2009
DOI: 10.1002/j.2162-6057.2009.tb01305.x
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Preschool Pretend Play Behaviors and Early Adolescent Creativity

Abstract: Individual differences in creativity across the lifespan have been identified, but little research has focused on the development of creativity during early adolescence. This project examined individual differences on two measures of creativity in early adolescence as well as the predictability of adolescent creativity from pretend play behaviors during the preschool years. Realistic role-play behavior was assessed at age 5 for 127 children who later completed two creative thinking tasks (TCT-DP and the Altern… Show more

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Cited by 55 publications
(31 citation statements)
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“…Other studies emphasized the importance of social factors such as social role playing. At five years old, girls who engaged more in early role play than boys also were found to score higher on the TCT-DP during early adolescence (Mullineaux & Dilalla, 2009). Boys with mixed sex-role patterns (inconsistent orientation and preference) scored significantly higher on creativity measures such as fluency and uniqueness than boys with consistent sex-role patterns (Biller, Singer, & Fullerton, 1969).…”
Section: Gendermentioning
confidence: 90%
“…Other studies emphasized the importance of social factors such as social role playing. At five years old, girls who engaged more in early role play than boys also were found to score higher on the TCT-DP during early adolescence (Mullineaux & Dilalla, 2009). Boys with mixed sex-role patterns (inconsistent orientation and preference) scored significantly higher on creativity measures such as fluency and uniqueness than boys with consistent sex-role patterns (Biller, Singer, & Fullerton, 1969).…”
Section: Gendermentioning
confidence: 90%
“…Six of the longitudinal studies were published in CRJ, 4 in JCB, and 1 in PACA. These studies examined creativity in different domains, for instance, motor development (Pagona & Costas, 2008), visual arts (Furst, Ghisletta, & Lubart, 2012), and child development (Mullineaux & Dilalla, 2009). Interestingly, these studies also varied by their research purposes.…”
Section: Quantitative Methodologiesmentioning
confidence: 99%
“…Whilst the affective dimension of science learning has received less research attention than the cognitive dimension, Perrier and Nsengiyumva argue it is not merely a catalyst, but also 'a necessary condition for learning to occur' (2003,1124). Creativity-focused research also highlights the importance of engaging children affectively (Craft, McConnon, and Matthews 2012;Millineaux and Dilalla 2009), and the power of narrative has been shown to imaginatively involve children, fostering their creativity in different domains (Cremin, Chappell, and Craft 2013).…”
Section: Motivation and Affectmentioning
confidence: 99%