Din Târgu Jiu

Universitatea “Constantin Brâncuşi” din Târgu Jiu “Constantin Brâncuşi” University of Târgu Jiu Analele Universităţii „Constantin Brâncuşi” din Târgu Jiu Annals of the „Constantin Brâncuşi” University of Târgu Jiu SERIA ŞTIINŢE ALE EDUCAŢIEI EDUCATION SCIENCES SERIES NR. 1 /2017 ISSUE 1 /2017 EDITURA „ACADEMICA BRÂNCUŞI” „ACADEMICA BRÂNCUŞI” PUBLISHER ISSN 1844 - 7031 COLECTIVUL DE REDACŢIE: REDACTOR ŞEF: Lector univ. dr. Sorin-Avram VÎRTOP, Universitatea „Constantin Brâncuşi” din Târgu-Jiu MEMBRI: Șef lucrări.dr. Milena Adina Tătar, Universitatea „Constantin Brâncuşi” din Târgu-Jiu Profesor universitar dr. Vasile Sorin PUREC, Universitatea „Constantin Brâncuşi” din Târgu-Jiu Profesor universitar dr. Amelia Georgiana BONCEA, Universitatea „Constantin Brâncuşi” din Târgu-Jiu Lector univ. dr. Ion POPESCU-BRĂDICENI, Universitatea „Constantin Brâncuşi” din Târgu-Jiu Lector univ. dr. Daniela POPESCU, Universitatea „Constantin Brâncuşi” din Târgu-Jiu Asistent univ. dr. Maria Cameila DICU, Universitatea „Constantin Brâncuşi” din Târgu-Jiu Editorial board Editor in chief: Sorin-Avram VÎRTOP, lecturer Ph.D., University „Constantin Brâncuşi” of Târgu-Jiu Members: Milena Adina Tătar, Lecturer, Ph.D., University „Constantin Brâncuşi” of Târgu-Jiu Vasile Sorin PUREC, Professor, Ph.D., University „Constantin Brâncuşi” of Târgu-Jiu Amelia Georgiana BONCEA, Professor, Ph.D., University „Constantin Brâncuşi” of Târgu- Jiu Ion POPESCU-BRĂDICENI, lecturer Ph.D., University „Constantin Brâncuşi” of Târgu-Jiu Daniela POPESCU, lecturer Ph.D., University „Constantin Brâncuşi” of Târgu-Jiu Maria Cameila DICU, lecturer Ph.D., University „Constantin Brâncuşi” of Târgu-Jiu CONTENT 1. THE DEVELOPMENT OF INTELLIGENCE, CONCERTIZED IN THE CREATIVITY OF CHILDREN Benegui Mihaela 2. THE STORIES AND SHORT STORIES OF CHILDHOOD Berbece Larisa-Andreea 3. TUDOR ARGHEZI'S POETRY FOR CHILDREN. A BRIEF INTRODUCTION Bistreanu Ileana 4. ASSIMILATION OF NOTIONS AND META-NOTIONS OF LANGUAGE AND META-LANGUAGE IN PRIMARY SCHOOL Bradu Andreea 5. AN INTRODUCTION TO THE THEORY OF THE NARRATIVE, TO THE NOVEL FOR CHILDREN AND THE NOVEL OF CHILDHOOD Manea Denisa Adelina 6. THE RECEPTION OF THE LITERATURE FOR CHILDREN IN PRIMARY SCHOOL Diana-Desdemona Muşchiciu 7. THE MODEL STUDENT AND THE ANTI-MODEL CHILD AS A CHARACTER OF THE LITERATURE FOR CHILDREN (GRADES 0-IV) Nimară Ana-Maria Roxana 8. AN APPLICATIVE PEDAGOGY OF THE LITERATURE FOR CHILDREN AN EFFICIENT AND CREATIVE META-DIDACTIC Perca Verginica 9. THE ARTISTIC IMAGE OF THE CHILD AND OF CHILDHOOD IN THE CONTEMPORARY ROMANIAN LITERATURE Popescu Andreea-Maria 10. THE INVOLVEMENT OF THE NEW TECHNIQUES IN THE CHILDREN’S DEVELOPMENT OF SPEECH AND WRITING IN ROMANIAN Rada Elena Analele Universităţii “Constantin Brâncuşi” din Târgu Jiu, Seria Ştiinţe ale Educaţiei, Nr. 1/2017 THE DEVELOPMENT OF influences, when he/she learns and disciplines himself/herself. By then, his INTELLIGENCE, CONCERTIZED IN intelligence moves into the cognitivist- THE CREATIVITY OF CHILDREN constructivist paradigm in order to stop immediately in the interactive one. Benegui Mihaela The recourse to cognitive theory in the field of developmental psychology Abstract: The authors translate the belonged to Jean Piaget (Piaget, 1977), one intelligence- development – creativity in the terms of sure reciprocity and literary form and of Carl Gustav Jung's “apprentices”, who message. Children must be attracted from has become a tireless master of research sapience in the reign of an educational into the development of normal alternative, based on invention, the channeling intelligence. Thus, Piaget believes that of own talent , at a tracked time. changes in intelligence occur sequentially, Keywords: attractiveness, diction, event in successive stages as follows: sensory motor stage (0-18/24 months); The pleasure to create and the preoperative stage (2 - 5/7 years); stage of reality of life concrete operations (6 - 11/12 years); stage of formal operations (12 - 13 years). Partly, his contributions (1923), Judgment and 1. Staking on strategies Reasoning in Child (1924), Origin of Child Intelligence (1936), Building the Real in Child (1937), Psychology of Intelligence Developmental psychology is a (1947) selected, are still viable either relatively new specialty dealing with methodologically or scientifically, but also behavioral changes: physical, cognitive, in the performance field. psychosocial. So being, its character is But I shall postpone this interdisciplinary. In the field of pre- "positivist" temptation for the moment, as university education (pre-primary and a motivation of such an approach is primary education), the implementation of embraced by the difficult coat of creativity has become a priority. arguments. A first argument would be the According to Anna Muntean’s two-term couple creativity - emotional treaty, we find that human development intelligence (Roco, 2004); then dyad means an increase in the complexity of the affectivity - creative imagination (Ribot, organization, which is not achieved by a 1988); then the "triangle" creative behavior mere quantitative summation. On the - artistic expression - practical activity (T. contrary, it assumes the coherence, by Vlad, C. Vlad, 1978); not least the which "the organization of functioning at a quadruple creative mental qualities - certain age is prepared by the organization creative process - stimulation of creativity from the previous age and logically leads - act of creation in school education with to the subsequent adaptive pattern" (Ana the related methods of formation / Muntean, Psychology of Human education (Ţopa, 1981). Development; Polirom Publishing House, The motivations of the creative Iaşi, 2006, p. 21). activity are circumscribed to the The child enters the stage of the democratic, stimulating framework. On the beginning of culture when he is 8-12 years one hand, we have the explanation of the old and he/she is sensitive to educational motives of creation through mechanisms 7 Analele Universităţii “Constantin Brâncuşi” din Târgu Jiu, Seria Ştiinţe ale Educaţiei, Nr. 1/2017 located in the unconscious, on the other, Maria Cojocaru defines the reasons to create, consciously opted. motivation as the set of dynamic factors Sigmund Freud considered creation as a that determine the conduct of an individual sublimation of real life. Creation would be as the personality's motor. Motivation is a transpersonal / defensive mechanism, by also based on the direct interest of the virtue of which a creator withdraws into learner, whose degree of manifestation the inner world to produce new values depends on: (Freud, 1980, 1-30). - desire / need, Johan Huizinga had identified - aspiring, creativity with game, interpreting it as an - curiosity, activity with an end in itself, that means - receptivity, that if the environment does not provide - ambition, competitive spirit, the condition of restoring the nervous - model / imitation, system, the subject invents it as a mean of - emotional feelings about the subject of self-stimulation and affirmation, in order to the action, self-realize and to find his own purposes - successful satisfaction (a successful effort inside himself, for himself and in himself. stimulates will and perseverance). According to Leon Topa, the That is why the educator has the creator is: "a man capable of reconciling duty to provide each child with a chance of the pleasure of creation with the reality of success by creating learning situations that life, of self-directedness towards specific correspond to his real ability to objectives" (Hoopa, 1980, 75). This man is successfully solve the problems meant to meant to rise himself beyond ordinary trigger creativity. daily or professional activities through Motivation in the school context originality and opposition. moves between intrinsic and extrinsic Basically, motivations, grafted on motivation and there are three main vocation and talent, are conditioned by components: social factors such as: - cognitive impulse, - recognizing the created values, - the need for strong affirmation of the self, - the creator's praise and prestige, - the need to belong to a group (belonging). - the appreciation of education in the The socio-cognitive model formation of the creative personality, highlights three types of perception: - people's esteem for the material and - the perception of the value of the activity, spiritual fecundity. - the perception of one's own competence, From the perspective of the status - the perception of the control that the and the top-level social role of the creator - student believes to have over the course as a first-rate motivational factor, it is still and consequences of the activity. worth reiterating a series of secondary Student motivation strategies factors such as: have also been tested / validated, including - the need for creative assertion, teaching the ideal conversation and the - self-building of the personality, sustainable experiment: - the satisfactions due to originality, - an initial anecdote on the theory to be - the pleasure of offering new values, taught; inventions and new interpretations or - a set of well-targeted questions about models to the re-emergent world. previously exposed knowledge; 8 Analele Universităţii “Constantin Brâncuşi” din Târgu Jiu, Seria Ştiinţe ale Educaţiei, Nr. 1/2017 - the presentation of the lesson plan in the I will conclude this motivation form of all the questions meant to raise the for choosing the theme - seeing it, epistemic curiosity; however, being an indirect

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