The relationships of creative writing to growth in cognitive learnings and in communication skills

In 1950, a period of rapidly increasing interest in creativity began, and since then, the publication of materials related to the creative process has flourished. During the 1960's, creativity became a central concern in educational research. The purpose of this study was to locate, report, and summarize pertinent and available experimental and non-experimental research, as well as authoritative statements concerning the relationships of creative writing to growth in cognitive learnings and in communication skills. The study was limited to materials published or made available from 1960 through 1976, inclusive, and concerned children from the kindergarten level through grade four. The research is applicable to children found in a typical classroom situation.

An outline for the organization of the study was established through a set of questions regarding how creative writing could promote growth in cognitive learnings and in communication skills as related to specific areas of curriculum. The study treated the limited number of experimental and non-experimental research, as well as the authoritative claims of writers, and finally summarized the materials found relevant to the subject. The Marilyn N. Suydam instrument designed for evaluating experimental research was investigated for its utility in evaluating experimental research. The non-experimental research reports were measured by other criteria.

According to experimental and non-experimental research projects, as well as authoritative statements relevant to the subject, creative writing can help the child to grow intellectually and to communicate more effectively. Experiences in creative writing can be correlated with other areas of the child's educational program to reinforce, enrich, and unify the curriculum.