Argues against the view that creativity must sometimes be realized at the expense of the quality of the work produced, perceiving this dichotomy between creativity and quality as a false one based upon an erroneous theory of creative process. Sees creativity and quality as intimately connected. (DMM)

The article demonstrates how verbal elaboration can be used effectively to facilitate preschoolers' creative play. It is suggested that rather than being an artifact of incidental learning, creative play should be planned and structured actively within the preschool curriculum. (Author/DB)

The author reviews studies on creativity among Brazilian elementary students and their teachers and notes that fostering creativity does not appear to be a goal in most of Brasilia's schools. (CL)

Ten lesson plans are described to encourage creative work and thought in talented art students. Lessons include emphases on brainstorming, fluency, value clarification, logic elaboration, and role playing. (CL)

An interview with H. Gardner, a research scientist in neuropsychology, examines his work on the emergence of symbols in children and the implications of early talent development for gifted and creative children. He discusses his research on the multiple talents comprising his conception of intelligence. (CL)

The article suggests three approaches to giving young remedial readers opportunities for creativity: inventiveness games, branched fiction, and pantomimal and creative dramatics. (CL)

The paper reviews research on the creative process and the conditions necessary for the liberation of creative ideas. Suggests that each creative individual needs an essentially personal environment, stimulus, and working conditions in order to be able to function creatively. (Author/CL)

The author proposes a model for lessons on substance abuse that gives children alternative ways to satisfy the natural desire for altered states of consciousness. The model incorporates stages of progressive relaxation, visualization/guided fantasy, sensory experiences, information, and experimentation. (CL)

Metaphors, whether universal (ones which apply to common feelings, thoughts, and behaviors) or prescriptive (ones constructed specifically for an individual child) may be used with gifted children in a three-phase process: identification, projection, and insight and integration. (CL)

Creative movement, guided fantasy, testlike, and control warm-up activities influenced Torrance Test of Creative Thinking subtest scores of fluency, elaboration, and originality, but not total test scores for 235 third graders. (Author/CL)

Photography as a means of developing creative self-expression and supporting language arts skills in the Lincoln-Eliot School, Newton, Massachusetts. (LS)

Describes the development of a 40-hour creativity workshop for trainers and managers, and some of the results obtained. (AN)

Eight suggestions are offered for parents and teachers to maximize children's creative potential. Suggestions touch on such aspects as balance between interpersonal and intrapersonal experiences, allowance for comfortable regression in growth patterns, and well-defined standards of discipline and conduct. (CL)

Eleven specific suggestions for American advocates of the gifted and talented to follow, based on the Japanese way of handling such matters, are offered, including the provision of creative materials for young children and their parents and training in group and team creativity. (Author/DLS)