Abstract:

In contemporary societies, rapid and continuous change appears to position adaptability to unfamiliar tasks as a crucial determinant of individuals’ future roles. Within this emerging landscape, creativity and digital competencies are recognized as essential components of 21st-century learning skills. In early childhood education, where children are developmentally situated in the kinesthetic stage, kinesthetic expression constitutes a particularly effective means for eliciting and assessing creativity. Relevant research (Gallahue & Donnelly, 2003; Tsompanaki, 2019) indicates that motor creativity can indeed be cultivated.

The present study aimed to examine the impact of new technologies on the development of motor creativity. More specifically, it sought to design, implement, and evaluate an experimental intervention program incorporating technological tools to foster creative movement in preschool-aged children. The intervention consisted of ten sessions involving activities that utilized new technologies, including video projection, PowerPoint, robotics, and other digital resources intended to enhance children’s motor creativity. The sample comprised 57 preschool children.

Motor creativity was assessed using the TCAM test (Torrance, 1981). The findings revealed a highly significant improvement in imagination scores (p < .001). Although gains were also observed in fluency and originality, these increases approached but did not reach statistical significance (p = .061 and p = .06, respectively).

Overall, the results suggest that new technologies can contribute positively to the development of motor creativity in young children. Notably, even a short-term experimental intervention was sufficient to produce a significant enhancement in preschoolers’ imaginative abilities. Future research would benefit from implementing a longer-duration intervention and incorporating a control group to enable more robust comparisons.

Keywords:

Creative movement, kindergarten, New Technologies.