STUDYING THE DEGREE OF CREATIVITY OF PRESCHOOL CHILDREN DRAWINGS

Our purpose is to offer children tasks so they can make drawings as diverse and different from each other whilst trying to avoid imitation. Achieving this goal involves the increase of children’s creativity. The paper is theoretically based on the consideration of creativity as the ability to create something new, original, and in accordance with reality (Mihaela Roco, 2004; H. Jaoui, 1975; Al. Roşca, 1981; Margaret A. Boden, 1992). The study focuses on expressive creativity, characterized by spontaneity and unconditioned freedom of expression, skills, all highlighted by the childrenʹs drawings. The research hypothesis is that: If students are given new information on various opportunities for diversification of a model, they will create more original drawings. The independent variable is the task preschoolers are given to resolve. The dependent variable is represented by the results of preschool children. The research was conducted at high preparatory group. The test included specific contents of several areas, such as: mathematics, decorative drawing, and practical skills. Children were involved in four experimental situations for comparative purposes, so as to assess the progress registered from one activity to another. By analyzing the results obtained from the four tests, we note that all the children progressed. They accomplished original compositions, different from each other and from those of their colleagues, yet keeping certain common features. All children have the entire range of skills with which a person can produce new and original products, so their creativity is developed to a certain level; the experimental group includes more children who proved a certain level of performance in one or more tests, so there is no single child holding maximum creative potential; hence, each child has some „patterns” or models that he/she reproduces in many of his/her drawings, nevertheless accomplishing his/her original drawings; having the fact that, each child achieved both successful and less successful designs, we cannot establish an individual steady progress; the performance of the experimental group can be correlated with the number and quality of representations that they obtained during activities in kindergarten and elsewhere. In conclusion, at the end of the research we note that, if preschoolers are given new information regarding their opportunities to diversify a model, they will create more original drawings. The research is original because it proposes new experimental tests and evaluation grids.