Improving Creative Problem-Solving in a Sample of Third Culture Kids

Abstract

We investigated the effects of divergent thinking training (with explicit instruction) on problem-solving tasks in a sample of Third Culture Kids (Useem and Downie, 1976). We were specifically interested in whether the children's originality and fluency in responding increased following instruction, not only on classroom-based worksheets and the Torrance Tests of Creative Thinking (TTCT; Torrance, 1990), but also on activities related to real-world dilemmas. Our treatment group of 15 children exhibited gains over 10 weeks of instruction whereas our comparison group of 15 children did not improve in performance. The respective effects of explicit instructions to improve originality or fluency were evident on classroom-based worksheets, on the TTCT and on Realistic Story Telling Problems [adapted from Real World Problems based on Okuda et al. (1991), Runco and Okuda (1988)]. Our results, albeit from a small sample, imply that relatively simple, explicit instructions focusing on originality or fluency can aid third culture children in adopting effective problem-solving stances as they construct their new cultural environment.

Children’s Creativity: A Theoretical Framework and Systematic Review

“…The authors found that association instruction had positive effects on number association, picture association and free association. Another example is the study of Lee, Bain, and McCallum (2007) who investigated whether the effects of explicit instructions on fluency, flexibility, and originality (either by a teacher or via a worksheet) improved primary school students’ ( n = 15) scores on the Torrance Test of Creative Thinking and assessment of real-life problem solving. Compared with the control group, the experimental group showed a significant increase in creativity scores.…”

Conflict Inhibitory Control Facilitates Pretense Quality in Young Preschoolers

“…Russ and her colleagues have reliably found a positive relationship between the quality of children’s pretend play and their divergent thinking ability, the ability to generate unique ideas (e.g., Russ & Grossman-McKee, 1990; Russ, Robins & Christiano, 1999; Russ & Schafer, 2006). Other research has shown that explicit instruction in originality and fluency does help grade-school children improve their scores on a variety of creativity and divergent thinking measures (Lee, Bain, & McCallum, 2007). It could be that it was easier for children to conceive of pretend actions and scenarios after having just experienced a variety of counterintuitive actions, like touching green for “snow” or picking the cup with one sticker in order to get three stickers.…”

Role of Embodied Movement in Assessing Creative Behavior in Early Childhood: A Focused Review

“…Strategies to facilitate optimal development of creativity in children have been suggested by long-lasting training programs, such as the Creative-Aesthetic Approach to School Readiness (Torrance, & Fortson, 1968), as well as by short-term research interventions (Cleland, 1993; Starkweather, 1974; Torrance, 1981; Wallach & Kogan, 1965). One divergent thinking training protocol demonstrated that providing clear instructions to 5-11 year old children to employ originality and fluency in problem-solving was beneficial to figural and verbal creativity performance (Ju Lee, Bain, & McCallum, 2007). Providing clear instructions to younger preschool-aged children may be necessary to ensure that methodological terminology is sufficiently explained to account for potential limitations that could arise if children do not fully comprehend what it means to act in unique and original ways.…”

“…Young children, compared with adults, are less able to delineate conventional from unconventional responses (Moran, 1988). Practically, this may warrant not only providing explicit task instructions (Ju Lee et al., 2007) but also asking the child to verbalize all possible responses rather than cautioning them to report only unusual, or highly creative, responses.…”