The contribution of parental treatment and family psychological factors to the development of creativity in children: A field study on a sample of creative pupils and their families in the City of Tlemcen

Abstract

This study examines the extent to which parental treatment and family psychological factors contribute to the development of creativity in children, proceeding from the premise that the family constitutes the primary structure and foundation of an individual's social upbringing and plays a central role in shaping children's personalities, particularly in the cognitive domain. To achieve the objectives of the study, the researcher adopted the descriptive and historical methods and implemented a systematic three-stage procedure: a nomination stage, in which creative pupils were identified by teachers and educational specialists; a selection stage, in which the Torrance Test of Creative Thinking (Figural Form B) was administered to determine pupils' levels of creativity; and a differentiation stage, in which a questionnaire addressed to the parents of the identified creative pupils was administered, covering two axes: parental treatment and family psychological factors. Following statistical analysis, the study found that parental treatment grounded in dialogue and the cultivation of children's cognitive abilities contributes to the development of their creativity, and that family psychological factors—represented in training children to solve problems independently and in providing them with stimuli suited to their interests—likewise contribute to the development of this creativity.