Journal Articles
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
- 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
- Routledge
- 2018
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- Hong Kong
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- 1997.7 onwards
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- Pre-Primary Education
- 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. Copyright © 2018 Pedagogy, Culture & Society.
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- English
- Journal Articles
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- 14681366
- https://bibliography.lib.eduhk.hk/en/bibs/99b54219
- 2018-10-03
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