الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
When Children are given the chance and effective
environment, they innovate and create fare away from the
school limited atmosphere and exams related to new ideas
and innovations. No doubt, the child in the school
atmosphere is not provided the opportunity to express
his/her ideas freely, but if he/she is placed in an open
environment including capabilities and activities that push
him towards brainstorming and innovation, he/she will
practice these unlimited activities that enable hinVher to
work his/her mind to create and innovate.
Hence, what is required is a generation of scientists
grow, stay, discover and innovate on Egypt’s land. As there
are few studies that aimed at examining using
extracurricular activities-based programs for developing
creative thinking among children in an open scientific
environment, the researcher conducted the present study for
preparing a generation who can face challenges and solve
issues and problems that the society faces.
Statement of the problem:
The problem of the study can be represented in the
following questions:
- To what extent is the activity-based program effective
in developing creative thinking among children
(Female-male)?
- To what extent is the activity-based program effective
in developing creative thinking among children
(Female-male) after a period from applying the
program?
Significance of the study:
The significance of the present study lies in
examining a very important variable, creative thinking
which is one of the country’s concerns nowadays of
children for developing their talents and innovations for
coping with developed countries. Furthermore, the study
illustrates the effect of the extracurricular activities used
developing creative thinking among children at the late
childhood stage, as they are new activities which provide
the child with an atmosphere of freedom, novelty and
exciting creative abilities and hence the creative product.
In addition, the significance of the study is
represented in its attempt to develop creative Uhinking
among children in the late childhood stage. which is a vei
important stage in the chilcVs life .Through this stage the
creative and innovative abilities which need many means
for developing them appear. In addition, the present stud~
can provide a theoretical background which can be added
to the Arab library and uses the training strategy for
developing creative thinking among children. It also
presents results, recommendations and suggestions that c
direct parents, teachers and experts among children, besi
presenting a new concept of the elementary school
environment than can contribute to getting rid of lecturin
and memorization habits.
Aims of the study:
The present study aims at:
(1) Developing creative thinking among children ag
10-12 years old.
(2) Investigating the effectiveness of an activities
based program in developing creative thinking
among children.
(3) Illustrating the difference in using activities for
developing creative thinking between males and
females.
Terminology of the study:
(1) Activities:
The researcher defines activities procedurally as : “A
group of procedures through which the individual displays
his/her creative ideas and products after exposing to
exploratory models prepared before which are a group of
scientific (extracurricular) activities, some of which are free
and some are limited and directed. These activities implies
various, wide, flexible content of exercises which suit
children’s dispositions and abilities. These activitics are
practiced inside an open scientific environment and the
researcher prepares these activities and presents them
individually or in group according to the nature of the
activity.
(2) Creative thinking:
The researcher adopts Torrance’s definition (1966:6)
of creative thinicing as: A process through which the person
becomes sensitive to problems, lack and knowledge gaps
and aware of weakness, gaps, inharmony and lack in
information to identif~, difficulty in them and look for
solutions and make guesses, formulate hypotheses about
points of lack, test these hypotheses, re-test them, modify
then re-test them and finally present his/her results.
Creative thinking is procedurally defined through the
mark get by the subject in:
Torrance’s creative thinking test prepared by
Abdallah Soliman and Fouad Abou-Hatab (1973).
Method of the study:
The study used the experimental method. The
researcher divided the sample into two groups
(experimental and control) homogenous in age, intelliger
ratio and the degree of creative thinicing before the
application of the study program, where the experimental
group children participated in the program sessions unlik
the control group children.
Sample of the study:
The study sample consisted of 64 studen
who were divided into two groups:
(1) The experimental group which consisted of 3
students : (16) males and (16) females.
(2) The control group which consisted of 32
students: 16 males and 16 females.
Tools of the study:
Tools of the study include:
(I) Torrance’s creative thinking test prepared by
Abdallali Soliman and Fouad Abou-Hatab (1973).
(2) Extra-curricular activities program for developing
creative thinking among children prepared by the
researcher.
(3) The pictorial intelligence test prepared by
Ahmed Zaky Saleh (1978).
(4) The social, economic and cultural level scale
prepared by Hemdan Fadda (1997).
Statistical technique:
- Analysis of variance (ANOV).
- T — test was used.
Results of the study:
The present study achieved the following results.
(1) There is statistically significant difference at the
level of “0.01” between the mean scores of the
experimental and control groups, in the creative
thinking dimensions (Fluency.. Flexibility —
Originality — Details) after the application of the
program in favor of the experimental group.
(2) There is no statistically significant difference
at the level of “0.01” between the mean scores of
males and females in the experimental group, in the
creative thlnldng dimensions (Fluency - Flexibility —
Originality — Details) after the application of the
program in favor of the experimental group.
(3) There is statistically significant difference
at the level of “0.01” between the mean scores of the
pre-test, post-test and after follow-up of the
experimental group, in the creative thinking
dimensions (Fluency - Flexibility — Originality —
Details).
Hence, the present study indicated the effectiveness
of the extra-curricular activities-based program in
developing creative thinking among children and getting
creative products from them.