The Relationship Between Children’s Social Creativity And Their Self-consciousness

Social creativity is different from the general social creativity we are usually familiar with. It is built on basic social life activities, which refers to the specific life situations of children in addressing social problems in the process of divergent thinking with fluency, originality and flexibility. Self-concept is the self-awareness of the children themselves, which is also the unity of self-understanding and self-attitude. This study is committed to verifying the impact of self-concept on creativity. In teaching practice at schools, development of students’ self-concept can be focused on so as to develop their creativity and break new ground for creative teaching in the future.This study employs questionnaires and conducts survey on3rd-5th grade children in a representative M primary school in Shanghai. Social creativity tendency questionnaire developed based on integrated theoretical opinions and study conclusions by Gu Chuanhua, Zhou Zongkui and Hu Jingyi (2008) as well as the Children’s Self-Concept Scale developed by psychologists DBEV and Piers Harris in1969and revised in1974are adopted in the study. Relevant data then is processed by SPSS21.0---1) using descriptive analysis on self-concept and social creativity;2) single factor analysis of variance (ANOVA) to explore grade difference on self-concept and social creativity, and independent sample T to examine grade difference on self-concept and social creativity;3) relevant analysis on self-concept and social creativity to establish regression equation. Results show that a) at the stage of3rd,4th and5th grades, girls excel boys in every way; b) a positive correlation between children’s self-concept and social creativity and children’s self-concept can positively forecast social creativity.