تحليل خلاقيت در كودكان : معرفي آزمون تفكر خلاق در عمل و حركت

Children are born creative, but according to Torrance(1962), the creativity of most of them drops at about the age of ten. In assessing the etiology in formal and informal educational settings, lack of sufficient attention to creative education, especially, at the preschool and primary school level, has been implicated as the main factor. Amongst different dimensions of educational planning, the role of the teacher, as the main and pivatol pillar in evaluation and development of creativity is highly significant.Thus, appropriate attitude building and promotion of the knowledge and skills of the teachers for timely assessment and proper development of creativity, especially during childhood, should be the major goal of education, especially the twenty first century. In this article, first the informal and formal methods of assessing creativity in children has been discussed. Then the major test of creativity for children; namely, Thinking Creatively in Action and Movement(TCAM)by Torrance(1981) is described in detail.