Author(s)

Fernanda Hellen Ribeiro Piske¹, Tania Stoltz¹, Jarci Maria Machado¹, Carla Luciane Blum Vestena², Carla Sant'ana de Oliveira³, Samarah Perszel de Freitas⁴, Cristiana Lopes Machado¹

¹Federal University of Parana, Curitiba, Brazil.
²Unicentro/UFPR, Guarapuava, Brazil.
³Unicentro/Faculdade Guairacá, Guarapuava, Brazil.
⁴Positivo University, Curitiba, Brazil.

Educational practices that develop creativity depend on good teacher training. Teachers should be able to value the potential of their students. Teacher can promote a work with creative educational practices for this which it is necessary to develop in their students the ability to think in terms of possibility to explore various consequences and suggest changes and improvements to their own ideas. Teacher is a facilitator of the teaching-learning process and encourages the interests of their students. He/she should respect their feelings and emotions, allowing that each student has the freedom to express themselves in class in a positive emotional climate. Teacher should respect his/her students in accordance with their needs. Needs can be cognitive, social or emotional. It is possible to emphasize the importance of ludic teaching to attend psychological, cognitive, emotional and social needs of gifted students. Through ludic teaching, teachers can incite the desire to learn of these children and help them to develop their creative potential.

Creativity, Gifted Students, Ludic Teaching

Ribeiro Piske, F. , Stoltz, T. , Machado, J. , Vestena, C. , de Oliveira, C. , de Freitas, S. and Machado, C. (2016) Working with Creativity of Gifted Students through Ludic Teaching. Creative Education, 7, 1641-1647. doi: 10.4236/ce.2016.711167.