The Adaptation of Thinking Creatively in Action and Movement Test (TCAM) to Turkish Pre-schoolers

Author(s):

Nezahat Hamiden Karaca(presenting / submitting)Neriman Aral

Conference:

ECER 2013

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

ERG SES G 05, Innovation and Creativity and Education

Paper Session

Time:

2013-09-10

09:00-10:30

Room:

A-105

Chair:

Mustafa Yunus Eryaman

Contribution

Despite the fact that many definitions have been made with respect to creativity, studies related to the motor field creativity are rarely encountered. When the motor creativity and creativity are directly connected, and if the person has a capability of creating many, different and unique answers when he encounters a stimulant or a situation, it is considered that the motor creativity of this person is high (Ruiz, 1995). Bournelli (2006); Bournelli and Mountakis (2008); Wyrick (1968) defines creativity as a combination of perceiving new and fresh structures. Motor creativity is the solution of a problem which has not been structured, the explanation of the problem or the expression of a feeling by means of the body (Akt.Bournelli and Mountakis, 2008). Motor creativity with all its aspects is the ability of the individual to be able to reveal unique ideas by using his cognitive, emotional and psychomotor potential and his capacity to be able to use his body while doing this (Maestu and Trigo, 1995). However, motor creativity is not only related with the act or the characteristic of the act, but it also contains the dimensions of the act, thought and emotionality in order to be able to use it in different ways (Murcia, Varges and Puerto,1998).

Kim (2006) draws attention to the fact that in spite of the fact that it is possible to reach many researches focused on creative thinking, the studies related to motor creativity are limited (Akt. Scibinetti, Tocci and Pesce,2011). Awareness of the motor creativity developments of the children holds an important place in evaluating and supporting the motor creativity. Within this scope, it is thought that to be able to evaluate and support the motor creativity of the child, it will be beneficial to measure it by valid and reliable means. Chae (2003) expresses the fact that the children of the pre-school period have difficulty in understanding written tests as a group makes it difficult to develop and structure the tests aimed at the children (Akt. Can Yaşar ve Aral,2011). Zachopoulou, Marki and Pollatou (2009) specify that in different cultures in the studies made, the motor fluency and flexibility dimensions generally obtained from the DMA (Divergent Movement Ability) test are evaluated, and the TCAM (Thinking Creatively in Action And Movement) Test developed by Torrance (1980) evaluating the dimensions parallel to DMA is used (Akt. Scibinetti, Tocci and Pesce,2011). From this point of view, in order to evaluate the motor creativity levels of the children attending the nursery class, the TCAM (Thinking Creatively in Action And Movement) Test developed by Torrance (1980) is adapted to the Turkish children and conveyed to the field.

In line with this, the purpose is to determine whether or not the test is a valid and reliable one for the Turkish children attending the nursery class.

Method

The environment of the study is constituted by the children attending the nursery class located in the Afyonkarahisar provincial center. To the sampling of the study, 170 children were included attending the nursery class and showing normal development in twelve schools chosen by the method of random sampling. As 77 girls and 93 boys of the 170 children, who were included in the validity and reliability study of the Thinking Creatively in Action And Movement Test, 34 of them represent the 48 months and 136 of them represent 72 months. The general information form of the children included in the study and the points they got from the Thinking Creatively in Action and Movement Test were recorded in the individual test registry form. The reliability of the scale was analyzed with the Kuder Richardson 20 coefficient. In the scope validity studies of the scale, however, the teacher assessments were taken as a basis, and the scope validity rate (KGO, content validity ratio) belonging to each article was estimated in line with the viewpoints of the teachers. After that, the average of the KGO’s estimated were taken and the scope validity index was determined (Yurdugül, 2005).

Expected Outcomes

According to the findings obtained as a result of the research, Thinking Creatively in Action and Movement Test- TCAM was determined as a means that can be used validly and reliably in the evaluation levels of the motor creativity levels of the children attending the nursery class and displaying normal development. It will bring great contributions to the researchers in the studies they will make related to motor creativity. In line with the findings obtained; • Thinking Creatively in Action and Movement Test can be applied outside the province of Afyonkarahisar and to different age groups. • Validity and reliability studies can be made for the different age groups outside the nursery school children.

References

Aral, N. 1999. Sanat eğitimi yaratıcılık etkileşimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15:11-17. Bournelli P. and Mountakis C. (2008): The Development of Motor Creativity in Elementary School Children and Its Retention, Creativity Research Journal, 20(1): 72-80 http://dx.doi.org/10.1080/10400410701842078 (erş. tar. 02.01.2013) Büyüköztürk, Ş., Kılıç Çakmak,E., Erkan Akgün,Ö., Karadeniz,Ş. ve Demirel,F. (2009). Bilimsel Araştırma Yöntemleri (3. Baskı).Ankara: Pegem Akademi Yayıncılık. Can Yaşar,M. Ve Aral,N. (2011). Yaratıcı Düşünme-Resim Oluşturma Testi’nin 61-72 Aylık Türk Çocukları İçin Uyarlama Çalışması. Çağdaş Eğitim Dergisi, 384:29-40. Da Fonseca,V. (1998). Psychomotor Observation Manual. Zaragoza: Inde. Duffy, B., (2006). Supporting Creativity and İmagination in The Early Years. New York: Open University Press. Erdoğdu, M.Y., (2006). Yaratıcılık Değerlendirme Ölçeğinin Türk Kültürüne Uyarlanması. Eğitim Fakültesi Dergisi, 7(12): 61- 79. Isenberg, PJ. and Jalongo, R. M. (1993). Creative Expression And Play İn The Early Chiıdhood Curriculum. New York: Mc Millan Inc. Pres. Justo, C.F. (2008). Creative relaxation, motor creativity, self-concept in asample of children from early childhood education. electronic jurnal of rearch in educational psyvhology. 14, 6(1):29-50 Karasar,N. (2005). Bilimsel Araştırma Yöntemi. Ankara:Nobel Yayın Dağıtımı. Maestu, J. and Trigo,E.(1995). Opening Lines of Research İn Motor Creativity. University Of Lerida. Murcia, N.,Vargas,J. and Puerta, G. (1998). The Road to Creativity İn Physical Education and Early Childhood Sports Training. Revista Educacion Fisica y Recreacion, 2(39):59-79. Ruiz, L.M. (1995). Motor Competencies. Madrid: Gymnos. Scibinetti, P., Tocci, N. and Pesce, C. (2011). Motor Creativity Thinking in Children: The Diverging Role of İnhibitiıon. Creativity Research Journal, 23(3):262-272. http://dx.doi.org/10.1080/10400419.2011.595993 (Erş.Tar. 01.02.2013) Torrance, E.P. (1980). Thinking Creatively in Action and Movement. Georgia: Georgia Studies of Creative Behavior. Torrance, E. P. (1981). Thinking creatively in action and movement. Benesville, IL: Scholastic Testing Service. Turla, A. (2007). Çocuk ve yaratıcılık, Morpa Yayınları, İstanbul. Trigo,E. (2001). Creative Motoricity: A Way to İnvestigate. University of A Coruna. Yurdugül, H. (2005). Ölçek Geliştirme Çalışmalarında Kapsam Geçerliği için Kapsam Geçerlik İndekslerinin Kullanılması. XIV. Ulusal Eğitim Bilimleri Kongresi,1:771-774, Denizli.

Author Information

Nezahat Hamiden Karaca (presenting / submitting)

Afyon Kocatepe Universıty

Early childhood education

AFYONKARAHİSAR, TURKEY

Neriman Aral

Afyon Kocatepe Universıty, Turkey. Ankara Üniversıty, Turkey

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