SCAMPER: improving creative imagination of young children
Abstract
Young children are accepted to have creativity abilities. Creativity is a feature that needs to be improved. Many techniques are used to improve creativity. SCAMPER (substitute, combine, adjust, modify/magnify/minify, put to other uses, eliminate, reverse/rearrange) is one of the techniques used to improve creativity. The aim of this study is to investigate the effect of SCAMPER in improving creative imagination of 5-year-old children attending kindergarten. For this purpose, 49 children from the age group of 5 year attending a kindergarten in the Southwestern part of Turkey participated in the study. There were an experimental group and a control group in the study. SCAMPER technique was applied to the children in the experimental group. The control group continued to the normal education program. The data were collected by using Test of Creative Imagination (Child Form), which was developed by Aysun Gündoğan in 2019. At the end of the study, it was found that creative imagination levels of the children in the experimental group receiving education with SCAMPER technique increased. Differences among children receiving SCAMPER education were found in the fluency sub-dimension of creativity. The SCAMPER technique was effective in improving the creative imagination. Therefore, techniques and activities that enable the development of creative imagination should be applied to individuals from an early age.
Article in English.
SCAMPER: mažų vaikų kūrybinės vaizduotės ugdymas
Santrauka
Pripažįstama, kad maži vaikai turi kūrybiškumo gebėjimų. Kūrybiškumas – tai bruožas, kurį reikia ugdyti. SCAMPER (pakeisti, sujungti, pritaikyti, modifikuoti / padidinti / sumažinti, pasiūlyti kitus naudojimo būdus, pašalinti, pakeisti / pertvarkyti) – tai vienas iš metodų, taikomų kūrybiškumui ugdyti. Šio tyrimo tikslas – ištirti SCAMPER poveikį, ugdant 5 metų vaikų, lankančių vaikų darželį, kūrybinę vaizduotę. Šiuo tikslu tyrime dalyvavo 49 vaikai, priklausantys 5 metų amžiaus grupei ir lankančių vaikų darželį pietvakarinėje Turkijos dalyje. Tai buvo tyrimo eksperimentinė grupė ir kontrolinė grupė. SCAMPER metodas buvo pritaikytas eksperimentinės grupės vaikams. Kontrolinėje grupėje buvo toliau vykdoma įprasta ugdymo programa. Duomenys buvo rinkti naudojant kūrybinės vaizduotės testą (vaikams skirtą versiją), kurį 2019 m. sukūrė Aysun Gündoğan. Tyrimo pabaigoje buvo nustatyta, kad eksperimentinės grupės vaikų, ugdomų SCAMPER metodu, kūrybinės vaizduotės lygis tapo aukštesnis. Skirtumai tarp vaikų, ugdomų SCAMPER metodu, buvo pastebėti kūrybiškumo sklandumo poaspekčiu. SCAMPER metodas buvo veiksmingas ugdant kūrybinę vaizduotę, todėl metodai ir veiklos rūšys, sudarančios galimybę ugdyti kūrybinę vaizduotę, turėtų būti taikomi asmenims nuo ankstyvo amžiaus.
Reikšminiai žodžiai: kūrybinė vaizduotė, kūrybiškumas, vaizduotė, vaikų darželis, SCAMPER, maži vaikai.
Keyword : creative imagination, creativity, imagination, kindergarten, SCAMPER, young children
How to Cite
Gündoğan, A. (2019). SCAMPER: improving creative imagination of young children. Creativity Studies, 12(2), 315-326. https://doi.org/10.3846/cs.2019.11201
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Alshurman, W. M. (2017). The effects of the first part of the CoRT program for teaching thinking (BREADTH) on the development of communication skills among a sample of students from Al al-Bayt University in Jordan. Educational Research and Reviews, 12(2), 73-82. https://doi.org/10.5897/ERR2016.3069
Barak, M., & Doppelt, Y. (1999). Integrating the Cognitive Research Trust (CoRT) Programme for creative thinking into a project-based technology curriculum. Research in Science and Technological Education, 17(2), 139-151. https://doi.org/10.1080/0263514990170202
Bono, de E. (2000). Six THİNKİNG HATS. London: Penguin Books.
Byrge, Ch., & Tang, Ch. (2015). Embodied creativity training: effects on creative self-efficacy and creative production. Thinking Skills and Creativity, 16, 51-61. https://doi.org/10.1016/j.tsc.2015.01.002
Chen, Zh. (2007). Learning to map: strategy discovery and strategy change in young children. Developmental Psychology, 43(2), 386-403. https://doi.org/10.1037/0012-1649.43.2.386
Craft, A. (2002). Creativity and early years education: a lifewide foundation. Series: Continuum Studies in Lifelong Learning. London, New York, NY: Continuum.
Duffy, B. (2006). Supporting creativity and imagination in the early years. Series: Supporting Early Learning. V. Hurst & J. Joseph (Series Eds.). Berkshire: Open University Press.
Eberle, B. (2008). SCAMPER: Creative games and activities for imagination development. Waco, TX: Prufrock Press.
Gündoğan, A. (2011). Adaptation of the test of creative imagination to Turkish children and the effect of drama on creative imagination of children in different age groups (PhD/Doctoral Thesis). Hacettepe University. Ankara, Turkey [unpublished source].
Gündoğan, A. (2019). The test of creative ımagination: making the test suitable to the age group of 5–6 years. Early Child Development and Care, 189(8), 1219-1227. https://doi.org/10.1080/03004430.2017.1372429
Gündoğan, A., Arı, M., & Gönen, M. (2013). The effect of drama on the creative imagination of children in different age groups. Hacettepe University Journal of Education, 28(2), 206-220.
Hussain, M., & Carignan, A. (2016). Fourth graders make ınventions using SCAMPER and animal adaptation ıdeas. Journal of STEM Arts, Crafts, and Constructions, 1(2), 48-66.
Howitt, Ch. (2009). 3-D mind maps: placing young children in the centre of their own learning. Teaching Science, 55(2), 42-46.
Jankowska, D. M., & Karwowski, M. (2015). Measuring creative imagery abilities. Frontiers in Psychology, 6, 1-17. https://doi.org/10.3389/fpsyg.2015.01591
Karwowski, M., & Soszynski, M. (2008). How to develop creative imagination? Assumptions, aims and effectiveness of role play training in creativity. Thinking Skills and Creativity, 3(2), 163-171. https://doi.org/10.1016/j.tsc.2008.07.001
Khawaldeh, H. M., & Ali, Md. R. (2016). The different impact of SCAMPER and CoRT programs on creative thinking among gifted and talented students. Asian Journal of Multidisciplinary Studies, 4(12), 7-14.
Lieu Tran, T. B., Ho, Th. N., Mackenzie, S. V., & Le, L. K. (2017). Developing assessment criteria of a lesson for creativity to promote teaching for creativity. Thinking Skills and Creativity, 25, 10-26. https://doi.org/10.1016/j.tsc.2017.05.006
Lin, Y.-S. (2011). Fostering creativity through education – a conceptual framework of creative pedagogy. Creative Education, 2(3), 149-155. https://doi.org/10.4236/ce.2011.23021
Lindqvist, G. (2003). Vygotsky’s theory of creativity. Creativity Research Journal, 15(2-3), 245-251. https://doi.org/10.1207/S15326934CRJ152&3_14
Loxton, H. (2009). Monsters in the dark and other scary things: preschoolers’ self-reports. Journal of Child and Adolescent Mental Health, 21(1), 47-60. https://doi.org/10.2989/JCAMH.2009.21.1.7.809
Majid, D. A., Tan, A.-G., & Soh, K.-C. (2003). Enhancing children’s creativity: an exploratory study on using the internet and SCAMPER as creative writing tools. The Korean Journal of Thinking and Problem Solving, 13(2), 67-81.
Malycha, Ch. P., & Maier, G. W. (2017). The random-map technique: enhancing mind-mapping with a conceptual combination technique to foster creative potential. Creativity Research Journal, 29(2), 114-124. https://doi.org/10.1080/10400419.2017.1302763
Michinov, N. (2012). Is electronic brainstorming or brainwriting the best way to improve creative performance in groups? An overlooked comparison of two idea-generation techniques. Journal of Applied Social Psychology, 42(S1), E222-E243. https://doi.org/10.1111/j.1559-1816.2012.01024.x
Mijares-Colmenares, B. E., Masten, W. G., & Underwood, J. R. (1993). Effects of trait anxiety and the scamper technique on creative thinking of intellectually gifted students. Psychological Reports, 72(3), 907-912. https://doi.org/10.2466/pr0.1993.72.3.907
Moreno, D. P., Yang, M. C., Hernández, A. A., & Wood, K. L. (2014, 19–22 May). Creativity in transactional design problems: non-intuitive findings of an expert study using SCAMPER. Proceedings of the International Design Conference “Design 2014” (pp. 569-578). International Design Conference “Design 2014”. Dubrovnik, Croatia.
Mundy, E., & Gilmore, C. K. (2009). Children’s mapping between symbolic and nonsymbolic representations of number. Journal of Experimental Child Psychology, 103(4), 490-502. https://doi.org/10.1016/j.jecp.2009.02.003
Nickerson, R. S. (1999). Enhancing creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 392-430). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.022
Osborn, A. F. (1963). Applied imagination: principles and procedures of creative problem solving. New York: Charles Scribner’s Sons.
Pearson, D., Rouse, H., Doswell, S., Ainsworth, C., Dawson, O., Simms, K., Edwards, L., & Faulconbridge, J. (2001). Prevalence of imaginary companions in a normal child population. Child: Care, Health and Development, 27(1), 13-22. https://doi.org/10.1046/j.1365-2214.2001.00167.x
Poon, J. C. Y., Au, A. C. Y., Tong, T. M. Y., & Lau, S. (2014). The feasibility of enhancement of knowledge and self-confidence in creativity: a pilot study of a three-hour SCAMPER workshop on secondary students. Thinking Skills and Creativity, 14, 32-40. https://doi.org/10.1016/j.tsc.2014.06.006
Root-Bernstein, M., & Root-Bernstein, R. (2006). Imaginary worldplay in childhood and maturity and its impact on adult creativity. Creativity Research Journal, 18(4), 405-425. https://doi.org/10.1207/s15326934crj1804_1
Rule, A. C., Baldwin, S., & Schell, R. (2009). Trick-or-treat candy-getters and hornet scare devices: second graders make creative ınventions related to animal adaptations. Journal of Creative Behavior, 43(3), 149-168. https://doi.org/10.1002/j.2162-6057.2009.tb01312.x
Sak, U., & Oz, O. (2010). The effectiveness of the creative reversal act (CREACT) on students’ creative thinking. Thinking Skills and Creativity, 5, 33-39. https://doi.org/10.1016/j.tsc.2009.09.004
Semenovich Vygotsky, L. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97. https://doi.org/10.1080/10610405.2004.11059210
Shaffer, D. R. (1999). Developmental psychology: childhood and adolescence. Monterey: Brooks/Cole Publishing Company/International Thomson.
Smith, G. F. (1998). Idea-generation techniques: a formulary of active ingredients. Journal of Creative Behavior, 32(2), 107-134. https://doi.org/10.1002/j.2162-6057.1998.tb00810.x
Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.003
Taylor, M., Carlson, S. M., Maring, B. L., Gerow, L., & Charley, C. M. (2004). The characteristics and correlates of fantasy in school-age children: imaginary companions, impersonation, and social understanding. Developmental Psychology, 40(6), 1173-1187. https://doi.org/10.1037/0012-1649.40.6.1173
Ulger, K. (2016). The creative training in the visual arts education. Thinking Skills and Creativity, 19, 73-87. https://doi.org/10.1016/j.tsc.2015.10.007
Vernon, D., & Hocking, I. (2014). Thinking hats and good men: structured techniques in a problem construction task. Thinking Skills and Creativity, 14, 41-46. https://doi.org/10.1016/j.tsc.2014.07.001
Vijayaratnam, Ph. (2009). Cooperative learning as a means to developing students’ critical and creative thinking skills. INTI Journal. Retrieved from http://eprints.intimal.edu.my/412/1/2009_14.pdf
Wang, W.-Ch., Lee, Ch.-Ch., & Chu, Y.-Ch. (2010). A brief review on developing creative thinking in young children by mind mapping. International Business Research, 3(3), 233-238. https://doi.org/10.5539/ibr.v3n3p233
Yuen, M. C., Tarique Azam, N. S., & Ang, K. Y. (2015). SCAMPER for character design unique zoo creature. İn O. Hasdinor Hassan, Sh. Zainal Abidin, R. Legino, R. Anwar, & M. R. Fairus Kamaruzaman (Eds.), International Colloquium of Art and Design Education Research (i-CADER 2014) (pp. 345-358). Singapore: Springer Science+Business Media. https://doi.org/10.1007/978-981-287-332-3_36
Barak, M., & Doppelt, Y. (1999). Integrating the Cognitive Research Trust (CoRT) Programme for creative thinking into a project-based technology curriculum. Research in Science and Technological Education, 17(2), 139-151. https://doi.org/10.1080/0263514990170202
Bono, de E. (2000). Six THİNKİNG HATS. London: Penguin Books.
Byrge, Ch., & Tang, Ch. (2015). Embodied creativity training: effects on creative self-efficacy and creative production. Thinking Skills and Creativity, 16, 51-61. https://doi.org/10.1016/j.tsc.2015.01.002
Chen, Zh. (2007). Learning to map: strategy discovery and strategy change in young children. Developmental Psychology, 43(2), 386-403. https://doi.org/10.1037/0012-1649.43.2.386
Craft, A. (2002). Creativity and early years education: a lifewide foundation. Series: Continuum Studies in Lifelong Learning. London, New York, NY: Continuum.
Duffy, B. (2006). Supporting creativity and imagination in the early years. Series: Supporting Early Learning. V. Hurst & J. Joseph (Series Eds.). Berkshire: Open University Press.
Eberle, B. (2008). SCAMPER: Creative games and activities for imagination development. Waco, TX: Prufrock Press.
Gündoğan, A. (2011). Adaptation of the test of creative imagination to Turkish children and the effect of drama on creative imagination of children in different age groups (PhD/Doctoral Thesis). Hacettepe University. Ankara, Turkey [unpublished source].
Gündoğan, A. (2019). The test of creative ımagination: making the test suitable to the age group of 5–6 years. Early Child Development and Care, 189(8), 1219-1227. https://doi.org/10.1080/03004430.2017.1372429
Gündoğan, A., Arı, M., & Gönen, M. (2013). The effect of drama on the creative imagination of children in different age groups. Hacettepe University Journal of Education, 28(2), 206-220.
Hussain, M., & Carignan, A. (2016). Fourth graders make ınventions using SCAMPER and animal adaptation ıdeas. Journal of STEM Arts, Crafts, and Constructions, 1(2), 48-66.
Howitt, Ch. (2009). 3-D mind maps: placing young children in the centre of their own learning. Teaching Science, 55(2), 42-46.
Jankowska, D. M., & Karwowski, M. (2015). Measuring creative imagery abilities. Frontiers in Psychology, 6, 1-17. https://doi.org/10.3389/fpsyg.2015.01591
Karwowski, M., & Soszynski, M. (2008). How to develop creative imagination? Assumptions, aims and effectiveness of role play training in creativity. Thinking Skills and Creativity, 3(2), 163-171. https://doi.org/10.1016/j.tsc.2008.07.001
Khawaldeh, H. M., & Ali, Md. R. (2016). The different impact of SCAMPER and CoRT programs on creative thinking among gifted and talented students. Asian Journal of Multidisciplinary Studies, 4(12), 7-14.
Lieu Tran, T. B., Ho, Th. N., Mackenzie, S. V., & Le, L. K. (2017). Developing assessment criteria of a lesson for creativity to promote teaching for creativity. Thinking Skills and Creativity, 25, 10-26. https://doi.org/10.1016/j.tsc.2017.05.006
Lin, Y.-S. (2011). Fostering creativity through education – a conceptual framework of creative pedagogy. Creative Education, 2(3), 149-155. https://doi.org/10.4236/ce.2011.23021
Lindqvist, G. (2003). Vygotsky’s theory of creativity. Creativity Research Journal, 15(2-3), 245-251. https://doi.org/10.1207/S15326934CRJ152&3_14
Loxton, H. (2009). Monsters in the dark and other scary things: preschoolers’ self-reports. Journal of Child and Adolescent Mental Health, 21(1), 47-60. https://doi.org/10.2989/JCAMH.2009.21.1.7.809
Majid, D. A., Tan, A.-G., & Soh, K.-C. (2003). Enhancing children’s creativity: an exploratory study on using the internet and SCAMPER as creative writing tools. The Korean Journal of Thinking and Problem Solving, 13(2), 67-81.
Malycha, Ch. P., & Maier, G. W. (2017). The random-map technique: enhancing mind-mapping with a conceptual combination technique to foster creative potential. Creativity Research Journal, 29(2), 114-124. https://doi.org/10.1080/10400419.2017.1302763
Michinov, N. (2012). Is electronic brainstorming or brainwriting the best way to improve creative performance in groups? An overlooked comparison of two idea-generation techniques. Journal of Applied Social Psychology, 42(S1), E222-E243. https://doi.org/10.1111/j.1559-1816.2012.01024.x
Mijares-Colmenares, B. E., Masten, W. G., & Underwood, J. R. (1993). Effects of trait anxiety and the scamper technique on creative thinking of intellectually gifted students. Psychological Reports, 72(3), 907-912. https://doi.org/10.2466/pr0.1993.72.3.907
Moreno, D. P., Yang, M. C., Hernández, A. A., & Wood, K. L. (2014, 19–22 May). Creativity in transactional design problems: non-intuitive findings of an expert study using SCAMPER. Proceedings of the International Design Conference “Design 2014” (pp. 569-578). International Design Conference “Design 2014”. Dubrovnik, Croatia.
Mundy, E., & Gilmore, C. K. (2009). Children’s mapping between symbolic and nonsymbolic representations of number. Journal of Experimental Child Psychology, 103(4), 490-502. https://doi.org/10.1016/j.jecp.2009.02.003
Nickerson, R. S. (1999). Enhancing creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 392-430). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.022
Osborn, A. F. (1963). Applied imagination: principles and procedures of creative problem solving. New York: Charles Scribner’s Sons.
Pearson, D., Rouse, H., Doswell, S., Ainsworth, C., Dawson, O., Simms, K., Edwards, L., & Faulconbridge, J. (2001). Prevalence of imaginary companions in a normal child population. Child: Care, Health and Development, 27(1), 13-22. https://doi.org/10.1046/j.1365-2214.2001.00167.x
Poon, J. C. Y., Au, A. C. Y., Tong, T. M. Y., & Lau, S. (2014). The feasibility of enhancement of knowledge and self-confidence in creativity: a pilot study of a three-hour SCAMPER workshop on secondary students. Thinking Skills and Creativity, 14, 32-40. https://doi.org/10.1016/j.tsc.2014.06.006
Root-Bernstein, M., & Root-Bernstein, R. (2006). Imaginary worldplay in childhood and maturity and its impact on adult creativity. Creativity Research Journal, 18(4), 405-425. https://doi.org/10.1207/s15326934crj1804_1
Rule, A. C., Baldwin, S., & Schell, R. (2009). Trick-or-treat candy-getters and hornet scare devices: second graders make creative ınventions related to animal adaptations. Journal of Creative Behavior, 43(3), 149-168. https://doi.org/10.1002/j.2162-6057.2009.tb01312.x
Sak, U., & Oz, O. (2010). The effectiveness of the creative reversal act (CREACT) on students’ creative thinking. Thinking Skills and Creativity, 5, 33-39. https://doi.org/10.1016/j.tsc.2009.09.004
Semenovich Vygotsky, L. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97. https://doi.org/10.1080/10610405.2004.11059210
Shaffer, D. R. (1999). Developmental psychology: childhood and adolescence. Monterey: Brooks/Cole Publishing Company/International Thomson.
Smith, G. F. (1998). Idea-generation techniques: a formulary of active ingredients. Journal of Creative Behavior, 32(2), 107-134. https://doi.org/10.1002/j.2162-6057.1998.tb00810.x
Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3-15). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511807916.003
Taylor, M., Carlson, S. M., Maring, B. L., Gerow, L., & Charley, C. M. (2004). The characteristics and correlates of fantasy in school-age children: imaginary companions, impersonation, and social understanding. Developmental Psychology, 40(6), 1173-1187. https://doi.org/10.1037/0012-1649.40.6.1173
Ulger, K. (2016). The creative training in the visual arts education. Thinking Skills and Creativity, 19, 73-87. https://doi.org/10.1016/j.tsc.2015.10.007
Vernon, D., & Hocking, I. (2014). Thinking hats and good men: structured techniques in a problem construction task. Thinking Skills and Creativity, 14, 41-46. https://doi.org/10.1016/j.tsc.2014.07.001
Vijayaratnam, Ph. (2009). Cooperative learning as a means to developing students’ critical and creative thinking skills. INTI Journal. Retrieved from http://eprints.intimal.edu.my/412/1/2009_14.pdf
Wang, W.-Ch., Lee, Ch.-Ch., & Chu, Y.-Ch. (2010). A brief review on developing creative thinking in young children by mind mapping. International Business Research, 3(3), 233-238. https://doi.org/10.5539/ibr.v3n3p233
Yuen, M. C., Tarique Azam, N. S., & Ang, K. Y. (2015). SCAMPER for character design unique zoo creature. İn O. Hasdinor Hassan, Sh. Zainal Abidin, R. Legino, R. Anwar, & M. R. Fairus Kamaruzaman (Eds.), International Colloquium of Art and Design Education Research (i-CADER 2014) (pp. 345-358). Singapore: Springer Science+Business Media. https://doi.org/10.1007/978-981-287-332-3_36