ایجاد خلاقیت در دانش آموزان دوره ابتدایی دوران کودکی
|کد مقاله||سال انتشار||تعداد صفحات مقاله انگلیسی||ترجمه فارسی|
|84936||2017||31 صفحه PDF||سفارش دهید|
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Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Thinking Skills and Creativity, Volume 23, March 2017, Pages 42-57
The study aimed to identify first year BA (Hons) Early Childhood Studies studentsâ perceptions of and confidence in, their own creativity, in an East Midlands university in the United Kingdom and to inform the teaching of a first year Play and Creativity module at the same institution. The Play and Creativity Module makes use of the âdemocraticâ definition of creativity (NACCCE, 1999) and Jeffrey and Woodâs (2003) concept of âteaching for creativityâ by encouraging students to engage in practical activities to develop skills and confidence in their own capabilities. Though there is plenty of research which explores these ideas within the field of early childhood there is less research which focuses on best practice in Higher Education. The study identified a clear improvement in studentsâ confidence in their own creativity and their confidence to implement the activities experienced in the module sessions within their own practice. Students developed a deeper understanding of the concept of âlittleâ câ creativityâ (Craft, 2002) and the âdemocraticâ definition of creativity (NACCCE, 1999) and recognised the importance of providing a wide range of opportunities and resources for children to develop creativity. The practical activities within the module also supported studentsâ professional skills such as team working, listening to others and the importance of collaboration and reflection on practice. In addition, the practical and procedural elements of practice âhow to do with childrenâ was identified as being an area which was illuminated by completing the module and contributed to professional practice.