Human Capital and Potential to Increase its Creativity

Introduction. The study presented in the paper seeks to determine the role of the family in the development of creative thinking in adolescents. Research methods. The research employs the creativity test by E. P. Torrens, Kinetic drawing of the family by R. Burns. S. Kaufman; and the test questionnaire of parental attitude by A. Ya. Varga, V. V. Stolin. The results of the research. The study reveals and interprets correlations between the indicators of parental education and components of creative thinking in adolescents. Findings show that the families in which parents are interested in the affairs and plans of children, encourage their initiative and independence, trust them, and believe in their strength, creative thinking of children will be highly developed. It has also been empirically established that high values of the creative thinking components are achieved in the absence of hostility and conflict in the family. The study also notes that it is important for adolescents that parents require no obedience to their authority but encourage doubts in children and allow mistakes. It has been proved that family composition influences the development of creative thinking in adolescents. Nuclear families show higher creative thinking indicators when following the parental attitude style of Cooperation, while these indicators for incomplete ones are higher in the cases of Acceptance/Rejection and Control parental attitude styles. In general, the indicators “fluency”, “originality”, “readiness”, and general level of creative thinking are more developed in adolescents from nuclear families. Introduction. The study presented in the paper seeks to determine the role of the family in the development of creative thinking in adolescents. Research methods. The research employs the creativity test by E. P. Torrens, Kinetic drawing of the family by R. Burns. S. Kaufman; and the test questionnaire of parental attitude by A. Ya. Varga, V. V. Stolin. The results of the research. The study reveals and interprets correlations between the indicators of parental education and components of creative thinking in adolescents. Findings show that the families in which parents are interested in the affairs and plans of children, encourage their initiative and independence, trust them, and believe in their strength, creative thinking of children will be highly developed. It has also been empirically established that high values of the creative thinking components are achieved in the absence of hostility and conflict in the family. The study a lso notes that it is important for adolescents that parents require no obedience to their authority but encourage doubts in children and allow mistakes. It has been proved that family composition influences the development of creative thinking in adolescents. Nuclear families show higher creative thinking indicators when following the parental attitude style of Cooperation, while these indicators for incomplete ones are higher in the cases of Acceptance/Rejection and Control parental attitude styles. In general, the indicators “fluency”, “originality”, “readiness”, and general level of creative thinking are more developed in adolescents from nuclear families.

Modern pedagogical thought regarding the integrity of thinking in a self-developing personality implies not only the development of logically sound thinking among young schoolchildren, but also the formation of heuristic, paradoxical, creative, and innovative thinking skills. The historical background of the issue and the analysis of contemporary pedagogical theory and practice on the subject show that, to date, pedagogical science has sufficiently addressed topics such as the formation of mental activity techniques in students alongside universal and creative skills; the relationship between theoretical knowledge and theoretical thinking; the development of productive (creative) thinking; the gradual formation of mental operations and the foundations for orientation in educational activities. However, pedagogical science has not adequately explored the didactic potential of integrating classroom and extracurricular activities in the development of intellectual and creative competencies of young schoolchildren. The problem lacks both theoretical justification and a clear definition of how it can be practically implemented in primary education. Based on the above, we identify a key contradiction in modern education: the necessity to improve the process of developing intellectual and creative competencies in young learners versus the insufficient theoretical and methodological groundwork for organizing this process. The scientific novelty of this article lies in identifying the features of intellectual and creative competencies in young schoolchildren including their ability and readiness to perform heuristic mental operations learned through imitation, their capacity for independent thinking, the originality with which they comprehend educational tasks and the transformation of integrated instructional and extracurricular activities into a productive mode of thinking and creativity that supports personality development. This article presents and theoretically substantiates a structural-functional model for the formation of intellectual and creative competencies in young learners through integrated instructional and extracurricular activities. The model defines the goals, content, and didactic tools of this process and lays the foundation for the application of innovative technologies in teaching. The author also identifies the pedagogical conditions that influence the development of intellectual and creative competencies during integrated learning and extracurricular activities of young schoolchildren. These conditions are supported by the following factors: a) the creation of a creative developmental environment based on the integration of instructional and extracurricular activities with methodological work involving primary school teachers to ensure the effectiveness of the development process; b) the establishment of a favorable creative atmosphere in the classroom through the use of the full potential of integrated learning and extracurricular activities; c) the sequential structuring of stages in the development of intellectual and creative competencies to ensure continuity in the presentation of learning materials. Today, researchers from various scientific fields are engaged in studying the problem of creative thinking. The multidimensional nature of the problem and the variety of conceptual approaches bring forth many unresolved questions. One such unresolved issue is the specific characteristics of creative thinking development at different stages of childhood. Considering the topic of this article and the issues outlined above, a more in-depth investigation of the matter is clearly necessary.

Creativity is a topic of wide global interest, often discussed in fields such as education, psychology and business (Runco, Divergent thinking and creative potential, Hampton Press, New York, 2013; Yoruk and Runco, Journal for Neurocognitive Research 56:1–16, 2014). However, the relationship of pedagogical practices in early childhood education and care (ECEC) as it applies to the development of creative thought processes of young children is a relatively new area for investigation. This paper presents recent research that examines the role of the educator as an intentional teacher within Australian early learning environments and investigates the relationship of this role to children’s developing creativity. Theoretically informed by Vygotsky’s sociocultural constructivist approach (Vygotsky, Mind in society: The development of higher psychological processes, Harvard University Press, Cambridge, MA, 1930, 1978) and neo-Vygotskian theories on creativity (John-Steiner and Moran, Educational Psychologist 31:191–206, 2012), this paper explores some of the beliefs and understandings of educators on creativity. Furthermore, this paper exposes some of the misconceptions of educators about children’s creative thinking as they engage in play-based learning activities. The evidence from this Australian study suggests that the role of the educator is pivotal in assisting children in the early development of creative thinking thus challenging their role as educators.

This research aims to determine: (1) Implementation of the development of creative thinking through the introduction of jumputan batik in group A PAUD Roudlatul Bunayya in Toyomerto village, Serang Regency (PAUDRB). (2) Supporting and inhibiting factors in the development of creative thinking through the introduction of jumputan batik in group A PAUDRB. This research is a descriptive qualitative type of research. Data collection was obtained using observation, interviews and documentation methods. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The research results show: (1) The implementation of the introduction of jumputan batik was carried out in accordance with the RRPH that was created which contained planning and implementation. The introduction to jumputan batik that was introduced to group A was stamped and jumputan batik. The introduction of Jumputan batik has had a positive impact on children's learning processes and children are given the opportunity and freedom to express themselves so that children can express their thoughts and ideas. (2) supporting factors include: students are enthusiastic about the introduction of jumputan batik, the media is easy to obtain and environmentally friendly, and creative teachers. Meanwhile, the inhibiting factors are children's lack of concentration and lack of self-confidence, inadequate facilities and infrastructure, parents demanding of children. These findings can provide guidance for educational institutions and educators in designing more inclusive and effective learning strategies to facilitate the development of children's creative thinking.

The urgency of the problem of developing the creative thinking of future teachers is due to a number of factors provoking the emergence of new requirements for a modern person: the ability to make decisions quickly, independently model their own future and take responsibility for it; learn throughout life, successfully build relationships with others, be creative. In the article, the author makes an attempt to substantiate the expediency of using neurographics as an art-therapeutic method for the development of an important feature of the thinking of a modern student of a pedagogical profile ‒ creativity. The essence of the concepts «creative thinking», «neurographics» is determined. The leading concept of the work ‒ neurographics ‒ is defined as an art-technology for working with the subconscious of a person, when, in the process of drawing according to a special algorithm, new neural connections are formed in a person, creative thinking develops, which allows you to look at the problem in a new way and solve it more effectively. The principles of neurographic drawing (neuroplasticity, reliance on the inner meaning of the personality, a high degree of independence), its content, an algorithm for using it for the development of students' creative thinking (working with a request, forming a composition, combining elements / rounding, searching for new forms, field lines, fixing new results, reflection), the interpretation of the leading figures (circle, triangle, square, as well as a neurographic line) in a neurographic drawing is given. The effectiveness of using the neurographic method in the educational process of higher educational institutions for the development of creative thinking of future teachers has been proved.

Why do firms seek to share human resource management knowledge? The importance of inter-firm networks

The article evaluates the effectiveness of the psychological-pedagogical program implemented for future food technicians-technologists’ creative potential development. The creative potential of food technologists is defined as an integrative personality characteristic, including motivational, emotional, volitional and cognitive components, which are characterized by stability of professional motivation, emotional attitude to work, volitional potential and creative thinking, and are conditioned by professional goals and psychological features of food industry specialists’ professional work. Having studied the state of future food industry specialists’ creative potential, we revealed it was developed insufficiently. A comprehensive psychological-pedagogical program for creative potential growth was developed. Methodological approaches (systemic, personality-activity, humanistic) and principles (efficiency and effectiveness, humanism, scientific, consistency and logicality, accessibility, activity and creative independence, optimization of educational and cognitive process) of its construction were highlighted. Psychological (high level of development of creative activities, intellectual emotionality, purposefulness, creative imagination) and pedagogical (atmosphere of creativity, innovative forms and methods of training) conditions of future food technicians-technologists’ creative potential development were determined. The structure of the comprehensive psychological-pedagogical program of creative potential development, which includes theoretical and practical components, was outlined. The program main goal is purposeful psychological and pedagogical influence on food industry professionals’ creative potential development during vocational training. The program structure and means of its implementation are shown. The results of the psychological pedagogical program introduction and the program compliance with the indicators of the motivational, emotional, volitional and cognitive components of creative potential are presented. Some significant positive changes in the creativity indices of the experimental group were revealed. The statistical reliability of the results obtained during the program implementation is demonstrated and its effectiveness for the development of future food specialists’ creative potential is proven.

Introduction. Well-developed professional and creative thinking increases future specialists’ competitiveness and ensures their professional success. Thus, developing professional and creative thinking in future foreign language teachers is important for their professional development. The novelty of the research lies in studying characteristics of professional and creative thinking related to the specifity of a foreign language specialist’s professional activity as follows: associativity, anticipation, divergence, flexibility, criticism, and constructiveness.
 Methods. The pedagogical experiment involved 22 master students of the Institute of History, Philology and Media of Kabardino-Balkarian State University. The analysis of foreign and domestic works made it possible to choose theoretical appraches to developing professional and creative thinking in future English teachers and develop the author’s program. The idea of gamification of the educational process was underlying for this program. This required the following innovative training methods and techniques: (a) the REAL techniques (N. V. Maslov); (b) case method (situation–sample, situation–problem, and situation–exercise); (c) game technology; (d) reverse brainstorming (RB); (e) association method; and (f) dialogue with a destructive related assessment.
 Results. The study results indicated a positive dynamics for all the characteristics of professional and creative thinking. The students had significantly higher levels of associativity, anticipation, divergence, flexibility, criticism, constructiveness. However, this process was incomplete and required the constant development of these characteristics of thinking.
 Discussion. The development of professional and creative thinking is the main condition for a foreign language specialist’s professional development, which provides him/her with competitive advantages and great demand in the modern labor market. In conclusion: there is a need for purposeful work on the development of professional and creative thinking in future foreign language teachers.
 Highlights
 
 Professional and creative thinking is the main condition for future foreign language teachers’ professional training, which provides him/her with competitive advantages and great demand in the modern labor market.
 The levels of associativity, anticipation, divergence, flexibility, criticism, constructiveness determine the effectiveness of professional and creative thinking.
 Fulfilling the principles of gamification in the educational process can help increase students’ interest and motivation towards professional activities.
 Implementing innovative teaching methods in the educational process provides the development of professional and creative thinking in future foreign language teachers.

هدفت الدراسة إلى معرفة ممارسة أعضاء هيئة التدريس في کلية التربية والآداب بجامعة تبوک لأساليب تنمية التفکير الإبداعي من وجهة نظر طلابهم دراسة تأصيلية ميدانية . ومعرفة الفروق ذات الدلالة الإحصائية التي تعزى لمتغيرات الدراسة (النوع – المستوى الدراسي – التخصص الجامعي)، ولتحقيق هدف الدراسة أعد الباحث استبانة تکونت من (34) فقرة اختار الباحث عينة عشوائية عنقودية من مجتمع الدراسة عدد أفرادها (281) طالبا وطالبة، منهم (69) طالبا (212) طالبة، مرحلة البکالوريوس (200) طالبا وطالبة، و مرحلة الماجستير (81) طالبا وطالبة . وخلصت الدراسة إلى مجموعة من النتائج: عمق أصالة التربية الإسلامية، وانفتاحها للعلوم الإنسانية واستيعابها لمستجدات العصر من العلوم بروح التجديد والمعاصرة . وأن من أبرز أساليب تنمية التفکير الإبداعي في التربية الإسلامية، أسلوب الطلاقة الفکرية، أسلوب البحث عن الخبرات والاستکشاف، أسلوب الألغاز، أسلوب طرح الأسئلة والحوار، أسلوب الحرية وإبداء الرأي، أسلوب النقد البناء والاستنتاج العلمي، أسلوب التشجيع والتحفيز. وأن مستويات ممارسة أعضاء هيئة التدريس في کلية التربية والآداب بجامعة تبوک لأساليب التفکير الإبداعي على المحاور والأداة جاءت بدرجة متوسطة، وجود فرق ذات دلالة إحصائية لدرجة ممارسة أعضاء هيئة التدريس لأساليب تنمية التفکير الإبداعي تعزى لمتغير الدراسة (النوع) لصالح الطلبة الذکور على الإناث . وعدم وجود فرق ذات دلالة إحصائية لدرجة ممارسة أعضاء هيئة التدريس لأساليب تنمية التفکير الإبداعي تعزى لمتغير الدراسة (المستوى الدراسي) بين طلبة البکالوريوس والماجستير . ووجود فروق ذات دلالة إحصائية لدرجة ممارسة أعضاء هيئة التدريس لأساليب تنمية التفکير الإبداعي تعزى لمتغير الدراسة (التخصص الجامعي) لصالح طلاب قسم الدراسات الإسلامية أولا ثم اللغة العربية. وبناء على نتائج الدراسة خلصت إلى عدة توصيات . Study Summary: The study aimed to know the practice of faculty members in the Faculty of Education and Literature at Tabuk University for the methods of developing creative thinking from the point of view of their students. The researcher selected a random sample of the study population (281) male and female students, 69 of which were (212) students, bachelor's degree (200) students, and the master stage (81) students. The study concluded with a number of results: the depth of the originality of Islamic education, its openness to human sciences and its assimilation of contemporary developments of science in the spirit of modernity and innovation. And the most important methods of developing creative thinking in Islamic education, the method of intellectual fluency, the method of searching for experience and exploration, the style of puzzles, the method of asking questions and dialogue, the method of freedom and opinion, constructive criticism and scientific conclusion, And that the levels of practice of faculty members in the Faculty of Education and Literature at Tabuk University for the methods of creative thinking on the axes and the tool came to a medium extent, there is a difference of statistical significance of the degree of teaching staff members of the methods of development of creative thinking attributed to the variable of the study (gender) for male students on females. And the absence of a difference of statistical significance of the degree of practice of faculty members of the methods of development of creative thinking attributed to the variable study (level of study) between students of the bachelor and master. And the existence of differences of statistical significance of the degree of practice of faculty members of the methods of development of creative thinking attributed to the variable study (university specialization) for the benefit of students of the Department of Islamic Studies first and then the Arabic language. Based on the findings of the study, several recommendations were made.

The article analyzes the development of students` creativity in social science studying. We consider the points of contact between critical and creative thinking in the development of students` creativity, which are different in content and functionality in cognitive educational process, but they are the complement of one another. The author`s approach to teaching social studies is based on the use of an integral model in the development of creativity by using both creative and critical thinking in doing tasks. Creative thinking is based on causing of a new cognitive product, while critical one is based on making a high–quality cognitive product and testing it for feasibility. The solving cognitive problem stages include understanding of a problem, creation, correction and implementation of a hypothesis, idea or a new way of solving. At the beginning they require primarily individual creative thinking methods and then working in a group. Identification of contradictions, known and unknown, analyzing the situation, pulling out hypothesis, verification of cognitive product efficiency require critical thinking mainly in group. Using mental operations complex, exercising, development of imagination in solving problem and cognitive tasks, changing problems specifications, using teaching methods, co-ordination individual and group work facilitate individual creative development.

The aim of this study is to assess the development of creative thinking of students in project activities using the resources of the information educational environment of the XXI century. Various approaches to the definition of creative thinking are given, the possibility of using active methods and technologies in the educational activity are considered, the role of information and communication technologies in the formation of the creative potential is shows, recommendations for their effective implementation in the educational process are developed.

Creativity is now universally recognized as an essential, 21st century competency. However, there are many practical barriers to the development of creativity in schools, universities and workplaces. Chief among these is a problem of the fitness-for-purpose of creativity assessments. Highly valid and reliable creativity tests, necessary to support the development of individual creativity, are typically slow and labor-intensive to administer and score. However, recent advances in machine learning are opening up solutions to the fitness-for-purpose problem, across a range of different modes (e.g. verbal and figural) of testing. This paper describes the development of an open-source, large, image-based, multi-label classification model capable of automatically scoring the figural Test of Creative Thinking – Drawing Production (TCT-DP) with accuracies comparable to those of typical human raters. The growth of this, and similar machine learning models, promises to transform the development of creativity in education, offering rapid, accurate and cost-effective assessments that can be seamlessly integrated into teaching and learning.

In the article, it is stated that the development of children's creative thinking is a requirement of time, and responsibility is given to educators and psychologists employed at educational institutions, and new approaches are needed to develop creative thinking in young people.

The main purpose of the study is to determine the principal ways of forming creative thinking among lawyers in their practice in modern conditions of development under the influence of COVID-19 pandemic. The importance of studying creative thinking and its formation is determined because the study of this problem creates the basis for the formation of a psychological attitude towards the creative development of a personality, which will be able to effectively solve non-standard problems of legal science and practice. The leading direction of training a future lawyer is the disclosure and activation of creative potential. In this process, focus on the attitudinal sphere of the personality is because it determines the activation of professional creativity and contributes to the disclosure of the creative potential of a specialist. As a result of the study and the application of the proposed methodology, the main stages were identified to promote the development of creative potential and thinking among lawyers in modern conditions of development, considering the impact of COVID-19 pandemic. The proposed research results may have a practical aspect of implementation in the activities of a modern lawyer.

The aim of the article is to substantiate the role of folk dance in the process of formation of the creative potential of a student-choreographer. Methods of generalization and comparative analysis were used in the research process. The article identifies three pedagogical conditions for formation the creative potential of students-choreographers by means of folk dance. It is pointed out that promising planning for professional growth plays an important role in formation the choreographers’ creative potential. The expediency of involving students in creative experiments, which include the creation of their own choreographic sketches in the middle of the hall, as well as training exercises near the machine, is substantiated. It is noted that students' sketch work in folk-dance classes is characterized by the study of choreographic sketches on the basis of dance vocabulary. The essence of separate types of students-choreographers’ independent work is revealed. The authors point out that the development of creative thinking, creative imagination and fantasy requires the application of a set of creative tasks based on improvisation. Attention is drawn to the need for the use of interactive and information technologies. Classes with the introduction of interactive and modern information technologies maximally stimulate student-choreographer’s cognitive independence and creative activity.