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Descriptors:
Factor Analysis; Cognitive Processes; Foreign Countries; Novelty (Stimulus Dimension); Creativity; Young Children; Preschool Teachers; Teacher Attitudes; Problem Solving; Teacher Characteristics; Teacher Education Programs; Preschool Education

Abstract:
The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers' conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal attributes. Early childhood teachers in Hong Kong ascribed high importance to these dimensions as defining characteristics of creativity, with a person's cognitive processes and personal attributes being ascribed relatively more important while product as relatively less importance. In particular, imagination, multiple perspectives and curiosity were perceived as very important concepts of creativity. Teachers with different teaching backgrounds shared very similar conceptions of creativity. Significant results were found with regard to product only. The findings have implications for early childhood teacher education programmes and professional development in Hong Kong. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Discourse; Critical Literacy; Ethnography; Play; Nonfiction; Young Children; History; History Instruction; Reader Text Relationship; Imagination; Creativity; Emergent Literacy; Literacy; Writing Instruction

Abstract:
This article examines the relationship between literacy and play in six- and seven-year-olds' engagement with non-fiction writing. I draw from a year-long ethnographic study (Erickson, 1986) of a US classroom's "writing time", intentionally structured on children's own interests and enquiries. Rather than strict adherence to monolithic models described in the school region's mandated curriculum and assessments, the children treated genres as porous and used writing as a tool for multi-modal play. In authoring and interacting with non-fiction texts, they blended "real" and "imaginary" worlds as they communed with historical figures on their own terms. Children used play to enquire into and manipulate the parameters of non-fiction, authoring their relationships with knowledge in the process. Through their exchanges with one another, children became familiar with non-fiction topics. At the same time, their play positioned conventional academic discourses as being open to transformation. This article makes an argument for a more synergistic conception of "serious" and "playful" authoring practices, and for the role of play as a component of critical literacy. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attendance; Instructional Effectiveness; Educational Research; Educational Environment; Creativity; Case Studies; Literature Reviews; Problem Solving; Motivation; Teachers

Abstract:
This article is based on a systematic review of educational research, policy and professional literature relating to creative environments for learning in schools. Despite the search yielding 210 documents, comparatively few empirical studies were published between 2005 and 2011 that addressed the review objectives. Only 18 studies included in the review investigated the impact of creativity on learners. There was, however, some evidence for the impact of creative learning environments on pupil attainment, confidence, resilience, motivation, problem-solving, interpersonal skills and school attendance. These findings have implications for policy, practice and research internationally. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Justice; Children; Foreign Countries; Creativity; Student Diversity; Educational Policy; Inclusion; Professional Development; Innovation; Cooperation; Educational Change

Abstract:
This article connects arguments in the field of integrated and multi-professional working concerning the need to promote a strengths-based approach to children, childhood and children's services with writing about creativity in schooling. It utilizes strength-based and social justice approaches to encourage professionals who work with children and families to recognize the diversity of childhood and support children and families to collaboratively, creatively and flexibly develop solutions to their own life issues and their learning. It questions the extent to which schools are ready to be places that enable collaborative dialogue and considers whether targets and tests lead schools to stifle creativity. It draws from the CREANOVA project funded by the European Commission's Education, Audiovisual and Culture Executive Agency (EACEA) to demonstrate the quantitative basis for the argument that flexibility stimulates creativity, and demonstrates that creativity flourishes in environments that value autonomy, openness, supportive structures and collaborative relationships. This finding enables the article to conclude that a culture shift can be achieved that stimulates creativity and innovation in childhood if organizations recognize the abilities of children to stimulate each other's creativity, support children's freedom to learn collaboratively and challenge barriers to learning such as targets and top-down performance indicators. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Differences; Creativity; Cross Cultural Studies; Attitudes; Collectivism; Participation; Drills (Practice); Individualism; Foreign Countries

Abstract:
The article integrates the seven papers of the two special issues with a special focus on discussing the differences in people's beliefs about creativity between the Chinese and American cultures: How it is conceived, evaluated, and nurtured. It uses three metaphors to capture major differences in these aspects, and highlights areas with profound cultural variations in conceptions and creative education for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Thinking Skills; Program Effectiveness; Cultural Differences; Foreign Countries; Creativity; Stereotypes; Undergraduate Students; Nonverbal Ability; Whites; Cross Cultural Studies; Asians; Measures (Individuals)

Abstract:
A total of 182 undergraduate students from China and the United States participated in a study examining the presence of stereotypical perceptions regarding creativity and deductive reasoning abilities, as well as the influence of stereotype on participants' performance on deductive reasoning and creativity in nonverbal form. The results showed that participants from both China and the United States believed that Americans have better creativity abilities than Chinese and that Chinese have better deductive reasoning skills than Americans. Significant cultural difference in the performances on the measures of creativity was found. The cultural difference in deductive reasoning was found between Chinese participants in China and the Caucasian (not the Asian) participants in the United States, which were somewhat congruent to the stereotypical perceptions. However, the study did not find that stereotypic perceptions directly influenced participants' performance on deductive reasoning and creativity. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Older Adults; Creativity; Retirement; Well Being; Quality of Life; Cross Cultural Studies; Aging (Individuals); Attitudes; Predictor Variables; Mental Health; Health Conditions; Interviews; Mandarin Chinese; Chinese; Group Activities; Physical Activities; Measures (Individuals)

Abstract:
This study examined a total of 140 elderly Chinese from China and the United States to investigate the relationship between attitude toward aging, daily activities, general health, education, and other demographics and rated creativity as measured by collage making and storytelling. The result of this study shows that creativity declines with age. However, education, general health status, daily activities, and the attitude toward aging are also found to be decisive factors of creativity. The implications of the findings are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citations (References); Translation; Primary Sources; Japanese; English; Teaching Methods; Creativity; Contrastive Linguistics; Educational Philosophy; Editing; Books; Educational Research; Criticism

Abstract:
The only available English translation of Makiguchi Tsunesaburo's most characteristic work, "Soka Kyoikugaku Taikei" ("The System of Value-Creating Pedagogy"; 1930-1934), was published as "Education for Creative Living" in 1989 with Alfred Birnbaum as the translator and Dayle M. Bethel as the editor. "Education for Creative Living", not Makiguchi's Japanese original, has been translated into 13 languages and has contributed to introducing Makiguchi's educational ideas to the non-Japanese-speaking world. In this article, the author reports findings of a comparative, cross-linguistic textual analysis of "Education for Creative Living" and "Soka Kyoikugaku Taikei". Her findings indicate that Bethel has made many editorial choices without notifying the reader, such as putting more emphasis on philosophy than pedagogy, simplifying some of Makiguchi's arguments; omitting Makiguchi's references to various scholars; and omitting, inserting and revising portions of text. These editorial choices give the impression of a simpler, less sophisticated, less well-read Makiguchi to non-Japanese readers and render "Education for Creative Living" problematic as a primary source of academic research. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Therapy; Psychotherapy; Group Therapy; Veterans; Humor; Creativity; Psychological Patterns; Cognitive Processes; Self Concept; Outcomes of Treatment; Foreign Countries

Abstract:
This article presents findings from a study of the therapeutic effects of group art therapy in a psychotherapy unit of a Russian hospital for war veterans. The researchers randomly assigned 112 veterans being treated for stress-related disorders to an experimental group (art therapy) and a control group. The emphasis was on the use of humor in the Draw A Story assessment and the Silver Drawing Test with respect to cognition, emotions, creativity, and self-image. Findings included a high frequency of humorous responses in both groups, and an increase of humor in the art therapy group post treatment. Results suggest that image formation and artistic activity foster cognitive and creative problem solving and increased self-esteem, and that humor serves as an important therapeutic function in this population. (Contains 3 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Drama; Creativity; Personal Narratives; Young Adults; Praxis; Story Telling; Youth; Theater Arts; Artists; Dramatics; Neighborhoods

Abstract:
As a process for engaging marginalised voices in the social/cultural economy of the media, digital storytelling has garnered much attention from media artists, community organisers and scholars since the early 1990s. The practice of digital storytelling, or the making and sharing of personal narratives through recorded voice-overs, digital photography and video, music and/or digitally composed multi-media collages, parallels many aspects of applied drama/theatre; and yet, little scholarship exists around how digital storytelling can and does function as an intentionally facilitated, critical performance practice with young people. This article argues that digital storytelling as an applied theatre praxis can revision the ways we represent and engage young people in society. The author draws on practical examples from an applied theatre project to examine how digital storytelling, as both a creative process and a performance product, functions as a political act of cultural production. She demonstrates how, together, live and mediated performance practices offer young people an opportunity to reflect and archive--(re)vision and (re)construct--complex notions of identity, culture and community. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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