Divergent thinking skills among primary school students in jammu: perception of school personnel

The present research was conducted to study the perception of primary school teachers regarding the importance of divergent thinking skills for children. The sample for the present study comprised 100 teachers (both male and female) of 200 children who were categorized as HP (High Performer) and LP (Low Performer) on the basis of their performance on Divergent Production Ability Test (DPAT). A Self devised Teacher Perception Questionnaire was used to assess the views of teachers regarding divergent thinking ability of children. The results of the study revealed that almost all the sample teachers were in favour of providing freedom of expression to children. It was observed that a large number of teachers showed acceptance towards multiple ideas of children and appreciated original ideas of their students. Opportunities in the form of material and activities were provided to children through brainstorming, word games, sharing activities with children. The teachers were of the view that these activities help in enhancing creative thinking of children. Most of the sample teachers appeared to be positive in their perception about divergent thinking. The positive perception of teachers for divergent thinking skill can be constructively used to harness this skill among children in the class room situations. The study has implications for children, parents, teachers and professionals in the field of child development and can be used to provide inputs for enhancement of divergent thinking skills among children.