There are several meanings of creativity. Some of which are creativity emphasizes making something that is new and different. It is haphazard creation of something new and original by chance.
What is created is always new and different from already existed and therefore, is unique. It is a unique mental process – a process needed for no other purpose than to produce something new, different and original.
Creativity is often considered synonymous with high intelligence. The common concept of creativity as spark of genius, which is inherent in a person and has no relationship to learning or environment suggests that creative people are vehicles.
Creativity is commonly regarded as synonymous with imagination and fantasy and, as such, is a form of mental play.
Popular concept of creativity is that all people fall roughly into two major groups the ‘conformers’ and the ‘creators’. Conformers do what is expected of them while creators contribute original ideas, different points of view, or new ways of looking at problems and attacking them.
According to the Pre Primary Teacher Training, Creativity is a controlled, or harnesses form of imagination. Creativity is that process which results in a novel work that is accepted as tenable, useful or satisfying by a group at some point of time.
Creativity in children
The creative child is one who is daring and courageous in his thinking. He is able to break away from conformity and is open to another. This child is curious, imaginative and inventive and innovator.
There are many ways in which creativity is expressed during the childhood years, the most common of which are animism, dramatic and constructive play, imaginary companions, day-dreaming, white lies, production of humour, story-telling, aspirations of achievement, and ideal self concepts.
The infant learns to know and recognize i.e cognition, through his experiences with people, objects and himself. As he interacts with his environment, he tries to find out what is stable and leads to security in his environment. Paying attention and coping with problems is an important part of his cognitive life. Repeating words and syllables ( the babbling stage) is one of the cognitive areas of the infant’s learning, which establishes “attention” as a product of cognitive experience.
According to Teacher Training Mumbai, Brain weight increases dramatically in the first year of life. As the brain develops and the cerebral cortex increases in size, more areas of the child’s body as well as visual and auditory faculties come under greater control. As the brain stem ceases to exert much control, the reflex actions of the newborn disappear.
The attention span is very small but paves the way to better communication. Learning is achieved when certain types of responses are repeated such as repetitive sucking or opening and closing of fists. The third and the fourth stage involve learning responses that produces interesting results such as swinging a leg to move a suspended toy over his crib. The infant also learns to respond to simple problem situations, such as finding a toy under a pillow.
The perception and interpretation of events and their storage in memory are the two basic processes underlying all the higher cognitive processes.