Postawy twórcze versus odtwórcze dzieci w młodszym wieku szkolnym i "ewolucja" tych postaw jako egzemplifikacja idei transgresji w edukacji szkolnej

Abstract

The current paper addresses the issues concerned with the process of developing creative attitudes among children, from the perspective of the role and objectives of school education. The current author examines intensity of creative attitudes, and investigates their evolution in the course of school education (specifically, the first 3 years of early school teaching). Creative attitudes are commonly understood to mean a preference for the action plans and strategies which are aimed at coping with difficult situations requiring creative approach. They include divergent thinking, creative motivation, elaboration strategy, attitude toward failure, as well as strategies aimed at coping with intrapersonal and interpersonal issues. The data gathered as a result of this research point to a high level of creative attitudes among early school children with regard to all their characteristics, and indicate that the attitudes evolve positively in the course of school education, which seems to be the consequence of children’s natural development or educational activities. It is possible, however, to draw a conclusion that schools do not hinder children’s natural development. What is more, school education is likely to facilitate a developmental process, which is has been confirmed by the results of the present study.