Investigating the effect of Lego education on the creativity of preschool children

Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogical

Azam Mtrasadeghi ¹ (دکتری روانشناسی تربیتی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا، همدان، ایران)
Abolghasem Yaghoobi ² (Professor /Department Of Psychlogy/ Bu-Ali sina University)

Received: 2020-08-04 Accepted : 2021-06-19 Published : 2021-05-22

Keywords: Flexibility, Creativity, fluidity, Initiative, : educational logo,

Abstract :

The purpose of this study was to investigate the effectiveness of educational logo on increasing the creativity of preschool children. The statistical population of this study included all children aged 5 to 6 years old who were present in one of the preschool centers of Fooladshahr in the 99-98 academic year. The sample size in this study was 30 people (15 people in the experimental group, 15 people in the control group). Sampling method in this study was voluntary and replacement in experimental and control groups was done randomly. Torrance pictorial test was used to measure creativity in the pre-test-post-test. This pictorial test had four components (initiative, expansion, fluidity and flexibility) that the reliability coefficient of each component was 0.89, 0.82 / 0.82 and 0.82 total test reliability, respectively. The Lego training course was conducted in 6 sessions. Analysis of covariance was used to test the hypotheses. The results showed that Lego education has a positive and significant effect on children's creativity, which includes the components of initiative, thinking development, thinking fluidity and thinking flexibility.

References:

اربابیان، اعظم.(1395). تأثیر فعالیت‌های هنری بر پرورش خلاقیت کودکان. پایان‌نامه کارشناسی ارشد، دانشگاه آزاد اسلامی واحد رودهن.

اسلاوین، رابرت. ای.(2006). روانشناسی تربیتی، ترجمه یحیی سید محمدی: 1385. تهران: نشر روان.

پرپنجی، معصومه؛ دلاور، علی؛ فرخی، نورعلی. (1398). نقش سلامت روان در رفتارهای خلاقانه دانش‌آموزان شهر تهران. ابتکار و خلاقیت در علوم انسانی، 8(4)، 153-170.

جعفری، اصغر؛ کشتکار، الهه؛ جعفری،علیرضا (1398). تأثیر آموزش بازی در افزایش خلاقیت کودکان پیش دبستانی در مهد کودک. فصلنامه علوم رفتاری. 6(9)، 55-68.

خدامراد، صدیقه؛ حاتمی، محمدرضا؛ کریمی، یوسف. (1389). اثربخشی بازی بر خلاقیت و رشد اجتماعی کودکان پیش دبستانی. روانشناسی معاصر. 315-317.

روشندل، سیمین. (1392). بررسی تأثیر آموزش نقاشی، با روش اتین بر خلاقیت دانش‌آموزان دوره راهنمایی شهرستان شهرکرد. پایان نامه کارشناسی ارشد، دانشگاه آزاد اسلامی، واحد خوراسگان.

سیف، حسین. (1384). تأثیر آموزش نقاشی به روش باز در پرورش خلاقیت کودکان 10 ساله. پایان نامه کارشناسی ارشد. دانشگاه ‌تربیت مدرس.

شکوهی امیرآبادی، لیلا؛ دلاور، علی؛ عباسی سروک، لطف اله؛ کوشکی، شیرین. (1397). تحلیل محتوای سند تحول بنیادین آموزش و پرورش بر اساس خلاقیت و شادکامی. ابتکار و خلاقیت در علوم انسانی، 8(3)، 165-192.

غلامی ثوران پشتی، مرضیه؛ کریم زاده، صمد. (1390). تأثیر بازی‌های رایانه‌ای بر خلاقیت و رابطه آن با سازگاری روانی دانش‌آموزان. فصلنامه‌اندیشه‌های تازه در علوم تربیتی، 7(1)، 55-68.

کرین، ویلیان کریستوفر(2000). نظریه‌های رشد (ترجمه غلامرضا خوی نژاد و علیرضا رجایی: 1384). تهران: رشد.

کرمی گزافی،علیرضا؛ یونسی، جلیل؛ عزیزیان، علی (1388). مقایسه میزان تأثیر آموزش آزمایشگاه شیمی به کمک نرم‌افزار آموزشی و روش سنتی در پیشرفت تحصیلی و نگرش دانش‌آموزان. نشریه علمی پژوهشی فناوری آموزش. سال چهارم، 4(2)، 91-99.

Anne, Mary. (2015). Using LEGO SERIOUS PLAY in play therapy supervision, International Journal of Play Therapy, Vol 24(1), Jan 2015, 30-40.http://dx.doi.org/10.1037/a0038607

Bergen, D. (2003). The role of prentend play children cognitive development.Early childhood research and practive, 14(5),135-146.

Bonk, C.J., Dennen, V.P. (2018). Massive multiplayer online gaming: a research formework for military training and education technical report 2005-1 (march 2005), advanced distributed for personnel and readiness

Brown, V., & church, R. P. (2008). Mandala drawing: Facilitiating creativegrowth in children with ADD or ADHD. Art Therapy: Journal of the AmericanArt Therapy Association, 13(4), 252-262

Carr, M. B., & vandiver, T. A. (2003). Effects of instructional art projects onchildrens behavioral responses and creativity withine an emergency shelter. ArtTherapy: Journal of the American Art Therapy Association, 20(3), 157-162.

Dempsey, J. V, & et al. (2005). Instructional applications of computer games.Available in www.eric.edu.gov

  Gustafsson, B., Lindh, J. (2001). Swedish field tests within the CAB project. HLK, School of Education and Communication, Jonkoping University (pp. 98–141). In Construction kits made of atoms and bits. Project CAB No. 29323 Del. No. 25. March 2001. Tillganglig fran HLK, Jonkoping University.

Iturrizaga, I. M. (2000). Study of educational impact of the LEGO Dacta materials – INFOESCUELA – MED. Final report.

Jensen, E. (2002). Minds with brain in the mind, NY: ASCD. National Research Council (2002). How people learn: brain, mind, experience, And school, Washington, D. C.: National Academy Press.

Joan M. Chambers & Mike Carbonaro, (2003), Designing, Developing, and Implementing a Course on LEGO Robotics for Technology Teacher Education Article, Journal of Technology an  Teacher Education Volume 11,Number 2, 2003 ISSN 1059-7069 Publisher: Society for  Information Technology & Teacher Education, Chesapeake, VA.                                       

Kallin. T. M. (2010). The effect of computer simulation on learning andcreativity. Journal of Educational computing Research, 32, 265-279.  

Kennedy, H. (2002). Computer games liven up military recruiting, traning. National defense, November

Kim, M (2018), Creativity of Gifted Students in an Integrated Math-Science Instruction. Thinking Skills and Creativity, 19, 38-48

Kougrase, A. S., & Russ, S. A. (2009). Assessing preschool children pretend Play. Early Education and Development, 20(5), 231-140.

Lindh, Jorgen, Holgersson, Thomas (2007). Does lego training stimulate pupils’ ability to solve logical problems? Computers & Education, 49: 1097–1111

Papalia, D. & Olds, S. W. (2006). Human development. Mc Grow – Hill. INC.

Pellegrini, A. (2002). The effect of play on fuluency imagination-cognition

Personality. vol. 4. Dissertation abstract international

Post, Phyllis B., Peggy L. Ceballos1 and Saundra L. Penn (2012). Collaborating With Parents to Establish Behavioral Goals in Child-Centered Play Therapy. The Family Journal: Counseling and Therapy for Couples and Families 20(1) 51-57.

Radford, S. K., Hunt, D. (2019), Experiential Learning Projects: A Pedagogical Path to Macromarketing Education. Journal of Macromarketing, 1, 1-7

Ryan, Virginia and Edge, Andrew (2011). The role of play themes in non-directive play therapy. Clinical Child Psychology and Psychiatry 17(3) 354–369.

Soroa, G., Balluerka, N. (2017), Assessing interactions between cognition, emotion, and motivation in creativity: The construction and validation of EDICOS. Thinking Skills and Creativity, 17, 45-58

Subhi, Tabi. (2009). The impact of logo on gifted childrens achivent and creativity, Jornal of Computer Assisted Learning Vol 15 .pp: 98-108.

Topondasani, R. (2013), A Study of the Differences in Self-Concept of High Creative andLow Creative Adolescents. Online International Interdisciplinary Research Journal, 3 (6), 374-376

Wakefield, A. P. (2015). Supporting math thinking. Available in www.eric.edu.gov

Wang, Y. (2018), Self- construal and creativity: The moderator effect of self- esteem. Personality and individual differences, 99, 184-189

Webb, Nancy Boyd (2011). School, and home settings Play therapy for bereaved children: Adapting strategies to community. School Psychology International, 32(2) 132–143.