The definition of creativity and technical creativity in general presents a unique challenge, however for preschool period this definition is even more complex. The graduation thesis explores the issue of understanding creativity process from broader viewpoint of child development, whilst focusing on area of technics and technology in a kindergarten. In this area it tries to find appropriate methods, forms of work and contents to encourage creativity. The role of kindergarten teacher and the importance of broader understanding of child development is taken into account. The thesis extracts general and operational goals of kindergarten curriculum, which includes the most technical contents and goals for planning and implementation in educational practice (for the period from three to six years of age). It also considers appropriate conceptual dimensions of technics and technology and tries to deduce stages and goals for implementations of technical activities in kindergarten. In order to explore technical creativity of children aged from four to six years, Test for Creative-Thinking Drawing Production (TCT-DP) has been chosen as an established research tool for measuring creativity. Theoretical background, characteristics and in conclusions using the TCT-DP test research tool widely confirms the appropriateness of this type of testing in preschool period. Nevertheless, testing during TCT-DP testing importance of child's development in thinking process and characteristics in child's drawings of this age period, have not been neglected and have been taken into account. Planning and implementation of time-intentional focused creative technical activities in kindergarten have in practice been performed with the method of cross experimenting. Results present creative working process, which has been conducted on two levels. Planning guidelines have been obtained with the method of survey questionnaires, where opinions and experiences of professional working kindergarten children of four to six years of age have been taken to account. In results of measuring creativity the course of parallel planning and implementation workshops using measuring tool (tests) are shown. Analysis of data shows high reliability of Cronbach α (85 % at pre-test and 86 % at post-test) and strong inner stability of collected results. Influences on level of child's creativity of both used activities and possible differences between gender have been explored and compared. Results show that creative technical activities involving clay have statistically significantly (p < 0,05) contributed to the increase in creativity in children, while on the other hand, the other two activities have contributed to the decline in creativity in children. The influence of clay workshops in cross experiment has been judged as high (Cohen d > 0,8). Finally, results also show that gender differences are statistically non significant (p > 0,05). It is therefore concluded that chosen creative workshops are appropriate for boys as well as for girls in this age group.
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