Creativity in Hong Kong classrooms: transition from a seriously formal pedagogy to informally playful learning

Overexcitabilities and bidirectional development in playfulness and creative potential among kindergarten children.

“…In previous research, different approaches have been used to assess children's creative potential. For example, Hui et al (2015) assessed kindergarten children's creative potential using a drawing production task, which corresponded to the product strand of creativity. Lloyd and Howe (2003) evaluated children's divergent and convergent thinking skills to indicate their creative potential, drawing on the process strand of creativity.…”

Curriculum Hybridization and Cultural Glocalization: A Scoping Review of International Research on Early Childhood Curriculum in China and Singapore

“…We excluded those articles that merely reported on Hong Kong SAR's ECC-related issues (e.g., Hui et al, 2015;Wu & Rao, 2011) since this review is interested in ECC in the Chinese mainland, which has a different political system from Hong Kong SAR's (Yang et al, 2017). In addition, articles with a focus that was not covered in Goodlad et al's (1979) curriculum framework were also excluded, such as studies reporting on the building of digital resources (Zhou et al, 2009) and external interventions (e.g., Bai et al, 2020;Sullivan & Bers, 2018).…”

Tutors’ chronological age and characteristics as predictors of creative nurturing behavior in the 21st-century classroom

“…Even in educational psychology, the role of tutors' characteristics is typically emphasized only in research addressing their classroom management styles (Djigic and Stojiljkovic, 2011;Barni et al, 2018;Debbag and Fidan, 2020) and school docimology (the study of how knowledge is assessed and measured in the classroom) (Lee and Liu, 2010;Kersting et al, 2012;Bailey et al, 2014). Sternberg (2003) indicates that though several learning and developmental theories position learners' development as an aspect of creativity, they lose their focus on creativity and eventually learners are not nurtured in it because of insufficient encouragement and lack of school system support (Hui et al, 2015;Asih, 2019). Meanwhile, irrespective of the global acclamation and interest in nurturing creativity through teaching, some researchers argue that the learning environment does not appear to be conducive and stimulating enough for nurturing creativity in learners (Plucker et al, 2004;Beghetto and Kaufman, 2014;Richardson and Mishra, 2018;Asih, 2019).…”

“…Meanwhile, irrespective of the global acclamation and interest in nurturing creativity through teaching, some researchers argue that the learning environment does not appear to be conducive and stimulating enough for nurturing creativity in learners (Plucker et al, 2004;Beghetto and Kaufman, 2014;Richardson and Mishra, 2018;Asih, 2019). This situation is attributed to several factors including teacher-focused approaches and the exactness of students' feedback at the expense of competencies and abilities (Stojanova, 2010;Hui et al, 2015). Such findings have led to the re-focus of research on creativity among tutors in the process of nurturing creative abilities in their learners (Bocconi et al, 2012;Daskolia et al, 2012).…”