This review draws from diverse literatures to synthesize what is known about the relationships between family variables and creativity in children. Family background and the effects of parental attitudes and behaviors on children's creativity are explored. (Author/BEF)

The investigation looked at 15 male biologists who might be labeled "late bloomers" and four scientists considered almost "born" to scientific excellence. Among findings were that late bloomers are conspicuous for their relative slowness in making biology their career choice and late bloomers seem to have more drive than early bloomers. (SB)

This study attempts to explicate the manner in which motivation and intelligence interact in the production of creative responses in low-creative subjects. Results showed instructions to respond creatively and verbal reinforcement to be important in increasing creativity in such students. (GK)

Suggests techniques for making the art period a creative rather than mundane experience for high school students. Included are hints on beginning the class, preparing materials, conducting the lesson, ending the class, assigning homework, and communicating with students. (SJL)

The author argues that, in all people, one hemisphere of the brain has dominance--either the left, logical side, or the right, creative side. He presents methods of improving the design and delivery of learning through developing the recessive hemisphere. (CT)

Three educational leaders--Robert Quackenbush, Geraldine Siks, and David A. Sohn--offer reflections on recent developments regarding activities that stimulate children's creativity, their hopes for the 1980s, and recommended books for teachers. (AEA)

General developmental stage theory itself is briefly summarized, and the literature is reviewed. Suitable modifications of developmental stage theory for gifted children are briefly considered. Three paramount developmental issues for educators of the gifted are examined. (DLS)

Suggestions are provided for including writing from personal experience as a part of the school's curriculum. The philosophy is that experience in the real world provides motivation for writing. (KC)

The study was undertaken to determine if motor creativity scores were significantly different from normative data of hearing peers and if guided movement exploration using the I CAN associated action words could improve the motor creativity of 24 deaf children (ages 3 to 5). (Author/PHR)

It was found that high achievers (HAs) in comparison with low achievers (LAs) tended to be more field independent, more creative in divergent production tasks, and more interested in academic achievement. (DLS)

Recreation programs should provide experiences which feed and care for the indispensable human impulse to play. Campus recreation programs need to tinker with traditional formats and provide program alternatives. (CJ)

Instructing the physically handicapped technical education student in the use of adaptive equipment (AE), such as Braille computers, involves four steps: keeping a current file of access to AE, insuring proper education in the use of AE, encouraging student creativity, and evaluating the equipment to recommend changes and adaptations. (CT)

Suggests that future pedagogy should search for methods to develop conscious thinking and to connect detailed learning with creative, utility-oriented human activities. Different pedagogical forms should be applied to a greater extent in universities and ordinary adult education. (JOW)

The author discusses preliminary findings from a 22 year follow-up of adolescent and adult creative behavior of 220 persons from the original elementary student sample. Having a childhood future career image that persisted and having a mentor were consistently related to five criteria of creative achievement. (CL)