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Psychological, pedagogical and gender characteristics of
the development of creativity in primary school students
Bayramgul DAULETMURATOVA
1
Nukus State Pedagogical Institute named after Ajiniyaz
ARTICLE INFO
ABSTRACT
Article history:
Received April 2025
Received in revised form
15 May 2025
Accepted 25 May 2025
Available online
15 June 2025
The development of creativity in primary school students is
a complex process influenced by psychological, pedagogical, and
gender-specific factors. Creativity, broadly defined as the ability
to produce novel and valuable ideas or solutions, underpins
various aspects of cognitive, social, and emotional development.
In recent years, educators, psychologists, and policy-makers
have increasingly emphasized nurturing creativity in early
education to foster well-rounded learners capable of problem-
solving and innovation. This article examines the theoretical
foundations of creativity, its developmental trajectory in young
children, and how gender disparities might emerge in creative
processes. Drawing on a review of empirical studies and
theoretical frameworks, this paper explores how classroom
environments, teaching methods, and familial support can
either enhance or inhibit creative potential. We discuss critical
pedagogical practices-such as open-ended tasks, inquiry-based
learning, and supportive feedback-and how they contribute to
shaping a child
’
s creative mindset. Gender differences,
manifested through social expectations and self-perceptions,
can also influence how children approach creative tasks,
highlighting the need for balanced and inclusive educational
strategies. Ultimately, the study underscores the importance of
recognizing individual differences, avoiding stereotypical
assumptions
based
on
gender,
and
implementing
psychologically informed instructional approaches. By uniting
insights from developmental psychology, pedagogy, and gender
studies, we aim to present a comprehensive view of how
primary school educators and stakeholders can effectively
cultivate creativity in the classroom.
2181-
1415/©
2025 in Science LLC.
https://doi.org/10.47689/2181-1415-vol6-iss5/S-pp166-174
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
creativity,
primary school,
gender differences,
educational psychology,
pedagogy,
cognitive development,
classroom environment.
1
Doctoral student, Nukus State Pedagogical Institute named after Ajiniyaz.
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167
Boshlan
g‘
ich sinf
o‘
quvchilarida ijodkorlikni rivojlantirishning
psixologik, pedagogik va gender xususiyatlari
ANNOTATSIYA
Kalit so‘zlar
:
ijodkorlik,
boshlan
g‘
ich maktab,
gender farqlari,
pedagogik
psixologiya,pedagogika,
kognitiv rivojlanish,
sinf muhiti.
Boshlan
g‘
ich sinf
o‘
quvchilarida ijodkorlikni rivojlantirish
psixologik, pedagogik va jinsga xos omillar ta
’
sirida k
o‘
p qirrali
jarayondir. Keng ma
’
noda yangi va qimmatli
g‘
oyalar yoki
echimlarni ishlab chiqarish qobiliyati sifatida ta
’
riflangan
ijodkorlik kognitiv, ijtimoiy va hissiy rivojlanishning turli
jihatlarini asoslaydi. S
o‘
nggi yillarda
o‘
qituvchilar, psixologlar
va siyosatchilar muammoni hal qilish va innovatsiyalarga qodir
b
o‘
lgan har tomonlama rivojlangan
o‘
quvchilarni tarbiyalash
uchun erta ta
’
limda ijodkorlikni rivojlantirishga k
o‘
proq e
’
tibor
qaratmoqda. Ushbu maqola ijodkorlikning nazariy asoslari,
uning yosh bolalarda rivojlanish traektoriyasi va ijodiy
jarayonlarda gender nomutanosibliklari qanday yuzaga kelishi
mumkinligini k
o‘
rib chiqadi. Empirik tadqiqotlar va nazariy
asoslarni k
o‘
rib chiqishga asoslanib, ushbu maqola sinf muhiti,
o‘
qitish usullari va oilaviy yordam ijodiy salohiyatni qanday
oshirishi yoki inhibe qilishi mumkinligini
o‘
rganadi. Biz tanqidiy
pedagogik amaliyotlarni (masalan, ochiq topshiriqlar, s
o‘
rovga
asoslangan
o‘
rganish va q
o‘
llab-quvvatlovchi fikr-mulohazalar)
va ular bolaning ijodiy fikrlashni shakllantirishga qanday hissa
q
o‘
shishini muhokama qilamiz. Ijtimoiy umidlar va
o‘
z-
o‘
zini
anglash orqali namoyon b
o‘
ladigan gender farqlari, shuningdek,
bolalarning ijodiy vazifalarga qanday yondashishlarida rol
o‘
ynashi mumkin, bu muvozanatli va inklyuziv ta
’
lim
strategiyalari zarurligini ta
’
kidlaydi. Oxir oqibat, tadqiqot
individual farqlarni tan olish, jinsga asoslangan stereotipik
taxminlardan qochish va psixologik ma
’
lumotga ega
o‘
qitish
yondashuvlarini amalga oshirish muhimligini ta
’
kidlaydi.
Rivojlanish psixologiyasi, pedagogika va gender tadqiqotlaridan
olingan tushunchalarni birlashtirib, biz boshlan
g‘
ich maktab
o‘
qituvchilari va manfaatdor tomonlarning sinfda ijodkorlikni
qanday qilib samarali rivojlantirishlari mumkinligi haqida yaxlit
k
o‘
rinishni taqdim etishni maqsad qilganmiz.
Психологические,
педагогические
и
гендерные
характеристики развития творческих способностей у
учащихся начальной школы
АННОТАЦИЯ
Ключевые слова:
творчество
,
начальная школа
,
гендерные различия
,
педагогическая
психология
.
педагогика
,
когнитивное развитие;
атмосфера в классе.
Развитие креативности у учащихся начальной школы –
многогранный процесс, на который влияют психологические,
педагогические и гендерные факторы. Креативность
в широком смысле определяется как способность
генерировать новые и ценные идеи или решения и лежит
в
основе когнитивного, социального и эмоционального
развития ребенка.
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В последние годы педагоги, психологи и политики всё
больше
внимания
уделяют
развитию
творческих
способностей в системе начального образования, стремясь
воспитывать всесторонне развитых учащихся, способных к
решению проблем и внедрению инноваций.
В статье рассматриваются теоретические основы
креативности, этапы её развития у детей младшего
школьного возраста, а также то, каким образом гендерные
различия могут проявляться в творческих процессах. На
основе анализа эмпирических исследований и теоретических
подходов изучается, как учебная среда, методы преподавания
и семейная поддержка могут как способствовать раскрытию,
так и сдерживать творческий потенциал ребёнка.
Особое внимание уделено педагогическим стратегиям,
таким как открытые задания, исследовательское обучение и
поддерживающая обратная связь, которые способствуют
развитию креативного мышления. Также обсуждается роль
гендерных различий, проявляющихся через социальные
ожидания и особенности самовосприятия, в процессе
выполнения творческих задач, что подчёркивает важность
сбалансированных и инклюзивных образовательных подходов.
В заключение подчеркивается необходимость признания
индивидуальных
особенностей
учащихся,
избегания
стереотипов, основанных на гендере, и внедрения
психологически обоснованных методов обучения. Объединяя
знания из психологии развития, педагогики и гендерных
исследований, статья предлагает целостный взгляд на то, как
учителя
начальных
классов
и
другие
участники
образовательного процесса могут эффективно развивать
креативность у детей.
INTRODUCTION
Creativity, as an essential facet of human development, has garnered considerable
attention across multiple disciplines, including psychology, education, and sociology. In
the context of primary school education, nurturing creativity is increasingly recognized
as a means to bolster children’s problem
-solving skills, socio-emotional growth, and
adaptability in a rapidly changing world [1]. From an educational standpoint, primary
school years are formative: children acquire foundational academic skills, develop
interpersonal relationships, and learn to navigate social norms. It is during this critical
period that creative thinking can be fostered to cultivate curiosity, resilience, and
openness to novel experiences.
The psychological dimension of creativity in primary school students is informed
by factors such as cognitive development, motivation, and emotional well-being [2].
Young children often display natural curiosity and imaginative thinking, yet the extent to
which these tendencies translate into creative output can vary widely. Pedagogical
approaches, including structured vs. open-ended tasks, active vs. passive learning
methods, and the role of teacher fee
dback, significantly shape children’s creative
expressions [3]. The schooling environment, with its curriculum design and teacher-
student interactions, either nurtures or potentially restricts imaginative thinking.
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Moreover, gender differences in creative expression can emerge during these early
years. Research suggests that social expectations, self-perception, and the influence of
role models can create gender disparities in various domains, including creativity-
oriented tasks [4]. While many studies highlight minimal biological determinants of
creativity in early childhood, the social and cultural contexts often impose subtle
constraints that may shape how boys and girls engage in imaginative play or approach
problem-solving [5]. Understanding how these factors operate within the classroom can
help educators implement strategies that promote equity and enhance each child’s
creative potential.
This paper seeks to present a comprehensive overview of the psychological,
pedagogical, and gender-related aspects of creativity among primary school students.
After reviewing the core theoretical and empirical literature, we will discuss how
educators can integrate best practices to address individual differences and cultivate a
nurturing environment. The article will then present key findings related to creative
development in children, followed by recommendations to guide future research and
practical interventions.
LITERATURE REVIEW
Theoretical Foundations of Creativity
Creativity has been conceptualized from multiple theoretical perspectives.
Guilford’s early work on divergent thinking laid the foundation for modern assessments
of creative ability [6]. He proposed that creativity is closely linked to one’s capacity to
generate multiple solutions to a single problem. Later, Torrance expanded upon this
perspective by designing the Torrance Tests of Creative Thinking, focusing on fluency,
flexibility, originality, and elaboration [7]. These frameworks underscore the importance
of cognitive complexity and openness in creative expression, components that are
particularly relevant when examining the developmental stages of children.
Another influential perspective is derived from Vygotsky’s sociocultural theory,
emphasizing the role of social interaction and cultural tools in cognitive growth [8]. In this
view, creativity does not emerge in a vacuum but rather through a learner’s engagement
with peers, teachers, and the broader cultural context. Vygotsky’s emphasis on language and
dialogic learning resonates with modern classrooms, wherein collaborative tasks and
discussions form vital channels for creative exploration. For primary school students, such
interaction can significantly scaffold the emergent creative process.
Psychological Influences on Children’s Creativity
Fro
m a developmental psychology standpoint, children’s creativity is shaped by a
variety of factors, including motivation, self-esteem, and cognitive flexibility. Self-
determination theory suggests that individuals are more likely to engage creatively in
tasks when they experience a sense of autonomy, competence, and relatedness [9]. In the
primary school setting, promoting intrinsic motivation can be essential. When students
feel a sense of control over their learning and perceive their contributions as valued, they
are more prone to take risks and think inventively.
Emotional well-being also plays a key role. Children who feel safe in a classroom
environment-where mistakes are seen as part of the learning process-tend to display
higher levels of creative output [10]. Conversely, fear of criticism or failure can inhibit
experimentation and reduce a child’s willingness to share unconventional ideas.
Consequently, establishing a psychologically supportive environment is crucial in early
education.
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Pedagogical Practices and Curriculum Design
Pedagogical practices significantly influence creativity development. Traditional
teacher-centered approaches, which primarily rely on rote memorization and
standardized testing, often leave limited room for exploration or experimentation [11].
Conversely, learner-centered strategies-such as project-based learning, guided discovery,
and cooperative group work-have shown effectiveness in nurturing creativity. In these
models, the teacher acts as a facilitator, encouraging students to ask questions,
brainstorm solutions, and refine their ideas. This aligns well with constructivist
viewpoints, wherein learning is seen as an active, constructive process driven by the
student’s curiosity.
Curriculum design that incorporates arts, open-ended projects, and
multidisciplinary connections further supports creativity. Integrating subjects like music,
drama, and visual arts into math or language lessons can stimulate novel perspectives,
especially valuable in early education [3]. Teachers who employ cross-curricular
techniques can help students draw from diverse knowledge bases, thus broadening the
potential for unique problem-solving approaches.
Gender Differences in Creativity
Research on gender differences in childhood creativity yields nuanced findings.
Some studies indicate negligible differences between boys and girls in overall creative
ability [12]. However, others highlight variations like creative expression, often tied to
societal expectations and reinforcement patterns. For instance, teachers and parents may
unconsciously encourage boys towards risk-taking or spatial play, while girls may receive
positive feedback for detailed, nuanced artistic endeavors [4]. These early socialization
patterns can influence how each gender approaches tasks requiring divergent thinking.
Additionally, children’s self
-perceptions can affect their creative engagement. Girls
might be more susceptible to stereotype threat in areas traditionally seen as “male
-
dominated,” such as STEM
-oriented creative tasks [13]. Conversely, boys might
experience pressure to conform to norms that discourage experimentation in expressive
arts, although these patterns vary across cultures. Recognizing and addressing such
subtle biases is essential to ensure that all students, regardless of gender, feel equally
supported in exploring their creative potential.
Cultural Contexts and Socio-Economic Factors
Finally, creativity does not develop in isolation from broader socio-economic and
cultural contexts. Children from diverse backgrounds may bring distinct experiences,
languages, and perspectives to the classroom, each of which can enrich the collective
creative pool [14]. However, schools operating under resource constraints might struggle
to implement hands-on, project-based activities or arts integration. In such
environments, the disparity in opportunity can hinder the nurturing of creativity,
especially among students from underprivileged backgrounds. Addressing these systemic
inequalities, through equitable funding and teacher training, remains paramount for
holistic child development.
In summary, existing literature underscores the complexity of developing
creativity among primary school students, with psychological, pedagogical, and socio-
cultural factors all playing significant roles. Moreover, while gender differences may not
fundamentally alter creative capacity, socialization processes and cultural norms can
shape how children express creativity. This foundation sets the stage for a more focused
discussion of educational strategies, classroom practices, and practical interventions
aimed at amplifying creative growth in early schooling.
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DISCUSSION
Psychological Dimensions: Fostering Intrinsic Motivation and Emotional Safety
Given that children’s
creativity flourishes in environments where intrinsic
motivation is high, educators in primary schools should prioritize strategies that cultivate
autonomy and self-direction [9]. Assignments that allow students to choose topics or
methods of presentation can increase their sense of control. Additionally, incremental
feedback that acknowledges effort, rather than purely outcome, helps students develop
resilience and curiosity [15]. Teachers might commend the process-exploring multiple
solutions, testing hypotheses, and revising work-rather than focusing solely on the final
product. Such an approach reinforces the idea that creativity is an iterative process
rather than a static trait.
Emotional safety within the classroom is likewise crucial. Children often test
boundaries through imaginative play and unconventional answers. When educators
respond with openness and respect, students learn that taking intellectual risks is a
normal part of learning. Conversely, punitive or dismissive reactions can stifle the desire
to experiment [3]. Teachers who strive to balance order with flexibility-setting clear
norms for respectful peer interactions yet encouraging diverse perspectives-create the
psychological groundwork for sustained creative engagement.
Pedagogical Strategies and Classroom Environment
Developing creativity in primary school students involves weaving inventive tasks
into the daily routine. One effective strategy includes open-ended questions and project-
based assignments, where multiple solutions or interpretations are valid [10]. For
instance, rather than having students simply memorize historical facts, a teacher might
assign a project in which students creatively reenact a historical event, encouraging them
to develop scripts, design props, and discuss alternative viewpoints. This approach not
only boosts engagement but also helps students practice divergent thinking by exploring
various possible narratives or outcomes.
Collaborative group work further enhances creativity by exposing children to
diverse perspectives and by challenging them to negotiate, compromise, and synthesize
ideas [8]. Such activities can be designed to ensure that each group member contributes a
unique element. Rotating roles- team leader, recorder, researcher, etc.- ensures that all
students learn from each other’s strengths, fostering a supportive peer climate.
Integrating the arts into academic subjects, sometimes referred to as “STEAM” (Science,
Technology, Engineering, Arts, and Mathematics), can also serve as a robust vehicle for
creativity, making lessons more engaging and multifaceted [16].
Addressing Gender Disparities
While innate creativity may not differ significantly between boys and girls, subtle
socialization patterns can create variations in their creative expressions [4]. Teachers
and parents often unintentionally reinforce stereotypes, such as praising boys more for
technological or mechanical problem-solving and encouraging girls towards more verbal
or aesthetic tasks. To counterbalance these tendencies, educators can adopt strategies
that promote equitable participation. For instance, rotating roles in group projects-such
as assigning girls to lead hands-on scientific experiments or encouraging boys to explore
artistic tasks, can challenge traditional gender roles an
d broaden each child’s scope of
interest and confidence [17].
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Another practical measure involves presenting diverse role models. Children
exposed to female scientists, male dancers, and other counter-stereotypical figures may
feel empowered to explore interests that defy conventional gender norms [13].
Classroom discussions that openly address stereotypes can also be beneficial. By helping
students recognize societal biases and guiding them to form more inclusive perspectives,
educators can reduce the risk of gender-based self-limitation. This, in turn, may lead to
more authentic creative expressions from all children.
Parental Involvement and Home Environment
Parents and guardians play a significant role in shaping children’s creative habits
[2]. Household environments that encourage questioning, tinkering, and imaginative play
can strengthen the skills children bring into the classroom. Simple activities such as
storytelling, arts and crafts, or cooperative cooking can bolster a child’s inventiv
e
thinking and willingness to experiment. Additionally, parental attitudes towards
education and gender roles can either support or inhibit creativity. When parents
demonstrate interest in diverse fields, including those traditionally gender-typed, they
provide a broader palette of possibilities for their children.
Teachers can collaborate with families by providing suggestions for creativity-
enhancing activities that can be practiced at home. Encouraging parents to celebrate their
children’s imaginative id
eas-rather than focusing only on academic achievements-fosters
an atmosphere where creativity is valued. Where possible, educational workshops or
community events that involve both parents and children can serve to reinforce a culture
of creativity extending beyond the school environment [14].
Cultural and Policy Considerations
The drive to enhance creativity in primary education also intersects with broader
policy debates. Educational policies that stress standardized testing can limit
instructional time for exploratory or artistic activities. Addressing this requires
collaborative efforts among policy-makers, administrators, and teachers to find
equilibrium between achieving national curriculum benchmarks and providing
opportunities for creative growth [11]. Some schools experiment with flexible
scheduling, dedicating blocks of time to interdisciplinary and open-ended projects that
foster creativity.
Beyond school walls, community programs and after-school initiatives can support
ongoing creative development. Public libraries, museums, and art centers can offer
workshops specifically designed for young learners. These extracurricular outlets not
only expand children’s horizons but also enrich the social capital of local communities by
promoting collaboration and cultural exchange [16].
Future Research Directions
Although the literature provides valuable insights into how creativity develops and
how gender differences may manifest, more research is needed to examine the interplay
between cultural variables and educational practices. Longitudinal studies that track
students from early childhood through adolescence could offer clearer evidence of how
school-based creativity interventions influence later achievements. Additionally, cross-
cultural research can illuminate how different societal norms and school infrastructures
impact the creative process and, particularly, how gender roles are expressed in varying
contexts [18]. By comparing outcomes across diverse settings, educators and policy-
makers can glean insights that inform more inclusive and effective pedagogies.
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In summary, the psychological, pedagogical, and gender-related dimensions of
creativity in primary school students are deeply interwoven. Optimal strategies must be
mindful of children’s development
al needs, the need for equitable teaching practices, and
broader socio-cultural influences. By implementing a constellation of supportive, open-
ended, and socially equitable practices, educators can help foster the next generation of
creative thinkers.
RESULTS
The synthesis of theoretical perspectives and empirical findings highlights the
following key results regarding the development of creativity in primary school students:
1.
Psychological Underpinnings:
Intrinsic motivation and emotional well-being
are critical drivers of creativity in young learners. Classrooms characterized by respect,
open communication, and supportive feedback tend to yield higher levels of creative
engagement [9].
2.
Impact of Pedagogical Practices:
Evidence indicates that learner-centered
approaches-such as project-based learning, collaborative group work, and the integration
of arts-encourage divergent thinking skills. In contrast, highly rigid or teacher-centered
practices may hinder creative expression [3].
3.
Gender Nuances:
While no definitive biological differences in creative capacity
have been consistently proven, gender stereotypes and societal expectations can shape
the domains and forms in which boys and girls’ express creativity [4]. Equitable
pedagogical interventions and diverse role models can mitigate these biases.
4.
Parental and Home Environment:
Family attitudes that foster curiosity,
experimentation, and open-mindedness complement school efforts in cultivating
creativity. Collaborations between teachers and parents can susta
in children’s creative
interests [2].
5.
Broader Socio-Cultural Context:
Economic and cultural factors also affect
children’s opportunities for creative exploration. Effective policy
-making, equitable
resource allocation, and community engagement remain vital to ensuring that all
children-regardless of background or gender-have access to creativity-enhancing
activities [14].
By aligning classroom strategies with these findings, educators and administrators
can create a robust environment for developing creative skills that will serve children
well throughout their academic journey and into adulthood.
CONCLUSION
Nurturing creativity in primary school students requires a nuanced understanding
of the psychological, pedagogical, and gender-related factors that influence early
cognitive and emotional development. The theoretical and empirical evidence presented
in this article underscores the importance of fostering intrinsic motivation, emotional
security, and positive self-perception to enhance creativity. Pedagogical approaches that
prioritize inquiry-based, cooperative, and arts-integrated learning experiences allow
children to explore divergent thinking and learn the value of experimentation.
Gender considerations remain central to this discussion. While inherent
differences in creative potential between boys and girls are not definitively established,
socialization and stereotype-driven expectations can lead to observable disparities in
creative expression. Educators can play a pivotal role in challenging these stereotypes by
assigning diverse tasks, rotating leadership roles, and showcasing a range of role models.
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Simultaneously, parents and communities contribute to children’s creative development
by reinforcing open-mindedness, curiosity, and resilience within the home and after-
school environments.
Ultimately, supporting creativity at the primary school level demands a collaborative
effort among teachers, parents, policy-makers, and researchers. Schools that adapt flexible
curricula, implement student-centered learning methods, and invest in continuous teacher
training are better positioned to cultivate future generations of innovative thinkers.
As technological advances and global challenges intensify, the ability to think creatively and
work collaboratively stands out as an essential 21st-century skill. By recognizing and
accommodating psychological, pedagogical, and gender-specific needs, educational systems
can more effectively realize the creative potential of every child.
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Barriers to Creativity and Creative Attitudes
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S. R. Pritzker (Eds.),
Encyclopedia of Creativity
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2.
Runco, M. A. (2007).
Creativity: Theories and Themes: Research, Development, and
Practice
. Elsevier.
3.
Craft, A. (2001). “Little c Creativity.” In A. Craft, B. Jeffrey, & M. Leibling (Eds.),
Creativity in Education
(pp. 45-61). Continuum.
4.
Eagly, A. H. (1987).
Sex Differences in Social Behavior: A Social-role
Interpretation
. Psychology Press.
5.
Baer, J. (1999)
. “Gender Differences.” In M. A. Runco & S. R. Pritzker (Eds.),
Encyclopedia of Creativity
(Vol. 1, pp. 753-758). Academic Press.
6.
Guilford, J. P. (1950). “Creativity.”
American Psychologist
, 5(9), 444-454.
7.
Torrance, E. P. (1974).
Torrance Tests of Creative Thinking: Norms-Technical
Manual
. Personnel Press.
8.
Vygotsky, L. S. (1978).
Mind in Society: The Development of Higher Psychological
Processes
. Harvard University Press.
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Deci, E. L., & Ryan, R. M. (2000). “The ‘What’ and ‘Why’ of Goal Pursuits: Human
Needs and the Self-
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