Article Version of Record

Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students

Author(s) / Creator(s)

Krampen, Günter

Abstract / Description

The aim of the study is conducting methodologically sound, cross-sequential analyses of the creativity development of children attending different school systems. Culture-free tests of creativity (ideational fluency and flexibility) and intelligence were administered in 5 cohorts (two kindergarten and first three elementary school years), which were retested in three consecutive years. Samples include 244 Luxembourg and 312 German children enrolled in educational systems with obligatory kindergarten and 6-year comprehensive elementary school versus optional kindergarten, 4-year comprehensive elementary school and educational placement thereafter. Results demonstrate (1) linear increases in intelligence, (2) declines of divergent performances after school enrollment in both samples, (3) increases in divergent performances up to the 5th elementary school year in Luxembourg and up to the 3rd elementary school year in Germany (i.e., the next to last school year before educational placement) followed by a second creativity slump. Cross-sequential results confirm discontinuities in the development of divergent productions in childhood.

Keyword(s)

childhood development creativity intelligence school transition cross-sequential analysis divergent thinking

Persistent Identifier

Date of first publication

2012-08-29

Journal title

Europe's Journal of Psychology

Volume

8

Issue

3

Page numbers

423–448

Publisher

PsychOpen GOLD

Publication status

publishedVersion

Review status

peerReviewed

Is version of

Citation

Krampen, G. (2012). Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students. Europe's Journal of Psychology, 8(3), 423–448. https://doi.org/10.5964/ejop.v8i3.468
  • Author(s) / Creator(s)
    Krampen, Günter
  • PsychArchives acquisition timestamp
    2018-11-21T10:00:40Z
  • Made available on
    2018-11-21T10:00:40Z
  • Date of first publication
    2012-08-29
  • Abstract / Description
    The aim of the study is conducting methodologically sound, cross-sequential analyses of the creativity development of children attending different school systems. Culture-free tests of creativity (ideational fluency and flexibility) and intelligence were administered in 5 cohorts (two kindergarten and first three elementary school years), which were retested in three consecutive years. Samples include 244 Luxembourg and 312 German children enrolled in educational systems with obligatory kindergarten and 6-year comprehensive elementary school versus optional kindergarten, 4-year comprehensive elementary school and educational placement thereafter. Results demonstrate (1) linear increases in intelligence, (2) declines of divergent performances after school enrollment in both samples, (3) increases in divergent performances up to the 5th elementary school year in Luxembourg and up to the 3rd elementary school year in Germany (i.e., the next to last school year before educational placement) followed by a second creativity slump. Cross-sequential results confirm discontinuities in the development of divergent productions in childhood.
    en_US
  • Publication status
    publishedVersion
  • Review status
    peerReviewed
  • Citation
    Krampen, G. (2012). Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students. Europe's Journal of Psychology, 8(3), 423–448. https://doi.org/10.5964/ejop.v8i3.468
  • ISSN
    1841-0413
  • Persistent Identifier
    https://hdl.handle.net/20.500.12034/1146
  • Persistent Identifier
    https://doi.org/10.23668/psycharchives.1338
  • Language of content
    eng
  • Publisher
    PsychOpen GOLD
  • Is version of
    https://doi.org/10.5964/ejop.v8i3.468
  • Keyword(s)
    childhood development
    en_US
  • Keyword(s)
    creativity
    en_US
  • Keyword(s)
    intelligence
    en_US
  • Keyword(s)
    school transition
    en_US
  • Keyword(s)
    cross-sequential analysis
    en_US
  • Keyword(s)
    divergent thinking
    en_US
  • Dewey Decimal Classification number(s)
    150
  • Title
    Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students
    en_US
  • DRO type
    article
  • Issue
    3
  • Journal title
    Europe's Journal of Psychology
  • Page numbers
    423–448
  • Volume
    8
  • Visible tag(s)
    Version of Record