multiple solutions.
2. Foster Divergent Thinking
• Use brainstorming, mind mapping, and “what if” scenarios to stimulate idea
generation.
3. Provide Freedom with Structure
• Allow autonomy in how tasks are approached while giving clear objectives.
4. Expose to Diverse Experiences
• Promote interdisciplinary learning and cultural exchange to widen perspectives.
5. Encourage Risk-Taking and Tolerance for Failure
• Normalise mistakes as part of the creative process.
6. Use Creative Problem-Solving Models
• Such as Osborn–Parnes CPS or Design Thinking.
7. Integrate Arts and Play
• Artistic activities, role-play, and improvisation build imaginative thinking.
8. Mentorship and Collaboration
• Working with others fosters idea sharing and refinement.
b) Role of Education in Development
• Student-centred teaching– Focus on inquiry-based learning and project-based tasks.
• Assessment for creativity – Value originality in grading, not just correctness.
• Creative classroom climate – Safe, supportive, and open to experimentation.
Barriers to Creativity in Identification and Development
• Overemphasis on rote learning and standardisation
• Fear of judgment or criticism
• Limited opportunities for self-expression
• Cultural or institutional resistance to unconventional thinking
References
• Alan Porter (2021), Psychology. Arcturus publishing Ltd.
London
• Anita, Woolfolk (2010), Educational Psychology-Global
Edition (11th Ed.) Pearson Edition International. Hong Kong
• Neporo, J.P (2025). Lecture notes on educational foundation
year 1. IUM coastal campus
• Ornstein, A.C., and Levine, D.U. Gutek, G. L. (2013).
Foundations of Education (11th Ed). London
• Sifuna, D.N. etal (2006) Themes in the Study of Foundations
of Education. Jomo Kenyatta Foundation. Nairobi
