Programa de enriquecimiento de la creatividad para alumnas sobresalientes de zonas marginadas

Abstract

Introduction: The purpose of this study was to develop and apply a creativity enrichment program, with educative play activities, for third grade gifted children of elementary school in an economical margin zone. Method: A pretest -postest designed was used. In pretest, three instruments were applied to identify gifted children: - Farreń s scale Creativity (Zacatelco, 2005), Task Commitment scale (Zacatelco, 2005) and the List for Parents and Teachers to Identify Gifted Potential (Covarrubias, 2001), there were detected six girls with gifted potential, then WISC-R test was applied. A 18 months creativity enrichment program was applied whit 50 play activities: 16 explorer activities, 16 enrichment I, 18 enrichment II. To evaluate studentś change a postest was applied. Results: The results of the explorer sessions and enrichment I and II, were analyzed with no parametric test of Freedman, positive changes were found in verbal and graphic creativity. No parametric test of Wilcoxon and repeated measures test was applied to determine the changes before and after of the program. After the program, the Farren's scale of Creativity showed that the student's drawings were more original and elaborated, the Task Commitment scale showed no significant decrement in effort, interest and persistence in the activities, and the WISC-R test showed a significant increase in the total I.Q. This indicates that cognitive skills were increased. Discussion or Conclusion: The results stand out the relevance of development programs to encourage the gifted student abilities to promote an excellent educative, emotional and psychological development. © Education & Psychology I+D+i and Editorial EOS (Spain).