Bilingualism and Creativity in Early Childhood

Autor/inn/en	Leikin, Mark; Tovli, Esther
Titel	Bilingualism and Creativity in Early Childhood
Quelle	In: Creativity Research Journal, 26 (2014) 4, S.411-417 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-0419
DOI	10.1080/10400419.2014.961779
Schlagwörter	Bilingualism; Creativity; Kindergarten; Preschool Children; Foreign Countries; Russian; Semitic Languages; Mathematics; Problem Solving; Monolingualism; Short Term Memory; Creativity Tests; Task Analysis; Semantics; Hypothesis Testing; Israel + Suchen Sie Ihr Suchwort? Bilingualismus; Kreativität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Russisch; Arabisch; Hebräisch; Mathematik; Problemlösen; Kurzzeitgedächtnis; Creativity test; Kreativitätstest; Aufgabenanalyse; Semantik; Hypothesenprüfung; Hypothesentest
Abstract	This study examined the possible effect of bilingualism on creativity in nonmathematical and mathematical problem solving among bilingual and monolingual preschoolers. Two groups of children (M age = 71.9 months, SD = 3.6) from the same monolingual kindergartens participated in this study: 15 Russian/Hebrew balanced bilinguals and 16 native Hebrew-speaking monolinguals. All children were administered the Working Memory Test, the Verbal (Semantic) Fluency Test, the Pictorial Multiple Solution Task on general creativity, and the Creating Equal Number Task on mathematical creativity. The results showed that balanced bilingualism has a positive effect on the development of creativity in problem solving, but that the effect differs according to the domain: verbal, general, or mathematical creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01