Creativity in Primary Education

Wilson, Anthony

doi:10.4135/9781473909403

Cited by 25 publications

(18 citation statements)

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“…Cropley, 2006). However, the education system in the UK emphasises convergent thinking skills (Wilson, 2014). Convergent thinking is characterised by having one correct solution to a clearly defined problem (Guilford, 1957).…”

Section: Introductionmentioning

confidence: 99%

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Toivainen

Malanchini

Oliver

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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Creativity is only partly recognised in education. A recent meta-analysis estimated a correlation of r = 0.22 between creativity and educational achievement across many international student samples of all educational levels. In the meta-analysis, creativity was measured with a variety of measures, including divergent thinking and remote association tasks. The differences in the measures influenced the strength of the relationship between creativity and educational achievement. More research is needed to establish reliable measures of creativity, especially in primary school children, whose creativity remains poorly evaluated. The present study measured creativity in written stories in children at age 9 using the Consensual Assessment Technique (CAT). The study employed a longitudinal design, using CAT creativity scores as a predictor of educational achievement at age 16. Each of the stories from 59 children were coded by 6 different judges for 10 dimensions, including creativity. The inter-rater reliabilities between the judges for the 10 dimensions were high (α = .76 -.95). Among the dimensions, a factor analysis revealed two factors: Creative Expressiveness and Logic. The Creative Expressiveness factor explained an additional 7 % of variance in English grades, but not in Maths, beyond intelligence, previous achievement and personality traits associated with creativity. Overall, the study showed that CAT is a robust and reliable measure to detect verbal creativity in childhood. The results also suggest that early creativity predicts later academic achievement, calling for more attention to early creativity assessment and development.

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Section: Introductionmentioning

confidence: 99%

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Toivainen

Malanchini

Oliver

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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“…In other words, a child is more likely to learn to notice the discovery in science or simple geometrical nature in mathematics, and to be creative in making a discovery and shaping meaning into expressive and comprehensible forms, when he enjoys the learning process, and is thrilled to know and understand such a thing cannot be a formal thing with rules. In conclusion, creativity is whenever imagination and divergent thinking come first, the ability to reconstruct reality (Wilson, 2014;Wilson & Myhill, 2013), a process that vitally includes creating originality, not just a copy of the original, but more like mentally envisioning the formation of images which can then guide actions and problem solving.…”

Section: Brain Processes and Creativitymentioning

confidence: 99%

The Role of Interactive Visual Art Learning in Development of Young Children’s Creativity

Stavridi¹

2015

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Learning by interactive arts methods is a non-traditional approach to new creative teaching methods, in which young children are simultaneously engaged to feel and understand the original concept of core content areas in education, such as science, technology and math from a broad perspective. This article is an attempt to investigate the question of "how to keep young children's creativity alive". It focuses on the visual art and its inter-relation between interactivity and creativity, and how the exploration of arts shapes new ways for our children to improve their practice and interaction in an increasingly intelligent setting. The article explores different digital platforms, tools, art-tech/software, and web-based applications that support the benefits of innovative active learning, and which differentiate teaching methods in traditional classes. The author confers that recently, integrated digital aesthetic learning has shifted the focus from not only fulfilling the existing education system, but also developing new interactive environmentally-friendly education, where educators are encouraged to design and build a creative digital curriculum to engage their students in a constructive way, both formally and informally. Furthermore, it discusses how arts and humanities-based initiatives are taking a prominent place in our integrated learning systems in private elementary schools in Alexandria. The paper then concludes with an emphasis on the crucial and efficient use of digital technologies through primary education as a tool to create and conduct art activities in order to help improve children learning in a creative process.

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“…Aksi halde bu potansiyel ortaya çıkmayabilir (House, Éireann, Foster ve Cliath, 2009). Çocukların yaratıcılıklarının ortaya çıkması ve gelişimi ile sanat etkinliklerine katılımları arasında pozitif yönde bir ilişki vardır (Bancroft, Fawcett ve Hay, 2008;Craft, 2003;Moga, Burger, Hetland ve Winner, 2000;Wilson, 2005). Araştırmalar, erken çocukluk yıllarında çocukların yaratıcı işleyişin zirvesine ulaştığını (Schirrmacher, 2006), bu dönemde sanat etkinliklerinin çocukların estetik ve bilişsel gelişimlerini desteklediğini (Acer, 2015), yaratıcı ve sanatsal becerilerini geliştirdiğini, estetik algılarına ve dünyaya bakış açılarının olumlu yönde gelişmesine yardımcı olduğunu göstermiştir (Alekseevaa, Shkolyara ve Savenkovaa, 2016).…”

Section: Introductionunclassified

Examining Preschool Teachers’ Self-Efficacy Perceptions in Helping Students Acquire Artistic and Aesthetic Values

Akyıldız

2020

Değerler Eğitimi Dergisi

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Creativity in Primary Education

Cited by 25 publications

References 0 publications

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

The Role of Interactive Visual Art Learning in Development of Young Children’s Creativity

Examining Preschool Teachers’ Self-Efficacy Perceptions in Helping Students Acquire Artistic and Aesthetic Values

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