Cognitive Activity and Creativity of Junior Schoolchildren with the High Intellectual Abilities in the Different Educational Environment
Shumakova N.B. Doctor in Psychology, leading research fellow, professor, Psychological Institute of the Russian Academy of Education, Moscow State University of Psychology and Education, Moscow, Russia, n_shumakova@mail.ru
Article is devoted to a study of cognitive activity and creativity of junior schoolchildren with the high intellectual abilities. The paper presents the results of an empirical study of the special features of cognitive activity and creativity of junior schoolchildren with the high intellectual abilities, who are trained in the different educational environment (standard and innovation, enrichment). The hypothesis tested was that the intensity, cognitive level (depth) and latitude of the manifestation of the cognitive activity of the intellectually gifted junior schoolchildren were connected with such parameters of educational environment as cognitive complexity, classroom interaction, and the value of the creative activity of child. In a study participated the intellectually gifted junior schoolchildren of the 2nd and 4th classes (n=101). It was shown that the educational environment has an effect on the manifestations of cognitive activity and verbal creativity of the intellectually gifted junior schoolchildren. The intellectually gifted junior schoolchildren, who are trained in the educational environment, which is characterized by the high level of cognitive complexity, classroom interaction and values of the creative activity of child, reveal the reliably higher indices of verbal creativity, and also level, depth and latitude of cognitive activity, than their gifted peers, who are trained under the standard (traditional) educational environment.
Keywords: cognitive activity, creativity, educational environment, junior schoolchildren with the high intellectual abilities
The authors are grateful for assistance in data collection E.E. Alhimovoj.
For Reference
References
Babich N. Razvitie voprosov u doshkol`nikov [Development
of questions in preschoolers]. Voprosy psikhologii [Questions of psychology],
1984, no. 2, pp 67–74.
Baeva I.A. Obshepsikhologicheskie kategorii v prostranstve
obrazovatel’noi sredy: monografiya [General psychological categories in the
educational environment]. Moscow: MGPPU, 2008. 310 p.
Baranova E`.A. Vopros kak forma poznavatel’noi aktivnosti
detei 5-8 let [Question as form of cognitive activity].Voprosy psikhologii
[Questions of psychology], 2007, no. 4, pp. 45–55.
Gel’fman Ye.G., Xolodnaya M.A. Psikhodidaktika shkol’nogo
uchebnika [Psychodedactics of school textbook]. Moscow: Publ. Yurait, 2018. 328
p.
Rubtsov V.V. (eds.), Obrazovatel’naya sreda shkoly’ kak
faktor psikhicheskogo razvitiya uchaschihsya [The educational environment of
the school as a factor in the mental development of students]. Moskva-Obninsk:
IG-SOCIN, 2007. 288 p.
Panov V.I. Ponyatie «obrazovatel’naya sreda»: ot
L.S.Vy’gotskogo k psikhodidaktike [The notion of “educational environment”:
from L.S. Vygotsky to psychodidactics]. Chelpanovskie chteniya 2016: Dialog
nauchny’h shkol Psixologicheskogo instituta: L.S. Vy’gotskii, B.M. Teplov, G.I.
Chelpanov: Materialy’ vserossiiskoi nauchno-prakticheskoi konferencii
[Chelpanovskie readings 2016: Dialogue of scientific schools of the
Psychological Institute: L.S. Vygotsky, B.M.Teplov, G.I.Chelpanov: Proceedings
of the All-Russian scientific-practical conference], 2016, pp. 87–102.
Panov V.I. Psikhodidaktika obrazovatel’ny’h sistem:
teoriya i praktika [Psychodidactic educational systems: theory and practice].
Saint Petersburg: Piter, 2007. 101 p.
Panov V.I., Kapczov A.V., Belova S.V., Pan’kin A.B.,
Zotova N.G., Tixomirov M.Yu., Xoxlova E.V. Cennostny’i potencial
vzaimodeistviya v obrazovatel’noi srede [Value potential of interaction in the
educational environment]. Volgograd, 2016. 128 p.
Xolodnaya M.A. Ponyatiiny’e, metakognitivny’e i
intencional’nye sposobnosti kak resursnyi faktor intellektual’nogo razvitiya
[Conceptual, metacognitive and intentional abilities as a resource factor of
intellectual development]. In Xolodnaya M.A. (eds.), Mental’ny’e resursy’
lichnosti: teoreticheskie i prikladny’e issledovaniya: materialy’ tret’ego
mezhdunarodnogo simpoziuma [Mental resources of the individual: theoretical and
applied research]. Moscow, 2016, pp. 26–32.
Xolodnaya M.A., Gel’fman E’.G., Demidova L.N.
Psixologicheskie osnovy’ konstruirovaniya uchebnoj informacii (problema
intellektoemkix texnologij prepodavaniya) [Psychological foundations of
designing educational information (the problem of intelligent technologies of
teaching)]. Psixologicheskij zhurnal [Psychological Journal], 1993. Vol. 1, no.
6, pp. 35–45.
Xolodnaya M.A., Gel’fman Ye.G. Razvivayushhie uchebny’e
teksty’ kak sredstvo intellektual’nogo vospitaniya uchashhixsya [Developing
educational texts as a means of intellectual education of students]. Moskva,
2016. 200 p.
Shumakova N.B. Issledovatel’skaya aktivnost’ kak osnova
vy’yavleniya i razvitiya tvorcheskoi odarennosti detei [Research activity as a
basis for the identification and development of creative giftedness of
children].In Rubtsov V.V. (ed.), Psikhologicheskii institut v sovremennom
nauchno-psikhologicheskom prostranstve: Mezhdunarodny’e Chelpanovskie chteniya
- 2014: Moskovskaya nauchno-prakticheskaya konferenciya k 100-letiyu
Torzhestvennogo otkry’tiya Psixologicheskogo instituta im. L.G. Shhukinoi
(1914–2014) (Moskva, 22–23 aprelya 2014 g.). Al’manax Nauchnogo arhiva
Psikhologicheskogo instituta [Psychological Institute in the modern scientific
and psychological space: Chelpanov International Readings 2014]. Moscow: Al’kor
Pablisher, 2014. Vyp. 7, pp. 442–448.
Shumakova N.B. Genderny’e osobennosti v razvitii
issledovatel’skoj pozicii odarenny’x shkol’nikov [Gender features in the
development of the research position of gifted students]. Voprosy psikhologii
[Questions of psychology], 2010, no. 2, pp. 56–64.
Shumakova N.B. Osobennosti kreativnosti v podrostkovom
vozraste [Elektronnyi resurs] [Features of creativity in adolescence].
Psikhologo-pedagogicheskie issledovaniya [Psychological and pedagogical
studies], 2017. Vol. 9, no. 4, pp. 108–117. doi:
10.17759/psyedu.2017090411
Shhukina G.I. Aktivizaciya poznavatelnoi deyatel’nosti
uchashihsya v uchebnom processe: uchebnoe posobie [Activation of students'
cognitive activity in the educational process: a training manual]. Moscow:
Prosveshhenie, 2004. 119 p.
Yushkov A.N. Psixologicheskie osobennosti stanovleniya
detskoi voprositel’nosti na urokax-dialogax v nachal’noi shkole [Psychological
features of the formation of childlike questioning in dialogue lessons in
elementary school]. Krasnoyarsk: Platino, 1997. 163 p.
Bara S.A., Plucker J.A. Smart people or smart contexts?
Talent development in an age of situated approaches to learning and thinking.
Educational Psychologist, 2002. Vol. 37, pp. 165–182.
Besançon M., Lubart T., Barbot B. Creative giftedness and
educational opportunities. Educational and Child Psychology, 2013. Vol. 30(2),
pp.79–88.
Besançon M. Creativity, Giftedness and Education. Gifted
and talented International Journal, Taylor and Francis, 2013. Vol. 28
(1&2), pp. 149–161.
Biddulph F., Symington D., Osborne R. The Place of
Children's Questions in Primary Science Education. Research in Science &
Technological Education, 2006, pp. 77–88.
Kim M.A. Meta–Analysis of the Effects of Enrichment
Programs on Gifted Students. Gifted Child Quarterly, 2016. Vol. 60(2), pp.
102–116.
Plucker J., Callahan C.M. Research on Giftedness and
Gifted Education: Status of the Field and Considerations for the Future.
Exceptional Children, 2014. Vol. 80(4), pp. 390–406.
Top 20 principles from psychology for preK–12 creative,
talented, and gifted students’ teaching and learning. Center for Psychology in
Schools and Education, 2017. URL:
http://www.apa.org/ed/schools/teaching–learning/top–twenty–principles.aspx
(Accessed: 6.11.2018).
Toward a Global Vision of Gifted Education: An Interview
With Michael S. Matthews. Roeper Review, 2014. Vol. 39(2), pp. 80–86.