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Supporting Creativity and Imagination in the Early Years. Supporting Early Learning
Abstract
Learning through the arts has the potential to stimulate open ended activity that encourages discovery, exploration, experimentation and invention, thus contributing to children's development in all areas of learning and helping to make the curriculum meaningful to them. In this book, the author draws on her extensive experience of promoting young children's creativity and imagination to examine how visual representations, music, dance, imaginative play and drama can enable children to express their feelings, thoughts and responses. She highlights examples of good practice and provides practical guidance for those working with young children in a variety of settings, including home, school and centre-based care. Updated throughout, this second edition considers creativity and imagination in the light of contemporary initiatives such as Every Child Matters, Birth to Three Matters, Sure Start and the Foundation Stage curriculum. Following an introduction, this book is divided into three parts. Part One, What Are Creativity and Imagination and Why Are They Important?, presents the first chapters of the book: (1) The importance of creativity and imagination; (2) Defining creativity and imagination; and (3) The creative process. Part Two, How Do Creativity and Imagination Develop?, continues with chapters: (4) Child development, creativity and imagination from birth to six years; (5) Creativity across the curriculum; (6) The contribution of the arts to creativity and imagination; and (7) Development in the visual and performing arts. Finally, Part Three, Theory into Practice, concludes the book with the remaining chapters: (8) The role of the adult; (9) The organisation of space, time and social contexts; (10) Widening children's experiences; and (11) Planning, implementing, observing, recording and assessing. Also included are: Conclusion; Bibliography; and Index. [This book represents the second edition of "Supporting Creativity and Imagination in the Early Years."]
... Csikszentmihalyi (1996Csikszentmihalyi ( , 1998 Análisis de la creatividad y la cultura desde la óptica de la sociología. Duffy (2006) Análisis de la implementación de la creatividad y la imaginación en las escuelas. ...
... Esta apreciación es importante porque limita la creatividad al juego entre elementos preexistentes, generando nuevas relaciones a partir de la percepción de éstos, lo cual es algo muy distinto a generar algo completamente nuevo. Duffy (2006) profundiza en esta visión distinguiendo entre creatividad e imaginación y analizando las relaciones entre ambas: considera que la primera siempre implica el uso de la segunda, pero que no siempre se es creativo cuando se es imaginativo. La diferencia estriba en que "mientras que la imaginación es la capacidad de imaginar lo que no existe, el elemento creativo es convertir lo que imaginamos en realidad" (p. ...
Los temas que aborda el presente artículo son el uso interesado del término creatividad por parte del neoliberalismo, cómo éste ha influido en las políticas educativas durante los últimos años, si es posible contrarrestar esta influencia y, en tal caso, de qué modo puede plantearse una alternativa en forma de modelo pedagógico crítico. A tal efecto se intenta definir preliminarmente un concepto de creatividad a través de un enfoque multidisciplinar (psicológico, sociológico, antropológico, psicológico…) con una base crítica que se contrapone a las ideas que en las últimas décadas ha acuñado el discurso neoliberal. A la luz de esta contraposición se indaga en el modo en que la pedagogía debe implementar la creatividad para el desarrollo óptimo de la capacidad crítica de los estudiantes, para así plantear un modelo educativo que les permita cuestionarse las estrategias y la finalidad de su propio proceso de aprendizaje, así como formar libremente su propia subjetividad y potenciar su pensamiento crítico. Este recorrido argumental recurre a una metodología basada en la revisión bibliográfica –investigación documental– de las fuentes apropiadas a los conceptos tratados directamente y de modo contextual. Finalmente, se presentan una serie de conclusiones que demuestran la necesidad de plantear un modelo educativo alternativo, resultado de un sistema pedagógico afín, que fomente la creatividad de tal modo que favorezca la generación de procesos de aprendizaje y enseñanza críticos.
... The acquisition of creativity and innovation skills helps students to take up the initiative and use imagination rather than the knowledge provided by the mathematics teachers to generate and construct new ideas (Duffy, 2006) innovation refer to the capacity of students and teachers to form mental imageries or simply ideas in the mind and turn them into reality (KICD, 2017). ...
... The acquisition of creativity and innovation skills helps students to take up initiative and use imagination further than the knowledge provided by the mathematics teachers to generate and construct new ideas (Duffy, 2006). In support, the MINEDUC and REB (2015) indicate that the acquisition of creativity and innovation skills can be attained through mathematics contests and competitions so on and so forth. ...
Teachers’ conceptual knowledge contributes to the quality of teaching and learning of mathematics. The purpose of this study was to explore how mathematics teachers show understanding of soft skills and if they are aware of the methods that incorporate them in teaching and learning of mathematics. The sample consisted of 91 mathematics teachers, comprising 48 males and 43 females, who were purposively selected from secondary schools in Mazabuka district in Zambia. The parallel mixed design was used to collect data through a conceptual understanding test, developed using literature. Data were analyzed using JASP, SPSS software, and an excel spreadsheet. The findings revealed that the majority of mathematics teachers did not possess enough conceptual understanding of soft skills, and most of them were not aware of the methods and assessment strategies that incorporate soft skills. Additionally, mathematics teachers’ demographical factors such as age, gender, level of education and teaching experience were not found to have influenced teachers in the way they classified teaching and assessment strategies as very appropriate, appropriate, or not appropriate except in a few instances were gender and age had shown to have an influence. The study provides an insight into the needs of mathematics teachers to have adequate knowledge and preparation in the integration of soft skills in mathematics.
... Kako bi jednog dana postali kompetentni učenici, djeca, kao i odrasli, imaju potrebu osjećati pripadnost socijalnoj skupini, ali i osvijestiti svoju kreativ- nu individualnost. Upravo se stoga samosvjesnost ističe kao ključan dio cjelokupnog kreativnog procesa (Duffy, 2006). Iz Nacionalnog kurikuluma za rani i predškolski odgoj vidljivo je kako se isticanjem kreativnosti kao odgojne vrijednosti naglašava holistički pristup promatranju djeteta, uzimajući u obzir prirodne snage koje dijete donosi sa sobom te je kreativnost upravo vrijednost koju "treba njegovati, poticati i razvijati različitim oblicima izražavanja i stvaranja (Ministarstvo znanosti, 2014: 22)". ...
... Kreativnost, kao i dječja igra, uključuje: proces, stanje misli, sposobnost nositi se sa nesigurnošću i mogućnost istraživati nove ideje. Djeca su kreativna kada istražuju i eksperimentiraju, uključenošću u igru stvaraju smisao svijeta, koncentriraju se na pojedinačni zadatak duži period vremena i aktivni su u stvaranju nečeg novoga uz primjenu poznatih pretpostavki (Duffy, 2006). ...
Od Senekine antičke gnome Ne učimo za školu, nego za život, pa sve do naših dana,
kontinuirano se aktualizira potreba deskolarizacije sustava odgoja i obrazovanja, odnosno otvaranja škole prema stvarnim životnim potrebama. U tom kontekstu suvremena
teorija pragmatizma smatra da je za odgoj i obrazovanje bolji gram iskustva nego tovar
teorija.
Smisao tako shvaćenog odgoja i obrazovanja nije u znanju, nego u činjenju, tj. osposobljavanju za život. Presudan je funkcionalni pristup odgoju i obrazovanju, tj. odabir
odgovarajućeg načina razvoja osobnosti uspješnog pojedinca sposobnog nositi se s
recentnim društvenim izazovima.
Inovativnost, kreativnost i poduzetnost ne mogu se razvijati pasivnim usvajanjem
sadržaja, nego aktivnim odgojem i obrazovanjem usmjerenim na razvoj vrijednosti i na
njima utemeljenih sposobnosti koje će, najprije u školi, a potom i u životu, omogućiti
njihovo ostvarenje.
U radu koji slijedi raspravlja se o potrebi promjene načina odgoja i obrazovanja u
hrvatskim odgojno-obrazovnim ustanovama kao pretpostavki prilagodbe suvremenom
životu i radu.
... Visual arts are often considered as a means of creatively expressing ideas. This is evident when exploring the term creativity which involves the following parameters: 1. Original and flexible ways of thinking (Craft 2003;Leggett 2017), 2. Processes, such as idea transformation and solutions to problem (Duffy 2006;Fox and Schirrmacher 2012), 3. Personality traits such as curiosity and flexibility (Plucker, Beghetto, and Dow 2004;Zimmerman 2009) and 4. Original and functional products (Cropley 2009;Russ 2003;Zimmerman 2009). The arts can be one context under which creativity can be enriched (Alter 2010;Gude 2013;Hui, He, and Ye 2015). ...
... Also, Brown (2015) suggests that when play and the arts are combined and coordinated through various artful play activities, children's and families' engagement can be extended. Creativity shares with play the element of divergent thinking (Duffy 2006;Leggett 2017;Moore and Russ 2008;Russ 2003;Saracho 2002) and at the same time creativity is essential for the arts (Fawcett and Hay 2004;Zimmerman 2009.). We aim to show the arts as a cultural context provides the space for children to participate in creative play, highlighting their play learning experiences. ...
This article aims to use the cultural-historical activity theory (CHAT) framework to analyse the participation of an early childhood teacher in children’s creative play, in order to enhance and support creativity. The study is grounded on Vygotsky’s Zone of Proximal Development, and highlights teacher's play involvement and the arts as a cultural context for creativity development. Data sources such as video recordings, reflective journal and planning documents were used to describe play episodes from a play area titled the ‘Toy factory’. These were analysed by assigning each one to specific rules (e.g. technical, conceptual) and then creativity elements (e.g. process, product) were noted. Findings highlight that creative play underpinned by the CHAT framework is a cultural activity in which children and teachers (involvement) participate in the processes of creation and creativity (rules) in the context of the arts (degrees of freedom). Moreover, the teacher takes on the role of the mediator and scaffolds children’s creative play, using cultural tools while endorsing creativity elements. This study provides ample ground to propose corresponding activity strategies (Solve, Reflect, Share and Connect) as unfolded through the teacher’s actions, handed to children, to support and enhance their creative play experiences thus framing their Zone of Proximal Creative Development.
... Η τάση των παιδιών να μην θεωρούν ως δεδομένες τις καταστάσεις, τα οδήγησε στο να βλέπουν τα πράγματα με μια φρέσκια ματιά. Η ικανότητα αυτή μάλιστα εξελίχθηκε βαθμιαία μέσα από τους κύκλους δράσης της έρευνας, συνιστώντας μια από τις βασικές ενδείξεις ανάπτυξης της δημιουργικότητάς τους (Duffy, 2006). Μιχάλης: «Μπορούμε να ανοίξουμε τα κουτιά από τα χριστουγεννιάτικα δώρα μας, να πάρουμε το παιχνιδάκι και μετά με τα άδεια κουτιά να φτιάξουμε ένα άλλο παιχνιδάκι και έτσι να μην τα πετάξουμε» (σχόλιο παιδιού από τις σημειώσεις παρατήρησης). ...
... Η ισορροπία ανάμεσα στη δημιουργική έκφραση και την περιβαλλοντική ευαισθητοποίηση των παιδιών αποτέλεσε μια από τις πιο σημαντικές προκλήσεις της έρευνας. Η παρέμβαση της ερευνήτριας ήταν καθοριστική, καθώς φρόντισε να εστιάσει εκ νέου και να αναδείξει ακόμα περισσότερο την περιβαλλοντική «προβληματική» του ζητήματος, μέσα από μια διαδικασία η οποία στόχευσε καταρχήν στον κριτικό στοχασμό των παιδιών απέναντι στις δράσεις που σχεδίαζαν (Duffy, 2006). Σταδιακά, καθώς ενισχύθηκε η κριτική κυρίως σκέψη των παιδιών (αφήνοντας για λίγο στην άκρη τη δημιουργική), η δράση επανήλθε στην κατεύθυνση που ορίζει το πνεύμα και οι αρχές της εκπαίδευσης για την αειφορία. ...
Η δημιουργικότητα αναγνωρίζεται διεθνώς ως μια ικανότητα-κλειδί την οποία χρειάζεται να αναπτύξει ο άνθρωπος, ώστε να ανταποκρίνεται στις προκλήσεις του σύγχρονου κόσμου. Ωστόσο, η σχέση της έννοιας με την εκπαίδευση παραμένει ένα πεδίο αρκετά ασαφές, με λιγοστά εμπειρικά δεδομένα που να τεκμηριώνουν πώς εκδηλώνεται, πώς νοηματοδοτείται και πώς αποτιμάται στο εκπαιδευτικό πλαίσιο. Επιπλέον, ελάχιστες ερευνητικές αναφορές μελετούν ειδικά τη σχέση της δημιουργικότητας και της δημιουργικής σκέψης των μαθητών με την Περιβαλλοντική Εκπαίδευση /Εκπαίδευση για την Αειφόρο Ανάπτυξη. Η παρούσα εργασία βασίζεται σε μια έρευνα-δράση διάρκειας ενός σχολικού έτους, η οποία πραγματοποιήθηκε από την εκπαιδευτικό μιας τάξης νηπιαγωγείου της Αττικής και εξέτασε τη δημιουργικότητα των μαθητών στο πλαίσιο της Προσχολικής Εκπαίδευσης για την Αειφορία. Ειδικότερα, εστιάζει στις ενδείξεις της δημιουργικής σκέψης των παιδιών, οι οποίες εκδηλώθηκαν κατά τη διάρκεια διεξαγωγής μιας εκπαιδευτικής παρέμβασης με όχημα την τέχνη, με σκοπό την προσέγγιση ενός περιβαλλοντικού ζητήματος.
... Selain kegiatan ini dapat membuat suasana kelas menjadi tenang karena siswa fokus dalam menyelesaikan pekerjaannya. Ini menujukkan indikasi adanya minat yang tinggi dari siswa dalam menyelesaikan aktifitas yang diberikan ini (Duffy, 2006;Lin et al., 2018). Kreativitas siswa lebih terlihat dengan hasil gambar yang berbeda-beda dari setiap siswa dan siswa percaya diri dengan hasil yang telah dibuat, sehingga diperoleh indikasi bahwa aktifitas yang diberikan ini tidak menimbulkan permasalahan dalam hubungan sosial antar siswa yang dapat mempengaruhi proses pembelajaran. ...
Gambar merupakan media visual yang membantu siswa untuk memahami sebuah pengetahuan. Penelitian ini merupakan sebuah penelitian tindakan kelas dengan penggunaan media pembelajaran visual melalui ruang lingkup berupa buku cerita bergambar yang dilakukan pada kelompok usia 4-5 tahun. Penelitian ini bertujuan untuk menganalisis penggunaan media buku bergambar terhadap profil pembelajar knowledgeable dan kreativitas pada kelompok usia 4-5 tahun Proses pengumpulan data dilakukan berdasarkan hasil observasi dan hasil analisis mengenai hasil pencapaian siswa. Penelitian ini menggunakan model Kemmis and Taggart dengan melakukan perencanaan, pelaksanaan, pengamatan dan refleksi. Dalam penelitian ini dengan penggunaan media buku bergambar pencapaian profil pembelajar knowledgeable dan kreativitas mengalami peningkatan apabila dibandingkan dengan kondisi pra-penelitian. Melalui media buku cerita bergambar, para guru dapat memfasilitasi siswa dalam mengembangkan gagasan yang dimilikinya serta menumbuhkan inspirasi dan motivasi dalam proses pembelajaran.
... In the course of the analysis of domestic and foreign sources, it was noted that communicative competence presupposes the development of skills and abilities: to show initiative and come into contact with people around, show the positive desire for communication with them; be able to ask questions and adequately answer them in the topic; in communication, kindly conduct a conversation, accurately and concisely expressing the thoughts, listen and hear, understand the interlocutor, who also wants to provide his vision of the topic of communication, thus forming a feedback, reading the emotional attitude of a communication partner, to manage his own and other people's non-verbal and expressive means of communication; effectively cooperate, mastering communication models, speech genres and means to achieve the goal in individual or group communication [9,10,[12][13][14]. ...
The study is devoted to the psychological and pedagogical problems of the formation and stability of communicative competence necessary for the effective development of children with special educational needs, including severe multiple developmental disorders, the structure and features of the state of communicative competence are considered, the features leading to the inferiority of this competence are identified: the lack of formation of speech activity and its components that participate in communicative interaction between people, difficulties in determining the potential of communication skills in children with severe multiple disabilities, difficulties in determining the uniqueness of the personal and communicative development of children of the studied category at different stages of education, as well as conditions for the formation and stability of this phenomenon in children with severe multiple developmental disabilities receiving education in preschool and school periods. Among the main conditions for the stability of this phenomenon are the definition of an algorithm for the formation of communication skills in different types of activities; the presence of team communicative interaction of all subjects of the educational process. The continuity of the accompanying process is substantiated as the basis for the formation and further stable result of communicative competence in children with severe multiple developmental disorders.
... They are projected to be key skills for the future workforce [11]. By fostering creativity and imagination, students develop skills useful for exploring and understanding their own world, which help them create new concepts, or modify or expand existing knowledge [12]. CT education will help develop thinking skills in students, making learning outcomes sustainable and profound, and resulting in learning becoming more interesting and engaging. ...
... In the case of the field of art, its own space of thought and creativity is not disputed: as happens in the field of science with scientists, artists develop their contributions on the basis of specific premises and experimentation, from which situations of creative knowledge are generated. This approach reminds us of that of Duffy (2006), who considers that in order to be able to speak of intrinsic creativity in a specific discipline, it is necessary to have knowledge of previous objects and events on which it is essential to act (what the author names spaces of creation): hence, social interaction and the kind of relationship that we maintain with the environment are decisive for the creative process. ...
The subjects discussed in the article are the curious use of the term creativity by neoliberalism, how this has had an effect on educational policies in recent years, and how this effect can be counteracted by suggesting an option in a critical educational model. We characterize the concept of creativity applying a multidisciplinary approach with an analytical foundation that diverges with the perceptions coined by the business speech in the latest decades. Because of this disparity, we question the manner in which pedagogy ought to use creativity for the best development of students’ critical capacity, which allows them to criticize the strategies and the objectives of their learning process, as well as willingly animate their subjectivity and foment their critical thought. In relation to the methodology, for all the phases of this documentary research project, we have worked with a bibliographical review of sources which, due to their concrete theme and academic impact, are more relevant for the idea and purposes.
... Considera que deben entender la creatividad como un valor socioeducativo, porque formarán a sus estudiantes para enfrentarse a los retos del futuro mañana y adaptarse a las nuevas exigencias. Duffy (2006) asegura que la creatividad es una capacidad humana cuyo desarrollo requiere de otros factores como la actitud, la curiosidad por el entorno, la interacción social. ...
Este libro de actas recoge todas las contribuciones presentadas, evaluadas por doble revisión y aceptadas en el I Congreso Internacional de Ciencia en la Educación Infantil (Manresa, 5, 6 y 7 de julio de 2023) organizado por los estudios de Maestro de Educación Infantil de la Facultad de Ciencias Sociales de Manresa de la Universidad de Vic - Universidad Central de Cataluña.
El Congreso nace para dar respuesta a dos preocupaciones muy actuales. Por un lado, se constata fácilmente que en cualquier congreso de didáctica de las ciencias, la presencia de las aportaciones de educación infantil es poco más que residual, al tiempo que en los congresos de educación en las primeras edades, la presencia de la educación científica también es muy limitada. Con la organización del Congreso se ha querido evidenciar la identidad propia de la ciencia en la educación infantil y visibilizar un área de conocimiento tan cercana a los niños, que sienten curiosidad desde que abren los ojos al mundo por interpretar los fenómenos y entender cómo funciona la realidad que les rodea. Si se quiere trabajar para conseguir una mejor relación de la ciencia con la ciudadanía, es necesario empezar a ofrecer experiencias gratificantes de acercamiento a la ciencia desde el mismo momento del nacimiento.
Por otro lado, preocupa también la fría relación existente entre el mundo de la investigación en educación y el mundo de la práctica educativa en la escuela. Es necesario que estos dos mundos dialoguen con mucha más fluidez de lo que lo hacen habitualmente y para conseguirlo es necesario crear espacios que faciliten el contacto y el intercambio entre la investigación y la docencia. Un diálogo que debe darse desde la igualdad, desde la experiencia de cada uno, ya que tanto puede aportar la investigación a la docencia como el saber docente a la investigación. De estas sinergias saldrán beneficiadas las escuelas a la vez que las universidades en tanto que centros de investigación y en tanto que centros de formación de futuras maestras.
El Congreso se centra en las siguientes líneas temáticas escogidas por su relevancia en la educación científica en los primeros años: competencia científica hasta los 8 años, con especial atención a las primeras edades (0-3); educación científica inclusiva para reflexionar sobre cómo conseguir hacer de la ciencia un contexto favorecedor de la inclusión; formación inicial y permanente del profesorado por el impacto en las nuevas educadoras; y los retos del futuro que encara la sociedad con la agenda 2030.
El libro de actas se estructura por tipología de contribución: presentaciones orales y pósters, mesas redondas, talleres prácticos y experiencias escolares. De cada contribución se presentan todos los datos básicos y el resumen ampliado que se recibió como versión final, excepto en el caso de las contribuciones que sólo presentan el abstract, que son las que se proponen para formar parte del monográfico Ciencia a las primeras edades de la revista Didáctica de las Ciencias Experimentales y Sociales de la Universidad de Valencia (publicación prevista: diciembre 2023). Confiamos en que las investigaciones, reflexiones y prácticas presentadas en el Congreso y recogidas en este libro de actas puedan ser la chispa que encienda el interés de agentes educativos y políticos en mejorar la educación científica desde las primeras edades.
... Checking the maintenance of the EP results over time showed that only the results of imagination, which is the driving force of creativity, remained the same (Duffy, 2006;Zachopoulou et al., 2009). The originality and fluency of the preschoolers declined after six months of abstinence from creative activities. ...
... Indeed, the activity is reproductive in nature (i.e., children are just required to memorize and reproduce the song in a specific way), rather than productive or generative (Cremin & Chappell, 2019). However, if the teacher follows up by asking children to change the lyrics of the song, invent actions that reflect the meaning of the lyrics, or create an accompaniment for the song with instruments or other objects, for example, this would clearly promote musical creativity, as children would be required to explore, experiment, and create something of their own, using their imagination and originality (Duffy, 2006;Young, 2008). ...
The purpose of this study was to investigate the types of musical activities carried out in preschools for children aged 3 to 6 in two contrasting cultural settings: Spain, a Mediterranean European country, and Hong Kong, a special administrative region in China. Participants were 398 teachers in preschools, 199 in each location. We administered a survey in which we asked how often they carried out 19 musical activities. In our analysis, we considered these activities independently and clustered by content (based on the type of musical practice involved) and nature (based on the potential of the activity to foster creativity). Participants in Hong Kong reported carrying out eight activities most often while participants in Spain reported carrying out four activities most often. Regarding content, Singing and Voice activities were provided most often in Hong Kong, whereas Rhythmic Movement activities were provided most often in Spain. Regarding nature, Reproductive activities were carried out more often than Creative activities in both locations. Contrary to our expectations, Creative activities were carried out more often in Hong Kong than Spain. We conclude that there are mismatches between the curriculum for music and actual practices in both cultures, with repetitive musical practices being the most prevalent. Implications are discussed for curriculum designers, teacher educators, and teachers themselves.
... For all children, at all ability levels, the arts play a central role in cognitive, motor, language and social-emotional development. They motivate and engage children in learning, stimulate memory and facilitate understanding, enhance symbolic communication, promote relationships and provide an avenue for building competence (Duffy, 2006). The value of arts and culture to children therefore cannot be denied where there is great emphasis on integrating these opportunities to enhance early childhood quality (Susman-Stillman et al., 2018), whether in education or within the home and community. ...
This article presents the work of Beccy Allen, Head of Creative Learning at Half Moon Theatre, and her creative practitioners, Madeleine Graham and Daniel Mariño, on their extensive Early Years Creative Play (EYCP) programme for families and their children. The programme has been running since 2018, in children’s centres and nursery schools across the London Borough of Tower Hamlets, where families are invited to join, and in community spaces where local families are able to drop in. Breaking the tradition of relying on academic researchers to measure the impact of their programme, Beccy and her team engage with their own evaluation processes to measure the creative encounters that parent and child receive through the EYCP programme. As an outsider looking in, I present in this short article their work so that one can advocate for the continuation of such vital resources for children’s creative cultural and artistic lives.
... Only pupils in higher grades are provided space for the development of technical creativity. (Duffy, 2006) However, the findings of developmental psychology point to the need to acquire certain thought mechanisms leading to creative activity. (Hennessey, Amabile, 2010) By the time teachers focus their activities on developing students' creativity, these mechanisms are already partially in place, including limits and barriers. ...
Education in Czech Republic has recently undergone considerable changes. Emphasis is placed on the development of individuality, personality qualities, and competencies of pupils and students. Creativity has become an essential quality of modern man and it is proclaimed across many areas of human activity, being defined in various ways depending on the application of creative aspects. The area which we deal with in more detail in the article is creativity in technical education. In the context of current events in the field of educational policy in the Czech Republic, we present partial results of a research probe of a qualitative nature focused on identifying key elements of educational strategies of primary school teachers in the implementation of creative technical activities at primary school.
... Again, while "as if" thinking does not feature heavily in much of the creativity literature, each of the capacities important to "as if" thinking has been identified as playing a role in the creative process. The role of play in creativity is well documented (e.g., Russ 2003;Lieberman 2014), as is the role of imagination (e.g., Duffy 2006). Russ has explored extensively the role that pretend play has in creativity (e.g., 2003, Hoffmann and Russ 2012), suggesting that, "the capacity to use fantasy and engage in 'as if' play behaviour should also be important in many domains of creativity" (Hoffmann and Russ 2012, p. 175). ...
Action research is an approach to research which aims at both taking action and creating knowledge or theory about that action as the action unfolds. It starts with everyday experience and is concerned with the development of living knowledge. Its characteristics are that it generates practical knowledge in the pursuit of worthwhile purposes; it is participative and democratic as its participants work together in the present tense in defining the questions they wish to explore, the methodology for that exploration, and its application through cycles of action and reflection. In this vein they are agents of change and coresearchers in knowledge generation and not merely passive subjects as in traditional research. In this vein, action research can be understood as a social science of the possible as the collective action is focused on creating a desired future in whatever context the action research is located.
... Bu anlamda okul öncesi eğitim temel eğitimin mihenk taşı olarak gösterilebilir. Okul öncesi eğitim, etki alanı yaşam boyu süren bir süreci kapsamaktadır (Duffy, 2006). İnsan yaşamında eğitimin temeli bu dönemde atılmaktadır (He,2015). ...
Z Araştırmanın amacı MEB 2013 Okul Öncesi Eğitim Programı'nın Stufflebeam'in bağlam, girdi, süreç ve ürün değerlendirme modeline göre değerlendirmektir. Araştırma nitel araştırma yöntemlerinden durum çalışması olarak desenlenmiştir. Araştırma verileri 2020-2021 eğitim öğretim yılında Kilis il merkezi ve ilçelerindeki MEB'e bağlı okul öncesi eğitim kurumları ve ilkokul bünyesindeki anasınıflarında görev yapan 12 okul öncesi öğretmeninden elde edilmiştir. Toplanan verinin analizinde içerik analizinden yararlanılmıştır. Araştırma sonucunda; programın program hedeflerine erişme açısından yeterli olduğu, programın çocukların birçok alanda gelişimini olumlu yönde desteklediği, programın amaca hizmet eden, esnek, güncellenebilir bir yapıda olduğu, materyal kullanımı ve öğrencilerin aktif katılımını sağlayan etkinliklerin hazırlanmasına olanak sağlar nitelikte olduğu öğretmen görüşlerine göre tespit edilmiştir. Ancak araştırmada çocukların hazır bulunuşluğu ile programın uygulanması için gereken hazır bulunuşluk düzeyi arasında tam bir uyum olmadığı, programın etkin uygulanmasının gerektirdiği fiziksel koşulların bazı okullarda mevcut olmadığı, programın öğrencilerin dijital becerilerini geliştirmeye dönük kazanım ve göstergelere sahip olmadığı belirlenmiştir. Anahtar kelimeler: Stufflebeam, bağlam, girdi, süreç, ürün, okul öncesi eğitim, okul öncesi eğitim programı ABSTRACT The aim of the study is to evaluate the MEB 2013 Preschool Curriculum according to Stufflebeam's context, input, process and product curriculum evaluation model. The research was designed as a case study, one of the qualitative research methods. Research data were obtained from 12 preschool teachers working in preschool education institutions and primary schools in Kilis city center and its districts in the 2020-2021 academic years. Content analysis was used in data analysis. As a result of the research; It has been determined that the curriculum is sufficient in terms of reaching the goals, the curriculum supports the development of children in many areas, the curriculum has a purposeful, flexible, updateable structure, and allows the preparation of activities that enable the use of materials and active participation of students. However, in the study, it was determined that there was not a complete harmony between the readiness of children and the level of readiness expected for the implementation of the curriculum, the physical conditions required for the effective implementation of the curriculum were not available in some schools, and the curriculum did not have objectives and indicators to improve students' digital skills.
... Studies revealing the dreams of children attending schools about their schools will demonstrate and guide us what is missing or wrong in the existing schools. Duffy (2006) states that we can learn what children know about the world, what they care about, and how they choose to represent them by examining their imaginary expressions. The schools serve as learning centers for the children. ...
... Studies revealing the dreams of children attending schools about their schools will demonstrate and guide us what is missing or wrong in the existing schools. Duffy (2006) states that we can learn what children know about the world, what they care about, and how they choose to represent them by examining their imaginary expressions. The schools serve as learning centers for the children. ...
... Oppilas saattaa tarvita reflektiota harjoitellessaan niin opettajan läsnäoloa kuin konkretiaa tunteiden tunnistus-ja kielentämisprosessin apuna. Konkretiana voi toimia tarinallisuus (Fleer, 2011) ja mielikuvitus (Duffy, 2009). Duffy (2009) luonnehtii mielikuvituksellisuutta luontaiseksi itseilmaisun keinoksi. ...
LUMATIKKA-ohjelmamme koulutushenkilökunta on yhteisvoimin julkaissut kansainväliseen matematiikan, luonnontieteiden ja teknologian opetuksen LUMAT-B-lehteen teemanumeron matematiikan opetukseen liittyvistä aiheista eri opetusasteille. Erikoisnumeron ovat toimittaneet LUMATIKKA-hankkeen suunnittelijat Alisa Uusi-Kilponen, Eveliina Hietakymi ja Susanna Toikka.
Maksuttoman teemanumeron tarkoituksena on nostaa esille paitsi LUMATIKKA-ohjelman matematiikkainnostusta nostattavia hyviä käytänteitä sekä sisältöjä niin myös avartaa ohjelman vaikutusta suomalaisessa opettajankoulutuskentässä - siis sitä, miten hanke on saanut alkunsa ja verkkoympäristössä toteutettava matematiikan täydennyskoulutus muotoutunut sellaiseksi kuin se on, tukien opettajia työssään tarjota innostavaa ja laadukasta matematiikan opetusta Suomen joka kolkassa ja niemessä.
Teemanumero pitää sisällään seuraavat aihe-alueet:
• Pääkirjoitus: Johdatus matikkainnostusta nostattavaan LUMATIKKA-ohjelmaan
• Leikkien kohti matematiikan oppimista varhaiskasvatuksessa ja esiopetuksessa
• Puhutko matikkaa? Kielentämisestä oivalluksia alaluokkien matikkaan
• Boostia mielekkääseen matematiikan opetukseen yläluokilla ja toisella asteella
• Matikkalasit silmille! Intoa oppimiseen läpi koko oppimispolun
Teemanumeroon voi tutustua LUMAT-B-lehden nettisivuilla: https://journals.helsinki.fi/lumatb/issue/view/159.
... Oppilas saattaa tarvita reflektiota harjoitellessaan niin opettajan läsnäoloa kuin konkretiaa tunteiden tunnistus-ja kielentämisprosessin apuna. Konkretiana voi toimia tarinallisuus (Fleer, 2011) ja mielikuvitus (Duffy, 2009). Duffy (2009) luonnehtii mielikuvituksellisuutta luontaiseksi itseilmaisun keinoksi. ...
Arvioinnin painopistettä aina alkuopetuksesta lukioon asti on siirretty opetussuunnitelmien kehittämistyön myötä lopputuloksen arvioinnista koko oppimisprosessin arviointiin eli formatiiviseen arviointiin. Muutos selittyy formatiivisen arvioinnin hyödyillä; sillä on nähty olevan monia oppimista tukevia vaikutuksia. Erityisesti matematiikan näkökulmasta formatiivisen arvioinnin on havaittu tukevan tärkeitä taitoja, kuten ajattelun taitojen syventämistä ja oman toiminnan kriittistä tarkastelua. Formatiivista arviointia voi toteuttaa monin eri keinoin, mutta opettajat ovat kuitenkin usein kokeneet sen toteuttamisen haasteelliseksi käytännön opetustyössään. Tässä artikkelissa nivotaan yhteen, mitä itsearviointi voisi tarkoittaa koulupolun eri vaiheissa. Esittelemme, miten itsearviointia voidaan toteuttaa; tarkastelumme perusteella alkuopetuksessa keskitytään vielä itsearvioinnin perustaan eli reflektiotaitoon, kun lukiossa syvennytään kognitiivisesti haastavampien asioiden äärelle, kuten oman toiminnan, ratkaisustrategioiden ja oppimisen tarkasteluun.
... This idea is based on free expression of students' thoughts, which is achieved through the cultivation of imagination. Namely, imagination is used to generate new ideas, "establishing unusual and new connections, and investigating different possibilities" (Duffy, 2006). As noted by Craft (2002), children are characterized by inborn "curiosity, imagination and creativity abilities and this type of creativity is called as little creativity". ...
The importance of imagination in the process of education is unquestionable - by developing the ability to create and retain images, sounds, feelings as a reflection of one’s thoughts, the basis of thinking is constructed. All this helps students to discover and create something completely new, solve problems, move to other spaces, understand others.The article theoretically substantiates the importance of developing children’s imagination and empirically reveals the opinion of primary school teachers about the aspects of developing imagination and visualization skills in the educational process.The written questionnaire study was carried out in January – July of 2020. The study involved 390 primary school teachers which shows the validity of the data and reflects the opinion of the majority of Lithuanian primary school teachers in the context of the analysed object. The data were processed using descriptive statistics (frequency) and analytical statistics (Mann Whitney U Test).The results of the research reveal that the imagination of primary school students is usually developed through fairy tales, character role plays, and in language teaching subjects, images are usually conveyed through verbal codes. In Maths, language teaching and Science lessons, students usually depict fantastic objects, diagrams, tables and charts, draw folk symbols, and produce visual instruments.
... Tutkimusten (Fleer, 2011;Gajdamaschko, 2005) mukaan ajattelun kehitystä voidaan tukea kertomuksia ja mielikuvitusta hyödyntäen. Mielikuvitukselliset kokemukset tarjoavat oppilaille mahdollisuuden ilmaista itseään (Duffy, 2006). Oppilas saattaa tarvita reflektiota harjoitellessaan niin opettajan läsnäoloa kuin konkretiaa tunnistusprosessin apuna. ...
Tekstissä käsitellään alkuopetusikäisten itsearviointitaitoja ja Arviointimaa-välinettä. Arviointimaa on oppilaille suunniteltu mielikuvitusmaailmaan sijoittuva itsearviointiväline. Oppilaiden itsearviointitaitojen kehittäminen alkaa perusopetuksen ensimmäisiltä luokilta. On erityisen tärkeää, että opettaja mahdollistaa niiden harjoittelun systemaattisesti oppijan kehitystason huomioiden. Alkuopetusikäiset kertoivat Arviointimaan avulla tunteistaan, joita ongelmanratkaisutehtävä sekä matematiikka ja sen opiskelu heissä herättivät.
... Pentru propuneri și exerciții de stimulare a creativității în școală pot fi consultate și publicațiile lui Duffy (2006) care are în vedere vârstele timpurii ale copiilor și Eastwood și colaboratorii (2009), pentru elevi mari și adulți. ...
... ABAR is immersive, and participatory performance art acts as a trigger for dialogical artwork to evolve on site in real time, with the aim of enhancing creativity, creative expression, and interconnectedness between the participants in projects for children and young people. However, tools are lacking to support artists and educators working with performance pedagogy and art education to engage young audiences in projects to enhance their creativity (Cropley, 2014;Chishti & Jehangir, 2014;Duffy, 2006). ...
This article presents arts-based action research on enhancing children’s creativity through affect within participatory performance art and performance pedagogy. The study hypothesis was that children’s creativity can be enhanced by affect experienced at a performance site. The purpose of the study was to investigate the impact of children’s involvement in artistic performance on their creativity at a performance site. The impact of interactions at the site, the co-participating children,and the involved artists were monitored on a daily basis to collect qualitative data, which were analyzed using a general inductive approach. Objective themes relating to the variables were retrieved from the collected data and assigned codes, concepts, and keywords extracted from photographs,video recordings, and observation notes. The case under investigation was the “Nomadic Radical Academy 2020: The Good, the Bad, and the Art”, which built on a pilot event held in 2019. This research concluded that performance art can have a social and creative impact during an art event through children’s participation and can be used by performance artists and educators.
... Berdasarkan tinjauan literatur, ditemukan bahwa pengertian harga diri adalah: 1) perasaan yang selalu terungkap sendiri dengan cara orang bereaksi (Clemens & Bean, 1995); 2) kebanggaan seseorang pada hakikat keberadaan dirinya (Surna & Pandeirot, 2014); dan 3) subjective feedback about the adequacy of the self (Bernar, Wells, & Peterson dalam Duffy, 2006). ...
div> The success of students learning Mathematics at “X” Junior High School is very low. Alike success of students learning Mathematics, the students also have low motivation, low self-esteem, and low self-confidence. According to this fact, guessed that there is correlation between motivation and success of students, between self-esteem and success of students, and between self-confidence and success of students learning Mathematics, so needed a research to see that correlation. Research method that was used to see that correlation is correlation method, with questionnaire as a tool to collect data from 131 students of “X” Junior High School. Technique used to analyze data are statistical techniques, which are descriptive and inferential statistic. The conclusions are 1) there is a significant correlation between motivation and success of students learning Mathematics at “X” Junior High School, 2) there is significant correlation between self-esteem and success of students learning Mathematics at “X” Junior High School, and 3) there is significant correlation between self-confidence and success of students learning Mathematics at “X” Junior High School.
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... Ένας από τους πρώτους ορισμούς που επιχειρήθηκαν για τον όρο δημιουργικότητα είναι αυτός του Guilford (1950), σύμφωνα με τον οποίο η δημιουργικότητα «καλύπτει τις πιο χαρακτηριστικές ικανότητες των δημιουργικών ατόμων, που καθορίζουν την πιθανότητα για ένα άτομο να εκφράσει μια δημιουργική συμπεριφορά, η οποία εκδηλώνεται με εφευρετικότητα, σύνθεση και σχεδιασμό». Επιπλέον, ως δημιουργικότητα, ορίζεται η ικανότητα του ατόμου να βλέπει τα πράγματα, μέσα από νέες και αυθεντικές οπτικές γωνίες, να μεταφέρει την προηγούμενη εμπειρία τους σε νέες καταστάσεις, να σκέφτεται με αντισυμβατικό τρόπο, να χρησιμοποιεί καινοτόμες προσεγγίσεις, κατά την επίλυση προβλημάτων, και να δημιουργεί πρωτότυπα πράγματα (Duffy, 1998). Σε όλα τα παραπάνω, θα μπορούσε να προστεθεί και η ικανότητα του ατόμου να αναγνωρίζει τα προβλήματα, να διατυπώνει υποθέσεις, να παράγει νέες ιδέες και να επικοινωνεί τα αποτελέσματα στους άλλους (Torrance, 1988). ...
Έχει παρατηρηθεί ότι οι μαθητές/-τριες παρουσιάζουν αρκετές φορές μονοδιάστατο τρόπο σκέψης, με αποτέλεσμα να μην εξετάζουν ένα πρόβλημα από όλες τις πλευρές ή να δίνουν στερεότυπες και μονολεκτικές απαντήσεις. Επιπλέον, έχει διαπιστωθεί ότι κάποιοι μαθητές/-τριες δεν έχουν αναπτύξει τις κατάλληλες άμυνες, ώστε να αντιμετωπίσουν μια αποτυχία και να διαχειριστούν τα λάθη τους. Παράλληλα, έχει φανεί ότι στο σχολικό περιβάλλον καταφεύγουν, συχνά, σε διαχωρισμούς σε ομάδες με μοναδικό κριτήριο το φύλο και εμπλέκονται σε διενέξεις, σχετικά με τον ρόλο που οφείλει να έχει κάθε φύλο, βάσει των στερεοτυπικών αντιλήψεων που επικρατούν στην κοινωνία. Για την αντιμετώπιση των παραπάνω ζητημάτων, το σύγχρονο σχολείο οφείλει να επιδείξει ισχυρά αντανακλαστικά, ώστε μέσα από τον εμπλουτισμό της διδασκαλίας με ποικίλες βιωματικές συλλογικές δραστηριότητες να καλλιεργηθεί η αποκλίνουσα σκέψη, η ευρύτητα των απόψεων και η δημιουργικότητα των μαθητών/-τριών. Προς αυτή την προσπάθεια, σημαντική καθίσταται η συμβολή της επιστήμης της Κοινωνικής Παιδαγωγικής, καθώς είναι επαρκώς εξοπλισμένη με συγκεκριμένες αρχές, στοχοθεσία, μεθοδολογία, τεχνικές και μέσα, ώστε να ωθήσει τους εκπαιδευόμενους να αναπτύξουν πολύπλευρα τις δεξιότητές τους, να προάγουν την κριτική τους σκέψη και να ενισχύσουν τη δημιουργικότητά τους, μέσα από εκπαιδευτικά προγράμματα πρόληψης και παρέμβασης. Επομένως, στην παρούσα εργασία προτείνεται ένα ολοκληρωμένο κοινωνικοπαιδαγωγικό πρόγραμμα, με κύριο σκοπό την ενίσχυση της δημιουργικότητας των μαθητών/-τριών και τη μετατόπιση της νοοτροπίας τους από παγιωμένη-λιμνάζουσα σε αναπτυσσόμενη, το οποίο απευθύνεται στους μαθητές/-τριες των δύο τελευταίων τάξεων του Δημοτικού. Μετά την υλοποίηση και ολοκλήρωση του εκπαιδευτικού προγράμματος, στο πλαίσιο της σχολικής τάξης, αναμένεται η βελτίωση των γνωστικών, συναισθηματικών, επικοινωνιακών και κοινωνικών δεξιοτήτων των μαθητών/-τριών. Συμπερασματικά, οι βασικές αρχές και προτεραιότητες της Κοινωνικής Παιδαγωγικής, όπως η ολόπλευρη ανάπτυξη του ανθρώπου, η ενίσχυση των συναισθηματικών και κοινωνικών δεξιοτήτων, ο σεβασμός της ετερότητας, η δημιουργία θετικών εμπειριών και η ανάπτυξη της δημιουργικότητας διαπνέουν το συγκεκριμένο πρόγραμμα και μέσα από τις τεχνικές, που αξιοποιούνται στις προτεινόμενες δραστηριότητες, επιδιώκεται η ανάδειξή τους.
... Zaferlerin kalemlerle kazanıldığı bilgi çağında, insanın fiziksel gücüne duyulan ihtiyaç azalmıştır. Bu çağda, beklenmedik durumlarla başa çıkabilen, bağlantısız bilgileri bir araya getirerek kullanabilen, düşünceleriyle oynayabilen, yani, yaratıcı bireylere duyulan ihtiyaç artmıştır (Duffy, 2006). Bu durum, yaratıcılığın doğuştan mı yoksa öğrenilen veya geliştirilen bir özellik mi olduğunun tartışılmasına yol açmıştır. ...
... Craft (2002)'e göre hayal gücü, yaratıcılığın ön şartıdır. Hayal gücü, şu anda yaşadığımız zamanın ötesine geçebilmek, durumlar arasında yeni bağlantılar kurabilmek, algıları içselleştirebilmek ve çeşitli olasılıkların farkına varabilmek için kullanılır (Duffy, 2006). ...
Bu araştırmanın amacı, kentsel ve kırsal kesimde yaşayan ilkokul 2. Sınıf öğrencilerinin yaşamak istedikleri şehirleri nasıl ifade ettiklerini anlamak amaçlanmıştır. Çalışma grubuna Balıkesir ilinin Edremit ilçesinde eğitimine devam eden 63 çocuk dahil edilmiştir. Bu çocukların 31’i kentsel kesimde 32’si kırsal kesimde eğitimine devam etmektedir. Bu araştırmanın verileri çizim ve görüşme tekniği kullanılarak toplanmıştır. Elde edilen veriler içerik analizi tekniğiyle analiz edilmiştir. Araştırma sonucunda, kentsel kesimde yaşayan çocukların resimlerinde grafiklere daha fazla yer verdiği belirlenmiştir. Kentsel kesimde yaşayan çocuklar, “tatlı şehir” kategorisinde kendi hayal güçlerinde yarattıkları bir şehirde yaşamak istediklerini belirtirken, kırsal kesimde yaşayan çocuklar büyük şehirde yaşamak istediklerini belirtmişleridir
... Again, imagination assists people to visualise their approach in advance and determine the steps involved in a particular process (LMTF, 2013). Such creative faculties can also help in identifying and mitigating emerging risks (Duffy, 2006). These could include climate change and natural disasters, threats to food security or water supply, or health risks pertaining to particular activities or behaviours. ...
Education systems face mounting pressures to equip their learners with the right combination of knowledge, aptitudes and competencies. Higher-order cognitive skills as identified in Bloom’s taxonomy of learning objectives appear to confer a range of economic and social benefits, for both individuals and their community. Through quality education, these skills can nurture increased enterprise and
innovation to generate sustainable livelihoods, meet customer needs and exploit emerging opportunities. Similarly, cognitive development can assist learners, their families and societies to understand and tolerate difference, and empower them to participate more effectively and plan more proactively towards a better future.
This paper therefore contends that cognitive skills need to be prioritised within curricula for basic schooling in addition to more advanced levels of education and training. To this end, it draws on qualitative research conducted in 2012 to examine attitudes towards children’s cognitive development among major donors and agencies in Rwanda. Through a series of semi-structured interviews and applying a human capital framework, the study explores how schooling prepares learners to think creatively and critically to engage with ideas and solve problems. The findings identify system features and initiatives that appear to foster cognitive skills, as well as many complex political, cultural and educational factors that are likely to impede their development in Rwanda and elsewhere.
The paper concludes with recommendations to promote increased higher-order cognitive skills for sustainable futures, and reflects on implications for curriculum design, teacher training, assessment practices and early childhood interventions.
Full paper also available online at http://www.camb-ed.com/download/file/127/111/bayley-education-for-enterprise-and-empowerment-ukfiet-2015pdf.
هدفت هذه الدراسة إلى الوقوف على فاعلية تراكم المعرفة التربوية النفسية في تنمية مهارات التفكير
الإبداعي لدى طلبة المستوى الرابع في كلية العلوم التربوية بجامعة آل البيت، واختيرت العينة بطريقة عشوائية
طبقية، وتكونت من مجموعتين: المجموعة الأولى ) 150 ( طالبا وطالبة من المستوى الأول، كما تكونت المجموعة
الثانية من ) 150 ( طالبا وطالبة من المستوى الرابع؛ حيث تعرضت المجموعة الثانية إلى تراكم المعرفة التربوية
النفسية من خلال دراسة مجموعة من المساقات التربوية النفسية عبر المستويات الدراسية السابقة؛ بينما لم تدرس
المجموعة الأولى تلك المساقات التربوية النفسية. وطبق الباحث مقياس التفكير الإبداعي على المجموعتين.
وأظهرت النتائج تفوق طلبة المجموعة الثانية في التفكير الإبداعي ومهاراته: الطلاقة، والمرونة، والتفاصيل،
والتصور، والتحليل، والتركيب، بينما أظهرت النتائج عدم وجود فروق دالة إحصائيا في التفكير الإبداعي ومهاراته
لدى أفراد المجموعة الثانية تعزى للجنس، ما عدا مهارة التركيب كانت لصالح الذكور.
Education is the backbone of every society, and its core goal is to internalize the maximum potential of every child. With the advent of technologies like AI, Machine Learning, Robotics, Automation, the landscape of the future is witnessing a major shift. The skills required in future are also different from what is being taught in the current school education. Creativity has been reported to be among the top three required skills in the next decade with complex problem solving and critical thinking acquiring the top two positions. For creativity to work, imagination is needed as a fuel. This paper reports about the development of imagination and creativity in kids using a new pedagogical tool called ‘platos’. The pedagogical tool was developed using platonic solids as props for intervention. The tool was further assessed using neurophysiological instruments like EEG and GSR. These neurophysiological instruments are capable of sensing electrical movements in humans. The neurophysiological responses of the frontal and parietal part of the brain were filtered and then the results were analysed. Furthermore, the changes in sweat gland or galvanic skin response (aka EDA) activity were captured. GSR is a direct indication for emotional state changes also known as emotional arousal/anxiety. Combining Skin conductance with valence, moments of key engagements can be understood, and their significance can be established. The idea was to check the neurophysiological responses of the students while they undergo any hands-on creative activity. The findings indicated that in order for youngsters to acquire innovative and creative perceptions of geometrical forms and spatial comprehension, a creative visual intervention is necessary to enhance their creativity.KeywordsImaginationCreativityPlatonic SolidsEEGGSRHRV
Due to globalization, developing countries’ companies have a growing need for creative thinking. Consequently, education systems should adjust to societal requirements and improve learning outcomes by incorporating teaching approaches that encourage creative thinking. A study involving eighteen public elementary school teachers (ESTs) aimed to identify their viewpoints regarding enhancing creative thinking and the roles played by home and school environments in developing students’ potential for creativity. The study uncovered seven themes, including the importance of creative thinking, the roles of teachers and the curriculum, teaching methods, challenges faced in implementation, the school environment, and the role of education department in promoting creative thinking. While acknowledging the importance of creative thinking, teachers lacked the essential skills to promote it efficiently. Additionally, creative thinking promotion in schools and the curriculum was inadequate. To address this issue, it is essential to train teachers, equip schools with appropriate resources, and enhance the curriculum to foster creative thinking in students.
The purpose of this person is the school principals who are on duty and their assistants from the management of their schools, they can find solutions for you and if any, solutions for the problems. In the phenomenology design, one of the qualitative research models, interviews were conducted with seven principals and three directorates to collect data in this study. The content obtained from the interview was interpreted through analysis. The problems of the students generally focused on adaptation to school and class, improving self-care skills, phone-tablet and television (3 T). Parent problems are grouped under the titles of parents' indifference, exaggerated thought towards school, appearing like their school and not including education. Some of the school administrators think that parent problems can be humiliated for teaching for parents. In addition, the training to be obtained from their services is used in the education of the problems arising from the families. School administrators stated that they had problems in their minds regarding financial, administrative and official issues, not being able to pay dues and appropriation. We concentrate on the basics of the warehouse, which is made in a whole class classroom, together with the physical structure and equipment. These services, which are emphasized in the regions with low level of families and reflected to the children of the schools, are of great importance. The socio-cultural environmental problems in which the school is located, high-level inadequacies and economic inadequacies in the schools of the administrators of the schools working in low socio-economic areas are stated as problematic.
Keywords: Kindergarten Management, Management Problems, Problems İn Kindergarten Management, Preschool Education
The main purpose of the study is to determine the influence of psychological conditions on the development of creative imagination. As a result of research, we applied several key methods that allowed us to achieve this goal. First of all, it is a method of theoretical analysis and synthesis. Also, methods of correlation analysis and a number of empirical methods were used for the existing experimental group (observation, conversation, questionnaire, testing). The analysis of the psychological conditions of the correlation matrix showed that there is a noticeably high connection between the influences of psychological conditions on the development of creative imagination, thereby confirming our assumption. According to the results of the study of the development of creative imagination, the dominance of the middle and low levels of its development was established. In addition, the criteria of creative imagination were diagnosed, which included the originality of images, flexibility of images, performance of images, speed of the created image. It was found that the most developed is the originality of images, the least developed is the performance of images.
Inquiring into the democratization of creative early educational experiences through the lens of the politics of belonging, this review of research asks: What does research reveal about creative early educational experiences as they pertain to history, race, and justice? Seeking to better understand the racialization of creative early educational experiences, this review undertakes a transformative justice in education approach, attending to the historical roots of the contemporary racialized politics of belonging. Despite the creativity, improvisation, and imagination displayed historically by Black, Indigenous, and other Communities of Color, findings underscore how creative educational experiences prioritize Eurocentric onto-epistemologies, (re)inscribing inequitable schooling. Creative disruption and Black futurities offer two possible pathways to disrupt the legacy of racism in U.S. early schooling.
Writing and translation are two neighbouring disciplines, which share six dimensions from the text production perspective according to Dam-Jensen and Heine (2013). They propose that these disciplines share the dimensions of ''phases, strategies, contextual features, creativity, competence, and profiles''. When empirically tested, it is expected that these affinities between them are to be revealed. Thus, this research is set out to test and compare creativity as one of these shared dimensions. Methodologically, the study falls into two parts. The first is to establish the theoretical bases through discussions of different scholarly works about creativity in writing and translation, in particular, the empirical studies. The practical part includes an experiment in which student-translators (fourth year students in the Department of Translation at the University of Basra) were recruited to participate in the study. During the experimenting process, two tasks were given: first, the participants produced multiple compositions in English about a certain topic; and second, they individually translated a text of the same theme into English. Then, the outputs were analysed according to Tan (2009) model for the creative writing and Kussmaul's (1995) model for creative translation. Judgments were examined by a jury of experts. The findings show that the creative dimension between writing and translation is not analogous and the results show that student translators obtained higher scores in writing than in translation. It is concluded that the creative element in translation is related to and affected by some other elements than those of writing; basically to the translator's competence which is at its early stages of development among student-translators and the level varies according to each student's abilities and personal attributes.
This article describes a ceramic arts research project that provided children with opportunities for meaning making using bone china clay, a medium with strong cultural and historical links to the city where the research took place. The children were positioned as artists and their work was curated and presented for exhibition by an international ceramic artist, affording equal status to their work as that of adults. Findings identified that children made meaning based on lived experiences, popular culture, unique family and cultural heritage, and school identities. We also acknowledge that adult attitudes and school schedules can both enable and limit children’s creativity. We further assert that the professional exhibition validated children’s processes, competence, cultural funds of knowledge and agency.
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