자연주의적 탐구조사(Naturalistic Inquiry)

Creativity: Flow and the Psychology of Discovery and Invention

The Creative Mind: Myths and Mechanisms.

In creative collaboration

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What's All the Fuss About?

In the light of the European Union's interest in creativity and innovation, this paper, drawing on data from the EU project Creative Little Scientists (2011–2014), explores the teaching and learning of science and creativity in Early Years education. The project's conceptual framework, developed from detailed analysis of relevant literatures, highlighted the potential existence of a number of pedagogical synergies between inquiry-based science and creativity-based approaches in Early Years education. The science and creativity literature reviews were thus re-examined to identify synergistic features of teaching and learning in the Early Years. These were seen to include: play and exploration, motivation and affect, dialogue and collaboration, problem-solving and agency, questioning and curiosity, reflection and reasoning, and teacher scaffolding and involvement. Field work undertaken over a 4-month-period in 48 sites across the 9 partner countries provided the opportunity to examine the existence of these synergies in Early Years settings and primary classrooms with learners aged 3–8 years. Qualitative in nature, the fieldwork was framed by a case study strategy encompassing multiple methods of data collection: sequential digital images capturing interactions; observations supplemented by audio recording; timelines; and interviews with teachers and groups of children. The data set comprised 71 cases in early science (and mathematics), with 3 episodes of activity per case encapsulating creativity in these domains, resulting in 218 episodes for analysis. A deductive–inductive analytical approach was undertaken in two phases with cross-case analysis both within and between countries. The paper exemplifies the pedagogical synergies innovatively identified in the conceptual framework and documented in the fieldwork, and highlights the potential for creativity in exploratory science contexts. Additionally, it highlights differences between practice observed in preschool and primary settings and advances a new conceptual definition of creativity within Early Years science education.

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Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science

Creative Little Scientists was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children’s creativity, in response to increasing interest in these areas in European educational policy Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children’s creativity is fostered and appropriate learning outcomes, including children’s interest, emerge Based on these and ongoing collaboration and dialogue with participants and other stakeholders the project proposed recommendations for policy and teacher education This paper presents these recommendations and the research on which they were based Throughout the study, mixed methods were employed, combining quantitative approaches used in surveys of policy and teachers’ views based on a list of factors, alongside qualitative approaches employed in case studies of classroom practice A strong conceptual framework developed at the start of the project guided data collection and analysis, as well as the presentation of findings and the development of policy recommendations, thus ensuring the latter’s strong and consistent relationship with the relevant theoretical knowledge, the comparative research, analysis of classroom practices and the production of guidelines for teacher education

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Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the Creative Little Scientists Project

Creativity is seen as important to society by the current Prime Minister and the Department for Education and Skills and is present in curriculum documents applying from birth to 16 years old but with various shades of meaning. Unfortunately, the term creativity is used in English education and the larger society without a clear definition. The author argues that for creativity to truly underpin education there needs to be an agreed definition of creativity.

What Does Creativity Mean in English Education

D4.3 country reports report 9 of 9 : country report on in-depth field work in the UK : creative little scientists : enabling creativity through science and mathematics in preschool and first years of primary education

Creativity is currently a popular, but ill-defined, word in English primary education. The concept of creativity has been a recurring feature of government reports, education acts and advice to teachers but the history of creativity is cycles of promotion followed by a swing away from creativity towards a ‘back to basics’ model. This cyclical nature of educational thought and practice regarding creativity was analyzed. The main threats to creativity seem to be a lack of shared definition; lack of resources; a perception of creativity as antithetical to standards; and teachers seen as technicians rather than professionals. The Hadow Report (1931), which formalised the primary stage of schooling, did not use the word creativity but advocated many approaches that would be considered creative today. Similar approaches were recommended in the Plowden Report (1967) and again in Excellence and Enjoyment (DfES, 2003). In addition to Excellence and Enjoyment, currently creativity is promoted in The Early Years Foundation Stage and the National Curriculum, although they all use the term creativity differently. The result is that the government is promoting creativity without teachers, pupils and the general public sharing a clear understanding of what this means. The danger in this lack of agreement is that creativity becomes a meaningless rallying cry rather than an embedded concept. A common conception of creativity as building on skills and knowledge is needed to prevent another swing away from creativity in education. This needs to be supported by trusted, professional teachers.

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Ashley Compton

Papers

Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science

Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the Creative Little Scientists Project

What Does Creativity Mean in English Education

D4.3 country reports report 9 of 9 : country report on in-depth field work in the UK : creative little scientists : enabling creativity through science and mathematics in preschool and first years of primary education

The rise and fall of creativity in English education