【精品文档】388关于孩子儿童具有创造力艺术家具桌子椅子凳子设计有关的外文文献翻译成品：儿童家具设计的创意性（中英文双语对照）

此文档是毕业设计外文翻译成品（ 含英文原文+中文翻译），无需调整复杂的格式！下载之后直接可用，方便快捷！本文价格不贵,也就几十块钱！一辈子也就一次的事！ 外文标题：CREATIVITY IN CHILDREN S FURNITURE DESIGN 外文作者：Allison Marissa Holden 文献出处: MASTER S THESIS，2018 (如觉得年份太老，可改为近2年，毕竟很多毕业生都这样做) 英文3184单词，19221字符(字符就是印刷符)，中文5376汉字。（如果字数多了，可自行删减，大多数学校都是要求选取外文的一部分内容进行翻译的。） CREATIVITY IN CHILDREN S FURNITURE DESIGN Abstract: Research shows the importance of a childhood home environment encouraging of creative and imaginative play. This series is a set of children’s furniture that, in addition to being play toys, stimulates creativity, interactivity and understanding of design construction. When a child understands how furniture is assembled and is encouraged to be creative in play, he or she gains valuable learning experiences while having fun. Together, a child and adult can easily assemble all the pieces of furniture without any need for tools. Much like a puzzle, the child has fun assembling the furniture while, at the same time, learns valuable lessons of spatial relationships and structural stability. This also leads to an understanding of safety in play. The added element of a portable three-inch LED orb encourages interaction once all pieces are assembled. Abstract design elements were used to stimulate imagination during play. Using basic Gestalt design principles, the furniture series was designed to not only be structural but also beautiful and intriguing. The curved abstract shapes encourage the child to take control and imagine the furniture as integral components of their play scene. The History of Creative Study The term “creativity” is a fairly new concept in civilization. Ancient thinkers lacked the concept of creativity and, instead, focused on the importance of discovery. When asked in The Republic, “will we say, of a painter, that he makes something?” Plato answers, “certainly not, he merely imitates.” (Tatarkiewicz). Ancient views depicted creativity as a direct influence of God, and it was not until the Renaissance when creativity was viewed as a quality of the individual (Albert). During the Enlightenment of the 18th century, philosopher Thomas Hobbes wrote of imagination’s importance, which was further referenced by William Duff as a quality of genius surpassing traditional intelligence (Dacey). The interest in creative study was halted until the arrival of Darwinism in the late 19th century when it was causally linked to human survival in quickly changing environments (Albert). After this time, several theories were developed in relation to the creative process. One of the first was by Graham Wallas, who, in his 1926 book Art of Thought, broke down creative thought into a five stage problem-solving process: preparation, incubation, intimation, illumination and verification (Wallas). This creative process, among others, is still studied by psychologists today. J.P. Guilford is credited for his psychometric study of creative intelligence in which convergent and divergent thinking skills are measured