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Expression of children's creative thinking through physical education activities
Abstract
Creativity is something we can find in every child, not just the gifted or highly intelligent. Mayesky (1998) pointed out that one important goal for the early childhood teacher is to provide an adequate base of knowledge and skills for children, while at the same time providing an environment that encourages creative thinking in the use of this knowledge and these skills. According to Klein (1990), most learning takes place when young children are actively engaged in experimenting, experiencing,\ and raising their own questions and finding answers. Ennis (1987) stated that formulating hypotheses, alternative ways of viewing a problem, questions, possible solutions and plans for investigating something are creative acts that come under the definition of creative thinking. Movement could be a powerful tool to promote preschoolers’ creativity, taking into account that movement during preschool age is the primary and dominant way of action, expression, learning, communication and children’s overall development (Gruber, 1986). According to Mayesky (1998), in creative movement, children are free to express their own personalities in their own styles. They do not have an example to follow or an adult to imitate. Creative movement can occur in any situation where children feel free and want to move their bodies. It can be done to poetry, music, rhythm or even silence. This freedom to respond to various stimuli, which is basic to creative movement experiences, engages the children’s imaginations and allows them to be flexible, fluent and original. These children are engaged in their own uniqueness. The purpose of our research, called ‘Creative PEC’, was to design and implement a physical education curriculum intended to develop young children’s creative thinking (finding respectively many different motor solutions) and learning. The Creative PEC included 32 lessons and 365 preschoolers participated in its implementation. Quantitative and qualitative data were collected before and after the implementation phase. The results showed that children improved their creative fluency and imagination and useful information was provided for children’s behavior during their participation in the Creative PEC.
... Learning is considered to be more effective when young children attempt to give meaning to something through experimentation, raising questions and searching for solutions (Klein, 1990). A representative result of these two developmental areas is motor creativity, which can be described as the children's effort to produce movements that provide solutions to motor problems (Zachopoulou, 2007). In addition, several research findings attest to the direct association between motor creativity and creative thinking (e.g. ...
... Recent literature acknowledges that physical education programs have been associated with improvements in numerous physiological and psychological variables, like for example children's social skills (Hunter, 2006), moral development (Hellison & Martinek, 2006), motor development (Apache, 2005) and creative thinking (Zachopoulou, 2007). Moreover, research evidence suggests that physical education programs can contribute significantly towards the formation of positive attitudes for a more active lifestyle (e.g., Goldfield et al., 2012). ...
... It is also important to note that this result was achieved through an intervention based on the development of motor creativity. Past evidence and theorizing has shown that motor creativity is associated with improved creative thinking and learning (Cleland & Gallahue, 1993;Klein, 1990;McBride, 1991;Vygotsky, 1981;Zachopoulou, 2007). This notion was supported in the present study and provides evidence that motor creativity may promote learning in several curricular areas. ...
Motor creativity has been positively associated with preschool children learning. The present study was set out to develop a motor creativity intervention using healthy lifestyle stimuli and test its efficacy in enhancing preschool children's knowledge about health and changing their attitudes towards healthy nutrition and exercise. In Study 1, 101 preschool children were assigned into control and experimental groups. Children performed the Thinking Creatively in Action and Movement (TCAM) to measure motor creativity. The results of the repeated measures analysis of variance showed a significant increase in all dimensions of motor creativity in the experimental group. In Study 2, 138 preschool children were assigned into control and experimental groups. Children performed the TCAM, and completed the Health Lifestyle Evaluation Instrument and measures of attitudes towards healthy nutrition and exercise. The analysis of variance with repeated measures revealed a significant increase of knowledge towards health in the experimental group, but non-significant differences between the groups in the attitudes towards healthy nutrition and exercise. The findings provide valuable information about the effect of motor creativity in the learning process in kindergarten schools.
... In the context of physical education, the development of motor creativity has been proliferated as an important learning tool for preschool and early elementary school students. Motor creativity reflects children's effort to produce movements that provide solutions to motor problems (Zachopoulou, 2007). In this age group motor creativity is closely related to motor development (Runco, 2007). ...
... It should be emphasized that the outcome of the present study was the result of an intervention formed on the development of motor creativity. Our results are consistent with findings of previous research and theoretical tenets which support the association of motor activity with the improvement of creative thinking and learning (Vygotsky, 1981;Klein, 1990;McBride, 1991;Cleland & Gallahue, 1993;Zachopoulou, 2007), and suggest that motor creativity can promote learning in multiple areas of the curriculum. For example, activities of motor creativity that include stimuli related to environment might be able to enhance knowledge for this curriculum subject. ...
School physical education offers an ideal venue to promote healthy habits. Motor creativity has been found to effectively increase children’s learning and attitude formation. The aim of the present study was to test for the effectiveness of an intervention promoting motor creativity through healthy lifestyle stimuli in the promotion of elementary children’s knowledge regarding health, as well as in the change of their attitudes about nutrition and exercise. One hundred twelve elementary school students participated in the study. Participants were assigned into the experimental (n = 58) and control (n = 54) groups. Students performed the TCAM and they were administered the Health Lifestyle Evaluation Instrument along with measures of attitudes towards healthy nutrition and exercise. Analyses of variance with repeated measures showed a significant increase of knowledge towards health in the intervention group. However no differences were found between the two groups regarding the attitudes towards healthy nutrition and exercise. The results provided useful information regarding the effect of motor creativity in the learning process in elementary schools. © 2017, Edizioni Universitarie di Lettere Economia Diritto. All rights reserved.
... An im portant aid towards this direction seems to be certain teaching m ethods such as children's experim entation through m ovem ent exploration, guided dis covery an d creative problem solving. T hese m ethods are very popular in early childhood and are com m only accepted by scholars, researchers and preschool teachers (Davies, 2003;Pica, 2000;Zachopoulou, 2007). ...
The purpose of this chapter was to highlight the contribution of the motor domain in the development of creativity in early childhood education. In this chapter the argument is made that the development of creativity can be equally fostered through movement programs as in other domains such as art or music. The existence of a general mechanism of creativity is also supported, regardless of the domain in which it is displayed. Another issue discussed in the chapter was whether ‘creative knowledge’ acquired through movement programs can be transferred to other domains. Even if creative knowledge from one subject cannot be transferred to others, children can be trained in the mechanism which is necessary to produce creativity. Furthermore, this review examined the relation between movement and children’s intrinsic motivation, the strong linkage among movement, creativity and play, and the important role teachers can play in creating an environment that will enhance creativity. Finally, the chapter concludes with the presentation of several movement activities implemented to promote creativity.
The aim of this study is to; The Effect of Motor Skills on the Creative Thinking Levels of Secondary School Students Research group; studying at a secondary school in Turkey and consists of a total of 60 healthy and secondary school students who participate volunteered to in the experimental and control groups between age 10-12. To achieve the purpose of the research, Creativity personality Scale developed by Şahin and Danışman (2017) were used for data's collection. The motor skill test was applied to the students studying at secondary school for 9 weeks and an experimental design with pre-test and post-test control group was used in the study. In the analysis and assessment of the data; Compliance of the data to normal distribution was tested with one sample kolmogorov-smirnov, shapiro-wilk, skewness, kurtosis tests, and then, according to these data, paired samples T test for related samples and independent samples T test within independent samples groups were and taken to p <0.05. As a result of this study; It was concluded that the movement activity affects the motor creativity and creative thinking levels of the individuals and it is necessary to use various movement components to develop the creativity of the individuals.
The purpose of this study was to describe how children's use of critical thinking skills in their movement actions was inspired and elicited by an "expert" teacher's task design, task presentation, and instructional strategies during children's creative dance lessons. The data sources included videotaping 16 creative dance lessons and written anecdotal descriptions. The findings indicated that by presenting sequential open-ended tasks and learning cues and providing instructional scaffolding, the teachers helped the students generate divergent and original movement responses and refinement of dance quality and expression, which are critical thinking elements.
Critical thinking continues to be an important topic in educational literature. Though intriguing, it is complex, and numerous attempts to define critical thinking have been made. The 1st part of this paper provides an overview of critical thinking and describes current issues and difficulties inherent to the topic. The 2nd part presents and discusses a schematic representation of a theoretical critical-thinking model for the psychomotor domain. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The Constructivist Teaching Practices Inventory in Elementary Physical Education (CTPI-EPE) was developed for the purpose of this study to assess teachers expertise in constructivist-oriented physical education teaching. One hundred and eighty-three elementary physical education teachers completed the CTPI-EPE. Four subscales of the CTPI-EPE emerged from an exploratory factor analysis and were in line with major dimensions of constructivist-oriented teaching practices. The results established support for the reliability and validity of the CTPI-EPE that provided us with diagnostic information about identifying expertise in constructivist-oriented physical education teaching practices within the continuum from novice to expert teaching levels.
This research utilized longitudinal and cross sectional methods to investigate the relation between the development of a representational theory of mind and children's growing ability to search their own minds for appropriate problem solutions. In the first experiment 59 pre-school children were given three false-belief tasks and a divergent thinking task. Those children who passed false-belief tasks produced significantly more items, as well as more original items, in response to divergent thinking questions than those children who failed. This significant association persisted even when chronological age, verbal and nonverbal general ability were partialed out. In a second study 20 children who failed the false-belief tasks in the first experiment were re-tested three months later. Again, those who now passed the false-belief tasks were significantly better at the divergent thinking task than those who continued to fail. The associations between measures of divergent thinking and understanding false-beliefs remained significant when controlling for the covariates. Earlier divergent thinking scores did not predict false-belief understanding three months later. Instead, children who passed false-belief tasks on the second measure improved significantly in relation to their own earlier performance and improved significantly more than children who continued to fail. False-belief task performance was significantly correlated to the amount of intra-individual improvement in divergent thinking even when age, verbal and nonverbal skills were partialed out. These findings suggest that developments in common underlying skills are responsible for the improvement in understanding other minds and searching one's own. Changes in representational and executive skills are discussed as potential causes for the improvement.
To examine the relations of age, gender, movement experience, and gross motor development to young children's scores on divergent movement (i.e., ability to perform and modify fundamental movement patterns), 40 boys and girls ages 4, 6, and 8 years were tested. Ability to make divergent movements was evaluated by having subjects perform 3 different fundamental movement tasks. Movement experience was assessed by asking parents to complete a questionnaire. Ulrich's Test of Gross Motor Development was used to evaluate subjects' gross motor skill. Testing sessions were videotaped for analysis. Based on a forward stepwise regression analysis, experience and age accounted for 45% of the variance in children's gross motor skill.
More than 40 years ago, E. Paul Torrance undertook to study creativity in students and study whether it would predict their creative achievements as adults. He and his colleagues wanted to determine what other factors influence, predict, encourage or sustain their creativity over time. There has never been a longitudinal study of creativity of this magnitude. Its findings will be useful to, and have implications for, several audiences: parents, teachers, counselors—especially vocational counselors—university and college instructors, and educational administrators.
The Manifesto for Children was developed on the basis of the responses of 215 young adults who had attended two elementary schools in Minnesota from 1958 to 1964. They had been administered some creativity tests each year, and they were followed up in 1980. On the basis of their questionnaire responses, the Manifesto was developed to describe their ongoing struggle to maintain their creativity and use their strengths to create their careers and to provide guidance to children. In 1998, they were followed up to assess their creative achievements and to validate the Manifesto. Some of the participants had attained eminence, while others had attained only mediocre careers.
Young children’s (N = 50) divergent movement ability (DMA), which is one aspect of critical thinking in physical education, was examined in this study. Treatment Group A received 20 physical education lessons based on skill themes using indirect teaching styles (n = 16). Twenty lessons based on low-organized games content using direct teaching styles were provided to Treatment Group B (n = 17). No treatment was provided to the control subjects in Group C (n = 17). No significant DMA pretest differences were determined, and the independent variables (i.e., gender, intelligence, creativity, and background of movement experience) examined were not significantly related to subjects’ pretest DMA. A two-way ANOVA and post hoc Scheffe test revealed that Group A’s posttest DMA scores were significantly higher than those for either Group B or Group C, F(2, 47) = 11.7, p < .0001. Young children’s ability to generate different movement patterns (i.e., DMA), therefore, was significantly improved in response to employ...
Praise for the 1st edition: “A detailed report on the difficult area of children's cognitive development within an early childhood education program from 2–5 years, and a clear example of a high-quality program demonstrating what excellence can achieve.” —Early Education In this revised version of a classic text, Chris Athey builds on her original internationally renowned research with new illustrations of ‘continuity’ in children's thinking from early to primary education. Drawing on extensive experience and research evidence, the author shows how teachers of young children can advance professionally towards a greater knowledge of the children's thinking and learning. Extending Thought in Young Children, Second Edition covers: “Forms of thought” used by young children; Assimilation of curriculum content; Pedagogy; Parental participation This updated edition is an essential read for students and teachers in early years education.
Very little discussion of the nature-nurture topic has appeared in the literature, mainly because of the complexities of the problem and the difficulties of collecting objective evidence. A useful attempt was made by Scheinfeld in his book, Heredity in Humans (1972), but this was a popular rather than a scientific treatment. A brief account by Zigler and Farber (1985) can also be recommended. In the absence of hard data from tests, sociological surveys, or controlled experiments, this chapter has to rely very largely on observational and interview studies, historical or biographic information, the opinions of critics or colleagues about creative individuals, and discussions of theories, all of which are liable to ambiguity and subjectivity.
Children use mathematical terminology throughout their daily play. While observing a group of children during play, one is likely to hear comments such as: “He has more,” “These are my numbers,” “Jane has the biggest half,” “I'm bigger than you 'cause I'm five years old,” “Give me the round one,” “I gave each child one cupcake,” and so on.
Yes, certainly, it can be nurtured using the appropriate creative environment: (a) schools with continuous enrichment of their environment; (b) creative programmes for developing creative thinking; and (c) creative teachers and creative ways of teaching. It can be concluded then that interaction with the everyday creative environment, is the most powerful possibility of nurturing creativity in individuals, and especially in children.
Schools generally undervalue creativity. Perhaps teachers think creativity is no different from general intelligence or that schooling cannot or should not value creativity, or perhaps they do not know how to teach for creativity. This essay first argues that creativity is different from general intelligence; second, that teaching in a way that encourages and rewards creativity can improve school performance; and third, that children can learn to make certain kinds of decisions that will enhance their creativity. Creativity can be of different kinds and it is important that teachers reward all kinds of creativity.
The purpose of this study was to design and implement a physical education program to promote
creativity in preschool children. The study was based on the following phases: (a) to design and
formulate 20 physical education lessons in order to provide children with opportunities to develop
their creative thinking through the use of movement elements, motor skills and movement exploration;
(b) to train early educators to be able to implement the proposed physical education program;
(c) to undertake an initial evaluation of preschoolers; (d) to implement the program; and (e) to
undertake a final evaluation of preschoolers. Two hundred and fifty-one children, aged four to five
years, were randomly selected from 12 preschool centers and participated in the 10-week physical
education program. Quantitative and qualitative data were collected and estimated with a pre- and
post-program creative thinking evaluation. The results showed that children improved their
creative fluency and imagination and useful information was provided by children’s behavior
during their participation in the proposed physical education program.
This pamphlet touches on definitions of creativity; its manifestations and methods of measurement on the preschool, elementary, high school, and college levels; its pattern of development; non-test ways of identifying creative behavior; and an explanation of creative learning. Common blocks to creative development are delineated, and a section entitled "What Can Teachers Do?" offers some guidelines on how to provide opportunities for creative behavior, develop skills for creative learning, reward creative achievements, provide for continuity of creative development, establish creative relationships with children, and develop a supportive classroom atmosphere. Also included are prescriptions for determining goals in guiding creativity and a discussion of ways in which teachers may understand and increase their own creativity. General and selected research references are appended. (MF)
In this investigation 143 creativity researchers completed a survey to rate the importance of various traits and developmental influences on creative achievement. They also rated the importance of various topics for future research. Sixteen composite variables were formed from the traits and developmental factors. Behaviors in the Motivational Composite were rated as most important for recognized creative achievement, followed by Problem Finding and Questioning Skills, and traits reflecting Adaptive Cognition. The ratings of the Developmental survey items suggested that Education and Learning were most important for achievement, followed by Cultural and Social factors, and then Family and Early Background. The top five ranked topics for future research included actual creative behavior, motivation and drive, imagery, imagination, and creative products. Group differences were explored, but few differences were found in comparisons of ratings from researchers who had experience teaching creativity courses and those who had published a book or article, and those who had not. Similarly, only slight group differences were found for ratings of important research topics. Differences in self-reported creative interests (i.e., writing and music) were related to selected ratings of creative achievement variables and important research topics. In general, the results suggested that researchers believe creativity to be a complex or syndrome which draws from cognitive, affective, social, and perhaps even physical realms. The lack of group differences implies a homogeneity of opinion and consensus with respect to the importance of traits, developmental factors, and research topics.
The impact of divergent thinking and ideational talent research on understanding young children's creativity is discussed, focusing specifically on use of particular topics or stimuli to facilitate divergent thinking; recognition of the influence of the setting, teacher, and feedback; and importance of recognizing both the quantity and the quality of children's ideas. (JDD)
Gymnastics builds increasingly complex body management and control skills which are the basis for later learning. The demands for strength, speed, and agility help develop the overall physical capacity of children at this crucial stage. Themes for different age groups are offered. (MT)
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."]
This book focuses on how teachers can guide children to acquire ownership of musical concepts through their personal construction of knowledge. It is intended for teachers of grades K-3, music educators, and preservice teachers. The book contends that music and movement are important to the development of the whole child and can be integrated within the academic curriculum throughout the day. The developmentally appropriate activities enable teachers to use music and movement to enhance active learning and develop the musical intelligence of learning. Part 1, "A Framework for K-3 Music," contains three chapters offering a general framework for implementing music in the K-3 classroom. Part 2, "Key Experiences in Music," includes six chapters introducing the music key experiences that establish ownership by the child. An outcome-based assessment model is provided along with five appendices offering helpful resources for classroom use. (EH)
Ways by which teachers can enhance creativity skills of children in the classroom are addressed in this monograph. An overview of creativity first sets the stage for discussions on the child, curriculum, teacher, and environment. The goal is to show the many faces of the development of creativity in children and to recognize ways to enhance the child's potential to meet challenges. Following the introduction, chapter 2 (The Child) covers early creativity, developmental creativity, and how to recognize creative potential. Chapter 3 (The Curriculum) discusses the relationship of creativity to curriculum, the role of exploration and play, ways to organize classroom activities for creativity, feeling trapped by textbooks and curricula, research on creativity and schools, and curricula to encourage creative thinking. In chapter 4 (The Teacher) focus is on attitudes and styles that foster creative potential, including learning objectives versus performance objectives, the teacher's role as observer, and teacher characteristics that facilitate creative development. Fifteen key points are summarized in chapter 5. Supplementary materials, including a Preschool Creativity Rating Scale, are appended. Contains approximately 175 references. (LB)
present a model of the thinking process / characterize the goals for a curriculum designed to teach thinking skills / characterize the skills underlying thinking (PsycINFO Database Record (c) 2012 APA, all rights reserved)
this chapter concentrates on the divergent thinking approach to the study of the creative process / information on some other components and theoretical approaches will be presented
historical antecedents / creativity as an aspect of intelligence / as an unconscious process / as an element of problem solving / as an associative process
creativity and scientific methodology / testing for intelligence and testing for creativity / process and product: the criterion issue / [J. P.] Guilford's views on creativity / [T. M.] Amabile's componential/social psychological approach (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book is designed to be largely self-teaching, and it can be worked through either as part of a course or on one's own. Note the words "worked through." There are many activities in the book to help you understand various ideas and techniques. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This book takes an inspirational look at how to foster children's creativity as well as following the guidelines in the National Curriculum. A practical book, it will ring bells with educators who value teaching within given guidelines but who also wish to teach with originality and scope.
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- Contact Evridiki Zachopoulou
Contact
Evridiki Zachopoulou, Ph.D., Associate Professor
Alexandrio Technological Educational Institution of Thessaloniki
Department of Early Childhood Care and Education
Thessaloniki, Greece
Email: ezachopo@bc.teithe.gr
GERMANY
tel.: +49 30 36 41 88 53
fax: +49 30 805 63 86
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