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

• Cheung, Hun Ping Rebecca The Education University of Hong Kong

Pedagogy, Culture & Society, 2018

Routledge

2018

• F 教與學
  • FA 一般教學方法、各種施教方法
• Q 教育體系與各級學校
  • QB 小學前之教育、育兒設施、母嬰保健設施

Play-Based Creative Practice Pedagogical Effects Creative Thinking Behaviour Early Childhood Chinese Context

• Hong Kong

• 1997.7 onwards

• 學前教育

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.

• 英文

期刊論文

• 14681366

https://bibliography.lib.eduhk.hk/tc/bibs/99b54219

2018-10-03