Two decades of research on children's creativity development during primary education in relation to task characteristics

Potters, Olga T.A.; Schijndel, Tessa J.P. van; Jak, Suzanne; Voogt, Joke

doi:10.1016/j.edurev.2023.100532

Cited by 4 publications

(2 citation statements)

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“…Therefore, it is crucial to support a child in this area. Especially since the most intense development of inventiveness and creativity occurs in preschool and early childhood [24][25][26][27][28][29][30][31][32][33][34][35][36][37]. The reality of the primary school contributes to its drastic sparsity, inter alia due to insufficiently met training and organizational needs of teachers in this area [28].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Shaping Entrepreneurial Attitudes among Young Children on the Basis of the “Entrepreneurial Kids” International Project

Chojak

2024

Education Sciences

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Entrepreneurship is one of the key competencies that should be developed in the educational process. However, in the form of a specific subject with particular objectives and outcomes, it only appears in secondary school. Younger children are involved in direct or indirect entrepreneurial activities in a variety of activities. However, these are not planned and not evaluated. Preschool and early primary school children also cannot benefit from the offer of projects or competitions outside of school due to the limited number of opportunities and because they often focus on economic aspects rather than the development of soft skills, which in children aged 3–10 seem to be more important for their overall development. This article presents an example of an initiative that can fill these gaps, i.e., the “Entrepreneurial Kids” project. The theoretical foundations of this project, its course, and its results to date are discussed.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Shaping Entrepreneurial Attitudes among Young Children on the Basis of the “Entrepreneurial Kids” International Project

Chojak

2024

Education Sciences

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“…We focus on usefulness because primary students are still in the basic stages of ICT skill development (the Dutch primary education curriculum does not teach ICT skills explicitly (van Rooyen et al, 2021)). Therefore, we do not expect novel (unique or original) behaviour (Plucker et al, 2004;Potters et al, 2023). Examples of usefulness are selecting digital tools and technologies that can be used to compose digital products (Hobbs, 2017), create knowledge (International Society for Technology in Education, 2007), and select a suitable digital device application or platform (Järvelä, 2006;Munakata & Vaidya, 2013).…”

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confidence: 99%

Development and validation of a test for measuring primary school students' effective use of ICT: The ECC‐ICT test

Ackermans,

Bakker,

Gorissen

et al. 2023

Computer Assisted Learning

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BackgroundA practical test that measures the information and communication technology (ICT) skills students need for effectively using ICT in primary education has yet to be developed (Oh et al., 2021). This paper reports on the development, validation, and reliability of a test measuring primary school students' ICT skills required for effectively using ICT (the ECC‐ICT test).ObjectivesBased on existing literature, three ICT use domains were identified for effectively using ICT: Effective, collaborative, and creative use of ICT. For these three domains, 24 corresponding teaching objectives were identified from a widely used digital literacy framework. Thirty‐four test items cover these teaching objectives in an online test.MethodsA mixed‐method approach was used for the ECC‐ICT test. Four pilot rounds (n=25) implemented qualitative interviews for cognitive validity and refining the test items, followed by a qualitative usability study(n=6). Confirmatory factor analysis and ANOVA provided quantitative insight into the large‐scale test administration(n=575).Results and ConclusionsComposite reliability of our conceptual 3‐factor confirmatory model showed that the test reliably measured primary school effective use of ICT (ω = 0.82), collaborative use of ICT (ω = 0.80) and creative use of ICT (ω = 0.64). Convergent validity (ranging from 0.41 to 0.46) was acceptable. Internal consistency (ranging from 0.84 to 0.91) and discriminant validity (HTMT values below 0.90) are good. ANOVA results show that mean test scores are higher for students in higher grade levels (p < 0.001). The post hoc Bonferroni results show that most grade‐by‐grade comparisons are significant (p < 0.001).

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Teacher resistance is real: incorporating creativity into primary ELT

Ahn,

Yim

2024

ELT Journal

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This study investigated the intentions of experienced Korean primary school teachers to incorporate creative tasks into their English lessons. Semi-structured interviews were conducted with four teachers who had participated in a working group for six months to develop and implement open-ended tasks to enhance creativity. Although the teachers developed positive attitudes towards the use of creative tasks as they implemented the developed lessons, they remained reluctant to use these lessons in their English classes, citing the national curriculum and English textbooks as major contextual constraints. However, further analysis of the interviews revealed that their resistance was more closely related to the tension between their stable beliefs about EFL teaching in general and their dynamic beliefs regarding creativity-based instruction. This study suggests that innovative pedagogies should be introduced by identifying and reworking the underlying beliefs that shape teachers’ intentions.

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Two decades of research on children's creativity development during primary education in relation to task characteristics

Cited by 4 publications

References 86 publications

Shaping Entrepreneurial Attitudes among Young Children on the Basis of the “Entrepreneurial Kids” International Project

Shaping Entrepreneurial Attitudes among Young Children on the Basis of the “Entrepreneurial Kids” International Project

Development and validation of a test for measuring primary school students' effective use of ICT: The ECC‐ICT test

Teacher resistance is real: incorporating creativity into primary ELT

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