The Creative Communication

Dorina Marin, Global Education MagazineDorina Marin

Primary teacher at National College “Octav Bancila” Iasi Romania




Abstract: The creative communication aims expression in an original manner and facilitates better understanding of the message. A creative community primarily means to think creatively. Whether it is in relationships with colleagues or in family contexts, the quality of communication with others depends on the quality of thought. The teacher is the artist that shape and stimulates creative thinking child it depends on the children’s development. The contemporary education must be adapted to the age of children to stimulate their interest and to achieve goals. In my opinion, this means the combination of some elements of the game, good cheer, with useful information about the life and activities of children everywhere. When students learn differently, become more creative, more motivated, aware that they can claim their work, they can cooperate with others that have different learning opportunities in new contexts.

Keywords: students, creativity, games, exercises, communication.


Creativity is so delicate flower that eulogy makes it bloom while discouragement often a choke, even before he could turn into a flower. “
Alex Osborn

Theoretical issues

The society needs people who are creative communities cope with change, adapt to all that is new, assume responsibilities, take advantage of opportunities in various creative and find solutions to current problems.
In this respect, Dan Pink, author of A Whole New Mind, said: “The last few decades have belonged to programmers who can break a code, lawyers who know how to draw up a contract or economists who know how to work with numbers. The future belongs to a type of person with a certain kind of mind: designers able to empathize, people who can recognize patterns, people who can give meanings of things, artists, inventors, counselors, thinkers who see the “bigger image” – they will reap praise and joys society “(Pink, 2006, p 27).

The creative student understand the lessons, the material and the process information can detach, exposing it in a personal way, comes with its own explanation of the phenomena, coming up with ideas “out of place”, finds unusual solutions (it’s original), puffy, wants to know what’s happening (curiously) tells stories more or less true (is imaginative, fanciful) found unusual uses of objects is forever preoccupied with something (active), likes to organize games during recreation (takes initiative and is dominant).
It is important for us to discover and cultivate, in time, the talent and the creativity of children as recorded and AD Moore in “Invention, discovery, creativity:” We differ in abilities and individual talents, stronger or weaker. Endeavor to cultivate talents where they are taken away many lives. A first condition for being happy in life is to find the better equipped we are to use and so identified for creative talent “(Moore, 1975, p 97).
In extracurricular activities, creative child is persevering and tenacious to stubbornly with observant, creative discontent manifested all the time, always suggests something to improve, it is curious, the trend information has multiple interests, has a tendency to dominate others has a rich emotional background is sensitive, intense lives, have confidence, apreciate himself fair enough, do not bother unclear circumstances – tolerate ambiguity and recover, not satisfied with the first product of its form, it improves and enlightens you prefer friends of other ages, large or small.
The activities must to employ, to guide, to lead and motivate students to become involved in getting its own success. If students feel that others care about their progress and feel encouraged to work hard to achieve academic roles, are motivated to do their best to learn to read, to calculate, to develop other skills and talents and to remain in school .

The purpose of micro research

In the present research I intended to study and to analyze the creative communication of my students in class in first semester of school.

The general objectives of micro research

– The determination of the influence of communication on the development of creative educational environment;
– The development of students skills when use the creative communication in different situations.


Based on data from the specialty literature, the following hypothesis is formulated in this way:
Involving students in various curricular and extracurricular activities that stimulate their creative ability can make positively influences in their communication.

The target group

The group who I have developed this research consists of 23 children from first grade at the National College of Arts “Octav Bancila” Iaşi.
All my students attend the kindergarten, but 19 of this children come from two parent families and 4 children come from single parent families, this situation is taking a toll on their communication and language development, but the environmental influences of educational activities offered by the school it respects the particularities of individual and age of the child and support the development of children’s communication and creativity.

Methods and instruments

– The observation, which aimed to capture both elements of communication activities in the classroom, the child manifests spontaneously and freely, closer to what is less controlled and censored, and in extra-curricular activities conducted with the whole class;
– The experiment created by a series of tests designed to determine the level of development of creativity in communications.

The conducting of research

• The first phase: In first month I watched and I filled out the survey (in communication) of each student.
The observation sheet contains the following items:
– Write original essays;
– Use properly artistic expressions;
– Easily find the meaning of words and new expressions;
– Quick find anonymous and various synonyms for certain words data;
– Change the end of a text;
– Write lyrics on a given topic;
– Communicate with other children in different situations;
– Communicate appropriately with adults.

• The second phase: The next 3 months I created a little experiment I involving my students in several extracurricular activities to stimulate creativity, which I recorded in video format to be analyzed as follows:
Communication Exercises:
The junior prom: The students will learn to present himselfs and to know colleagues through a creative act: a poem, a song, a play, a dance on stage in front of peers and parents, will be a small presentation fashion and the final will be rewarded with gifts and diplomas original artistic performance;
My grandparents are a … super!: The students will make a movie theme in their characteristic style about her grandmother / grandfather, highlighting the benefits of intergenerational learning.
A small bag of stories: The students will participate in an exercise in storytelling, continuing adventures of Spider and guess what would have happened in the meeting with their favorite animal.

The  students will participate in some recreational games:
A snowball fighting: The students must be described in a few words on pieces of paper, they will crumple, and will take their pick, trying to guess who is finally colleague described the lump found.
Guess the story! : The Students, organized in groups of 3, will have to stage through nonverbal communication, a fragment of a known story that other children have to guess.

The third phase: In the last month I’ve dealt with organizing, processing and analyzing data collection

According to records obtained from the analysis of observation and experiment, I concluded that two thirds of students have artistic talent, but they have problems of speech and a poor vocabulary. The children are very shyne in public. The scene and inhibits its audience. 1/3 of them speak slowly and sometimes stutter or refuses to participate in a particular activity. It is very difficult to talk about themselves, to control speech and to correct string to find the right words.

The analysis and interpretation of results:

The responses we have noted on a scale of 1-4 as follows:
1 – Insufficient
2 – Enough
3 – Good
4 – Very good

Intervention measures

The students were very open to everything new, the joy and play, have made an active participation in extracurricular activities and then:
– I encouraged him to sing, to compose poems, to recite and to interpret monologues at Festival of poetry Blue Flower at the Athenaeum Tătăraşi (Tora Hamre second prize) and a in a county competition One mask laughs one cry at “Dimitrie Cantemir” High School School (mention for literary poems- Tora Hamre and Andreea Baban);

– I helped a little girl of 7 years to capitalize and to submit paintings in some exhibitions;
– All students have participated as guests on the show for children Tirigong at the local television station in a dedicated to our mothers and to Fairy Spring show;
– I organized a small theater bande named Fireflies who have a remarkable success (two awards for interpretation at Come to the theater! Festival, the Interpretation Award for Best Male Performance and at second prize at the symposium Syncretism of arts, an award for diction and for well defined charactersat Festival In the spotlight, opened the show organized by our school during The open days were they are invited and a trophy at inter-county contest about theater in Ipoteşti-from Suceava).


The environment in which children grow and develop should help him improve, to cultivate talents with school and extracurricular activities related to his passion. Time has shown that often a huge talent was wasted because it was grown and grown ever since childhood, when an attentive parent can help the child to do things that he likes, encourage innate skills. Talent has no age, he just discovered and exploited. The gifted children have a very good memory, play with art, love scene and still outstanding results at an early age.

The students sampled my research showed a vivid imagination, great flexibility in thinking and intuition, sense of humor, attitude game, maximum freedom in associating ideas and not least originality in finding solutions.

After analyzing the results I would say that the main conditions that promote student creativity are:

– Personal initiative and active involvement in school and extracurricular activities;

– Self-learning;

– A good self-image;

– Stimulating the child’s social environment created within the group but also in public spaces;

– Encourage imaginative approaches;

– Providing a broad individual freedoms;

– Follow the creation of quality and not just performance;

– The right to failure (also support students to overcome them).

At the end of the research I can say that I noticed that both exercises and character creator games used in school and extracurricular activities, stimulate the creative potential of children. I appreciated the original responses, spontaneity, free expression of their opinions. We felt that if we remain indifferent conduct participatory and creative as is inhibits demoralize the child, decreasing the flexibility and originality. Positive feedback throughout the activities, determined affective states balms, and mobilization of subjects in solving tasks.

From this experience I noticed that small students has creative potential that integrates cognitive experience, operational and informational mechanisms triggered and sustained by the necessities of knowledge, self-expression, independence, cognitive attitude begins to crystallize.

The creative availability of my students is manifested in creative expressions and emotional behaviors in the game, drawing and communication activities. If the drawing, the child reflects selective and subjective reality in record creation requires mastery of language as an instrument of knowledge and communication.

Following this micro research I conducted and achieved outstanding results in competitions and manifest progress in public communication environment encouraged me to further address the educational process in terms of stimulating the creative potential of children through school and extracurricular activities. For this I feel it is necessary to create a permissive atmosphere affective participation of the students in the learning atmosphere that encourages communication, cooperation, consultation, formulation of questions by students, encouraging them.
In addition, I believe it is vital to teach students the importance of taking personal responsibility for what they do with their time. You can do a lot of really important things just when you hand the times playing with imagination achieving amazing things, just relying on the support of those who love them unconditionally. They must understand that we all need those moments, especially when involved in creative work.

Bibliographic references:

  1. Moore, A. (1975). Invention, discovery, creativity. Bucharest: Romanian encyclopedic.

  2. Pink, D. (2006). A Whole New Mind – Why Right-Brainers Will Rule the Future. SUA: Penguin-Putnam-Inc.


This article was published on September 15th: International Day of Democracy, in Global Education Magazine.

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