Effect of Philosophy Education on the Creativity and Social Problem Solving of Pre-School Children

Background and Aim: Creativity involves the production of original and fresh solutions and complex problems. The basis of creativity and creative problem solving is often known as divergent thinking in generating new responses. On the other hand, one of the most important factors in reducing psychosocial risks is social problem solving, which is defined as a cognitive-emotional-behavioral process that allows one to find the best solution to a problem. Methods: This study was a quasi-experimental and pretest-posttest with control group. The statistical population of this study was all preschool children in district ۴ of Tehran. The sample consisted of ۸۰ people who were selected by random stage sampling and replaced in two equal groups of experimental (۴۰ subjects) and control group (۴۰ subjects). Torrance Diverted Thinking Test (۱۹۸۸) and Child Social Problem-Solving Test (۲۰۰۰) were administrated as instruments. Philosophy education was taught to children in ۸ sessions ۴۵-minute. Results: The present research aimed to investigate the effect of philosophy education on social problem solving and creativity of preschool children. Conclusion: Data was analyzed using mean, standard deviation, Levine test and Multivariate Analysis of variance. Results showed that the Philosophy education had a significant effect on social problem solving of preschool children. The results also showed that the Philosophy education had a significant effect on the creativity of preschool children(P<۰/۰۵). Therefore, it is suggested that preschool educators use this approach to develop social problem-solving abilities and enhance children's creativity.

کلیدواژه ها:

Philosophy for children ، Social Problem Solving ، Creativity ، Pre School Students