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Creativity and its relationship with intelligence and reading skills in children: an exploratory study
Roberta Louise Mariano Bezerra1, Rauni Jandé Roama Alves2, Cíntia Alves Salgado Azoni3
1Laboratório de Linguagem Escrita, Interdisciplinaridade e Aprendizagem (LEIA), Universidade Federal do Rio Grande do Norte (UFRN), Departamento de Fonoaudiologia. Centro de Ciências da Saúde. Rua Gen. Gustavo Cordeiro de Farias, s/n - Petrópolis, Natal, RN, 59012-570, Brazil. robertalouis1@gmail.com.
Summary
This study found that creativity, intelligence, and reading skills like phonological awareness and decoding develop throughout early elementary school. Stronger correlations between creativity and these skills were observed in 3rd graders.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Educational Psychology
Background:
- Creativity, intelligence, and foundational reading skills are crucial for academic achievement in children.
- Understanding the interplay between these cognitive and literacy skills is vital for educational interventions.
- The Brazilian context offers a unique setting to investigate these developmental trajectories.
Purpose of the Study:
- To characterize the development of creativity, intelligence, phonological awareness, and reading decoding in Brazilian schoolchildren.
- To examine the relationships between creativity and these cognitive and literacy skills.
- To provide empirical data on the early stages of creativity and its correlates.
Main Methods:
- A cross-sectional study involving 75 children from 1st, 2nd, and 3rd grades in Brazilian public schools.
- Assessment of creativity, general intelligence, phonological awareness, and reading decoding skills.
- Correlational analyses to determine the relationships between creativity and other measured skills.
Main Results:
- A progressive developmental trend was observed for creativity, intelligence, phonological awareness, and reading decoding from 1st to 3rd grade.
- The 3rd-grade students demonstrated the highest performance across all assessed domains.
- Significant positive correlations were found between creativity and intelligence, as well as creativity and reading skills (phonological awareness, decoding), particularly in the 3rd grade.
Conclusions:
- Creativity, intelligence, and essential reading skills evolve concurrently during early elementary education.
- The findings suggest a meaningful association between creativity and cognitive/literacy skills, strengthening with age.
- Further research is warranted to deepen the understanding of creativity's role in child development and academic success.
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