Creativity in Gifted Education: Contributions from Vygotsky and Piaget

Stoltz, Tania; Piske, Fernanda Hellen Ribeiro; Freitas, María de Fátima Quintal de; D'Aroz, Marlene Schüssler; Machado, Jarci

doi:10.4236/ce.2015.61005

Cited by 20 publications

(14 citation statements)

References 5 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Deal with the special needs of children with high potential can be something more complex than many teachers think. Generally, gifted child has independence of thought, he/she does not usually follow a standardized education and much less a repetitive teaching, he/she likes innovation, creation and invention during learning (Stoltz et al, 2015).…”

Section: Characteristics Of Gifted Childrenmentioning

confidence: 99%

Barriers to Creativity, Identification and Inclusion of Gifted Student

Piske¹,

Stoltz²,

Vestena³

et al. 2016

Self Cite

View full text Add to dashboard Cite

At most time, gifted student remains hidden in the classroom, without voice and no right to a quality education. The current educational reality can be considered a barrier to the development of creativity at school and the worst thing is that this student often does not have access to specialized service because he/she is not identified. In this sense, this research aims to highlight opportunities of identification and inclusion for gifted children. The conclusion is that the elucidation of the gifted child's needs can help many teachers to improve teaching strategies that foster creativity of this child and incite their curiosity and their desire to learn. From the moment that this child is identified, there will be the possibility of having access to specialized service so that their special needs can be attended. It is essential that teachers are prepared to promote a quality education that attends each dimension of development of gifted student. This way is possible to identify and include this child at school.

show abstract

Section: Characteristics Of Gifted Childrenmentioning

confidence: 99%

Barriers to Creativity, Identification and Inclusion of Gifted Student

Piske¹,

Stoltz²,

Vestena³

et al. 2016

Self Cite

View full text Add to dashboard Cite

show abstract

“…This is necessary for better service deliveries and clarity of goals (Jarvis & Henderson, 2014). How creativity (which applies to gifted people) was explainable using the theories of Vygotsky and Piaget was discussed by Stoltz et al (2015). Vygotsky theorised that creativity is an inherent human characteristic.…”

Section: Conceptual and Theoretical Aspects Of Gifted Educationmentioning

confidence: 99%

Quality Assurance in Gifted Education

Alqahtani¹,

Kaliappen²

2020

ujer

View full text Add to dashboard Cite

“…The interaction that leads to the creation in reality is a process deeply related to the lived experience . Stoltz & Parrat-Dayan (2012), Stoltz et al (2015) explain that, according to Piaget, the creative process of adaptation is related to the balance between two mechanisms: assimilation and accommodation. In Piaget's theory, assimilation is explained by the incorporation of new data to existing schemes and structures.…”

Section: The Creation Process From Piagetmentioning

confidence: 99%

Creation Process during Learning of Gifted Students: Contributions from Jean Piaget

Piske¹,

Stoltz²,

Camargo³

et al. 2017

Self Cite

View full text Add to dashboard Cite

This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to escape from school for not having reason to attend it. According to Piaget's theory, the process of creation and of new discoveries is being driven by affection. The creation itself is the result of the interaction and balance between assimilation and accommodation, thus representing a new adaptation, which integrates the affective and cognitive aspect. The process of imagination, creation, invention toward new discoveries depends on how the school performs the necessary referrals for a stimulating environment of creativity. In this sense, we should always rely on the support of a team of professionals prepared to offer a quality education that aims a full human development.

show abstract

Creativity in Gifted Education: Contributions from Vygotsky and Piaget

Cited by 20 publications

References 5 publications

Barriers to Creativity, Identification and Inclusion of Gifted Student

Barriers to Creativity, Identification and Inclusion of Gifted Student

Quality Assurance in Gifted Education

Creation Process during Learning of Gifted Students: Contributions from Jean Piaget

Contact Info

Product

Resources

About