Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework

• Published in: Cognitive development 2024-10, Vol.72, p.101513, Article 101513
• Main Authors: Kuo, Hsu-Chan, Chang, Chu-Yang, Wang, Jian-Ping, Wu, Estelle Linjun, Li, Pei-Lin
• Format: Article
• Language: English
• Subjects: Composition creativity; Creative thinking; Scaffolding; Storywriting
• ISSN: 0885-2014
• DOI: 10.1016/j.cogdev.2024.101513

Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use. •Based on the scaffolding theory and social constructionism, the IGI storywriting framework was developed.•The 14-week IGI course was conducted on 27 fifth graders, in which a mixed-method approach was used to collect data.•The IGI storywriting course could significantly improve students’ creative thinking and composition creativity.•Much incubation time, peer exchange, concept visualisation, scaffolding, and portfolios contributed to students' learning.