Differences in the development of creative competencies in children schooled in diverse learning environments

Besançon, Maud; Lubart, Todd

doi:10.1016/j.lindif.2007.11.009

Cited by 141 publications

(105 citation statements)

References 14 publications

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“…32 Seven to twelve-year olds were tested longitudinally on five tasks tapping different aspects of creativity. 'Divergent' thinking tasks required children to (1) think of unusual uses for a cardboard box, (2) come up with ideas for making a plain toy elephant more entertaining, and (3) make as many drawings as possible starting from pairs of parallel lines.…”

Section: Evaluations Of Montessori Educationmentioning

confidence: 99%

Montessori education: a review of the evidence base

Marshall

2017

npj Science Learn

126

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The Montessori educational method has existed for over 100 years, but evaluations of its effectiveness are scarce. This review paper has three aims, namely to (1) identify some key elements of the method, (2) review existing evaluations of Montessori education, and (3) review studies that do not explicitly evaluate Montessori education but which evaluate the key elements identified in (1). The goal of the paper is therefore to provide a review of the evidence base for Montessori education, with the dual aspirations of stimulating future research and helping teachers to better understand whether and why Montessori education might be effective.

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Section: Evaluations Of Montessori Educationmentioning

confidence: 99%

Montessori education: a review of the evidence base

Marshall

2017

npj Science Learn

126

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“…Various researchers have approached the concept of creative teaching by focusing on either creativity that occurred in schools or creative actions performed by teachers (Besançon & Lubart, 2008;Craft, 2005;Jeffrey, 2006;Joubert, 2001;Saebø et al, 2007;Sawyer, 2004Sawyer, , 2006Shaheen, 2010). Lin (2011) describes creative teaching from three different perspectives: creative teaching, teaching for creativity and creative learning, referring to them as creative pedagogy (see Figure 1).…”

Section: Creative Pedagogymentioning

confidence: 99%

Creative Pedagogy - Supporting Children’s Creativity Through Drama

Toivanen¹,

Halkilahti²,

Ruismäki³

2014

EJSBS

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Drama education is still a rather young field of science. Thus, there is an obvious need to conceptualize the elements and factors related to drama education fostering children's creativity. What kind of learning environment supports children's creativity? Which aspects of drama education nurture children's creativity? Children's creativity is often referred to as 'little c creativity ', LCC, (Craft 2001). Subjectivity is an intrinsic character when defining children's creativity since it is not determined by society. The article aims to perceive and build a theory of tuition supporting children's creativity in the context of drama education. The objective of this theory-based article is to characterize the terminology of creativity in drama education. Based on prior research, the purpose of the article is to construct a model of tuition fostering children's creativity. This theoretical model is contemplated through drama education. In a creative learning environment of drama the children are provided with rich experiences and their active role in learning is emphasized. Interaction is an essential part of learning process making learning itself a social activity. Creative environment supports children's imagination and inner motivation. In addition, the atmosphere is permissive. These elements also create a potential for group creativity. According to research (Kim 2010), the need to support children's creativity is obvious. Furthermore, children's creative development should be considered on two levels: the individual creativity of each pupil and the group creativity of the whole class. Drama education has the potential to nurture pupil's creativity through its experiential, social and children-activating nature.

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“…Divergent thinking is associated with exploratory learning style (Dirkes, 1978). For example, Montessori schools emphasise creative learning through activities based on imagination (Besançon & Lubart, 2008). Research has also highlighted the teachers' role as facilitators of creative learning (Jeffrey, 2006).…”

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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Differences in the development of creative competencies in children schooled in diverse learning environments

Cited by 141 publications

References 14 publications

Montessori education: a review of the evidence base

Montessori education: a review of the evidence base

Creative Pedagogy - Supporting Children’s Creativity Through Drama

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

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