Play-Based Creativity-Fostering Practices: The Effects of Different Pedagogical Approaches on the Development of Children's Creative Thinking Behaviours in a Chinese Preschool Classroom

Autor/in	Cheung, Rebecca Hun Ping
Titel	Play-Based Creativity-Fostering Practices: The Effects of Different Pedagogical Approaches on the Development of Children's Creative Thinking Behaviours in a Chinese Preschool Classroom
Quelle	In: Pedagogy, Culture and Society, 26 (2018) 4, S.511-527 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2018.1424725
Schlagwörter	Foreign Countries; Play; Creative Development; Teaching Methods; Creative Thinking; Preschool Children; Early Childhood Education; Discovery Learning; Problem Solving; Learner Engagement; Persistence; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Kreatives Denken; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entdeckendes Lernen; Problemlösen; Ausdauer; Hongkong
Abstract	Hong Kong's policy and curriculum guide advocates the development of creativity, and stresses the importance of child-centred and play-based practices in preschools. Effective pedagogical approaches for creativity reform should reflect a sociocultural perspective. This study aimed to compare the pedagogical effects of two teaching approaches, in a teacher-led, problem-solving activity. A case study research method was employed in a preschool setting. The Analysing Children's Creative Thinking framework was used to document the creative thinking behaviours of two groups of six-year-old children in terms of exploration, involvement and enjoyment, and persistence. The results revealed that children in the teacher-guided approach exhibited more creative thinking behaviours than children in the hands-off approach. It was evident that Chinese children benefit when the level of choice is not overwhelming and learning occurs in a progressive way. The findings suggest that cultural and contextual appropriateness should be taken into consideration when promoting creativity in education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01