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Talent Development & Creativity Summary of Lecture 4
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Summary of Lecture 4 from Kupers: Creativity in children's development and education
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Lecture Notes 4 – TDCLearning goals:
• describe the history of ideas and research on talent and creativity
• describe and compare approaches to talent development and selection across achievement
domains, with a primary focus on sports, education and work
• analyze principles of developing and stimulating talent and creativity in sports, education
and work
• define psychological factors related to talent and creativity, and discuss these in light of
organizational policy
• describe and evaluate methods to assess talent and creativity on different achievement
domains
• connect the theoretical and practical approaches to talent development and creativity in
different achievement domain
What is creativity?
• Needs to meet appropriateness and novelty
• 3 different videos: Chinese children (appropriate but not novel), child experimenting with
piano (novel but not appropriate because not sounds like music), child signing (novel
because made up song and appropriate finds genre of blues/jazz music)
• creativity and development in children: theoretically connected through the concept of
“emergence” → when study creativity and when study development in children one wants to
know where novelty comes from (e.g. how children suddenly know words/sentences they
did not know yesterday)
◦ emergence: how new things emerge out of the interaction between lower level
components → can be applied to everything
Are children naturally creative? → If so, what does this mean for the role of the environment?
• Advise for parents on Instagram → minimize your own role when child is creative
◦ claims that children are naturally creative, so adults should not interfere → if you want
to stimulate creativity, do not disturb it
◦ also debate in school education: “Do schools kill creativity?” Yes!
▪ It is in children’s nature that they are not scared of being wrong and when making
mistakes this fosters creativity because you are able to come up with something
novel→ however, schools teach you that mistakes are undesirable
• Is there empirical evidence for this idea?
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