OKUL ÖNCESİ DÖNEMDE HAZZI GECİKTİRME VE YARATICILIK ARASINDAKİ İLİŞKİDE BİLİŞSEL ESNEKLİĞİN ARACI ROL

Yıl 2018, Cilt: 18 Sayı: 1, 230 - 249, 30.03.2018

Bilgesu Hasçuhadar Hamit Coşkun

https://doi.org/10.17240/aibuefd.2018.18.36350-411090

Öz

Çalışmanın amacı, okul öncesi dönemdeki çocukların
yaratıcılıkları ve hazzı geciktirme becerileri arasındaki ilişkiyi ve bu
ilişkide bilişsel esneklik ve kararlılığın aracı rolünü incelemektir.
Araştırmanın çalışma grubu Bolu’daki okul öncesi kurumlara devam eden 4-5
yaşlarında 83’ü erkek, 87’si kız 170 çocuktan oluşmaktadır. Araştırmada
çocukların hazzı geciktirme becerilerini ölçmek amacıyla Mischel ve Ebbesen
(1970) tarafından geliştirilen ve arzu duyulan bir ödül için çocuğun
beklemesini gerektiren yöntem yardımıyla ölçülmüştür. Yaratıcılık ölçümü için
ise çocuktan bir obje için farklı kullanımlar üretmesi yardımlı ve yardımsız
görev ile değerlendirilmiştir. Üretilen kullanımların kategorilere ayrılması
yoluyla da esneklik ve kararlılık puanları hesaplanmıştır. Araştırmanın
bulguları, çocukların yaratıcılıkları, esneklikleri, kararlılıkları ve hazzı
erteleme sürelerinin birbiriyle anlamlı şekilde ilişkili olduğunu
görstermektedir. Ayrıca çocukların yaratıcılıkları ve hazzı geciktirme
becerileri arasındaki ilişkide esnekliğin aracı değişken olduğu görülmüştür.
Öte yandan bu ilişkide kararlılığın aracı rol oynamadığı görülmektedir.
Bulgular literatür çerçevesinde tartışılmıştır. 

Anahtar Kelimeler

Hazzı geciktirme, yaratıcılık, esneklik, okul öncesi çocuklar

Kaynakça

• Amabile, T. M. (1979). Effects of external evaluation on artistic creativity. Journal of personality and Social Psychology, 37(2), 221.
• Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of personality and social psychology, 45(2), 357.
• Baas, M., De Dreu, C. K.W., & Nijstad, B. A. (2008). A meta-analysis of 25 years of research on mood and creativity: Hedonic tone, activation, or regulatory focus? Psychological Bulletin 134, 739–756.
• Baas, M., Roskes, M., Sligte, D., Nijstad, B. A. Et al. (2013). Personality and creativity: The dual pathway to creativity model and a research agenda. Social and Personality Psychology Compass, 7(10), 732-748.
• Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173.
• Barron, F., & Harrington, D M. (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32, 439–476.
• Baird, J. A., & Moses, L. J. (2001). Do preschoolers appreciate that identical actions may be motivated by different intentions? Journal of Cognition and Development, 2, 413-448.
• Bodrova, E., & Leong, D. J. (2008). Developing self-regulation in kindergarten: Can we keep all the crickets in the basket?. YC Young Children, 63(2), 56.
• Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28, 595-616.
• Chae, S. (2003). Adaptation of a picture-type creativity test for pre-school children. Language Testing, 20(2), 179-188.
• Cole, P. M. (1986). Children’s spontaneous control of facial expression. Child Development, 57, 1309-1321.
• Christiano, B. A., & Russ, S. W. (1996). Play as a predictor of coping and distress in children during invasive dental procedure. Journal of Clinical Child Psychology, 25(2), 130-138.
• Dacey, J. S. (1989). Discriminating characteristics of the families of highly creative adolescents. The Journal of Creative Behavior, 23(4), 263–271.
• De Dreu, C. K.W., Nijstad, B. A. , & Baas, M. (2011). Behavioral activation links to creativity because of increased cognitive flexibility. Social Psychological Personality Science, 2(1), 72-80.
• Denham, S. A. (1998). Emotional development in young children. New York. NY: Guilford.
• Denham, S. A., Blair, K. A., Schmidt, M. S. Et al. (2002). Compromised emotional competence: seeds of violence sown early? American Journal of Orthopsychiatry, 72, 70-82.
• Donnelly, B. (1994). Creativity in the workplace. The Journal of Technology Studies, 20(2), 4-7.
• Diehl, M., & Stroebe, W. (1987). Productivity loss in brainstorming groups: Toward the solution of a riddle. Journal Of Personality And Social Psychology, 53(3), 497.
• Eisenberger, R., & Rhoades, L. (2001). Incremental effects of reward on creativity. Journal Of Personality And Social Psychology, 81(4), 728.
• Eisenberg, N., Losoya, S., Fabes, R. A. Et al. (2001). Parental socialization of children’s dysregulated expression of emotion and externalizing problems. Journal of Family Psychology, 15 (2), 183-205.
• Eisenberg, N., Guthrie, I. K., Cumberland, A., Murphy, B. C., Shepard, S. A., Zhou, Q., & Carlo, G. (2002). Prosocial development in early adulthood: a longitudinal study. Journal of Personality and Social Psychology, 82(6), 993.
• Eisenberg, N., Fabes, R. A., Shepard, S. A. Et al. (1997). Contemporaneous and longitudinal prediction of children’s social functioning from regulation and emotionality. Child Development, 68: 642–664.
• Fabes, R. A., & Eisenberg, N. (1992). Young children's coping with interpersonal anger. Child Development, 63(1), 116-128.
• Feist, G. J. (1998). A meta-analysis of the impact of personality on scientific and artistic creativity. Personality and Social Psychology Review, 2, 290–309.
• Freud, S. (1958). On creativity and the unconscious. New York, NY: Harper.
• Friedman, R. S. & Förster, J. (2010). Implicit affective cues and attentional tuning: An integrative review. Psychological Bulletin, 136, 875–893.
• Furnham, A., & Bachtiar, V. (2008). Personality and intelligence as predictors of creativity. Personality and Individual Differences, 45, 613–617.
• Gardner, K. G., & Moran, J. D. (1990). Family adaptability, cohesion, and creativity. Creativity Research Journal, 3(4), 281–286.
• Grolnick, W. S., Bridges, L. J., & Connell, J. P. (1996). Emotion regulation in two-year-olds: Strategies and emotional expression in four contexts. Child Development, 67(3), 928-941.
• Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271.
• Guastello, S. J., Guastello, D. D., & Hanson, C. A. (2004). Creativity, mood disorders, and emotional intelligence. The Journal of Creative Behavior, 38(4), 260-281.
• McIntyre, L. L., Blacher, J., & Baker, B. L. (2006). The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research, 50(5), 349-361.
• Mischel, W. Processes in delay of gratification. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology. New York: Academic Press, 1974.
• Mischel, W., & Mischel H. N. (1983). Development of children’s knowledge of self-control strategies. Child Development, 54, 603–619.
• Nijstad, B. A., De Dreu, C. K., Rietzschel, E. F., & Baas, M. (2010). The dual pathway to creativity model: Creative ideation as a function of flexibility and persistence. European Review of Social Psychology, 21(1), 34-77.
• Hoffmann, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 175.
• Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480.
• Kemple, K. M. & Nissenberg, S. A. (2000). Nurturing creativity in early childhood education: Families are part of it. Early Childhood Education Journal, 28(1), 67-71.
• Michel, M.,& Dudek, S. Z. (1991). Mother-child relationships and creativity. Creativity Research Journal, 4(3), 281–286.
• Mischel, W. & Ebbesen, E. (1970). Attention in delay of gratification. Journal of Personality and Social Psychology, 16(2), 329-337.
• Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of personality and social psychology, 54(4), 687.
• Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933.
• Newman, J. P., Wallace, J. F., Schmitt, W. A., & Arnett, P. A. (1997). Behavioral inhibition system functioning in anxious, impulsive and psychopathic individuals. Personality and Individual Differences, 23(4), 583-592.
• Nijstad, B.A., De Dreu, C.K.W., Rietzschel, E.F. & Baas, M. (2010) The dual pathway to creativity model: Creative ideation as a function of flexibility and persistence. European Review of Social Psychology, 21(1), 34-77, DOI: 10.1080/10463281003765323
• Putnam, S. P., Spritz, B. L. & Stifner, C. A. (2002). Mother-child coregulation during delay of gratification at 30 months. Infancy, 3(2), 209- 225.
• Rietzschel, E. F., Nijstad, B. A., & Stroebe, W. (2006). Productivity is not enough: A comparison of interactive and nominal brainstorming groups on idea generation and selection. Journal of Experimental Social Psychology, 42(2), 244-251.
• Rodriguez, M. L., Mischel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk. Journal of Personality and Social Psychology, 57(2), 358-367.
• Runco, M.A. (2004). Creativity. Annual Review of Psychology, 55, 657-687.
• Russ, S. W. (1993). Affect and creativity: The role of affect and play in the creative process. Psychology Press.
• Russ, S. W. (2014). Pretend play in childhood: Foundation of adult creativity. Washington, DC: American Psychological Association.
• Seja, A. L., & Russ, S. W. (1999). Children's fantasy play and emotional understanding. Journal of Clinical Child Psychology, 28(2), 269-277.
• Shoda, Y., Mischel, W., & Peake, P. K. (1990). Predicting adolescent cognitive and social competence from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26(6), 978-986.
• Smith, S. M., & Blankenship, S. E. (1991). Incubation and the persistence of fixation in problem solving. The American Journal of Psychology, 61-87.
• Simonton, D. K. (2003). Scientific creativity as constrained stochastic behavior: the integration of product, person, and process perspectives. Psychological Bulletin, 129(4), 475.
• Shure, M. B. (2001). How to think, not what to think: A problem-solving approach to prevention of early high-risk behaviors.In
• A.C.Bohart & D.J.Stipek (Eds.), Constructive and destructive behavior: Implications for family, schools, and society (pp.271-290). Washington, DC:American Psychological Association.
• Singer, D. G., & Singer, J. L. (1992). The house of make-believe. Harvard University Press.
• Stocker, C., & Dunn, J. (1990). Sibling relationships in childhood: Links with friendships and peer relationships. British Journal of Developmental Psychology, 8, 227–244.
• Torrance, E. P. (1963). Adventuring in creativity. Childhood Education, 40, 79.
• Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 72, 655-684.
• Wright, C. (1987). Nurturing creative potential: An interactive model for home and school. Creative Child and Adult Quarterly, 12(1), 31–38.
• Wulfert, E., Block, J. A., Santa Ana, E., Rodriguez, M. L., & Colsman, M. (2002). Delay of gratification: Impulsive choices and problem behaviors in early and late adolescence. Journal of Personality, 70(4), 533-552.
• Yeh, Y. C., & Li, M. L. (2008). Age, emotion regulation strategies, temperament, creative drama, and preschoolers' creativity. The Journal of Creative Behavior, 42(2), 131-149.