5,159 research outputs found

    DEVELOPING CREATIVITY IN EARLY CHILDHOOD EDUCATION: A COMPARATIVE ANALYSIS OF TWO CASE STUDIES IN PRESCHOOLS IN THAILAND

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    The main aim of this study is to contribute to the understanding of the uses and development of creativity and the ways this is influenced by cultural context in two preschools in Thailand. The Four Ps model (Rhodes, 1961) is employed as a theoretical framework for the study and is based on the notion that creativity is the confluence of environment-centred variables and person-centred variables in developing individuals’ understanding and appreciation of creativity. The research sets out to explore teachers’ perceptions, understandings and beliefs about preschool children’s creativity, to observe daily pedagogical approaches and to identify the environment-centred variables and person-centred challenges pertinent to children’s creativity and creative practices in two preschool settings in Bangkok, Thailand. Participants included two class teachers, an art teacher, a support teacher and 60 preschool children. The setting was chosen as I, the researcher, had previous experience of working there. Both schools placed importance on developing children’s creativity and their own teaching strategies but differed in their approaches. One draws on a literature-based programme and the other applies scientific thinking skills and thinking-process skills as part of the curriculum as a means of enhancing creativity. The data was gathered through participant observation, interviews with class teachers, analysis of school curriculum documents and lesson plans, and the examination of photographs of children’s actions and artefacts. The data analysis involves a systematic comparative examination of preschool teachers’ practices, understanding of creativity, and consideration of influences that support or hinder children’s creativity. The thematic analysis is based upon research questions which investigate 1) conception and perception of creativity; 2) creativity and pedagogical approach; 3) creativity and school environment; and 4) the potential barriers that inhibit the development of creativity in Thai preschools. Selected case studies are used to illustrate the socio-cultural contextual similarities, differences, and implications for action in order to enhance creativity in preschools in Thailand and in the wider world of early education. In doing so, this exploratory study reveals new insights and lessons that may be learned relating to the foundations of embedding creativity in preschools in Thailand: in particular, the variety of pedagogies which contribute to the development of creativity in the classroom, the various ways that creativity can be developed in young children, the importance of a creative climate, and the effects of the social and cultural context in developing creativity. Keywords: creativity, culture, young children, preschool, early childhood educatio

    Advancing Understanding of Toddler and Preschooler Sport Participation: A Research Area in its Infancy

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    The purpose of this doctoral dissertation was to advance understanding of early-years (<6) sport and organized physical activity (OPA) participation. This research involved a scoping review, followed by a qualitative case-study, which drew upon multiple data collection methods (semi-structured interviews, observation) from multiple perspectives (toddlers, preschoolers, parents, coaches; N=27), providing a comprehensive picture of early-years sport (Baxter & Jack, 2008; Creswell, 2012). Specific goals across four manuscripts/studies were to: (1) systematically review and synthesize research examining developmental outcomes associated with early-years sport involvement, (2) explore parents, coaches, and childrens perceived outcomes and experiences of early-years sport, (3) explore early-years sport pathways and patterns of engagement, and (4) explore coaches experiences in early-years sport, focusing on challenges-faced and strategies drawn-upon for effective coaching. Scoping review findings (Study 1) offer preliminary evidence that early sport and OPA participation is related to primarily positive outcomes (e.g., enhanced social skills, pro-social behaviours, self-regulation); however, negative and inconclusive outcomes were also identified. Study 2 showed some alignment between parents, coaches, and childrens perceived outcomes and experiences in early-years sport in the areas of physical activity, energy management, sport skill acquisition, physical literacy, learning to win and lose, and social/life skills. Findings were moderated by childrens age, developmental capacities, sport readiness, and attendance in other programs (e.g., music, preschool). Study 3 offered insight into early-years sport, OPA, and unstructured sport pathways, highlighting common features and engagement patterns within programming (e.g., structure, movement/sport skill focus, play-based activities). Findings suggest existing life-span sport participation/development models may not align with delivery of and experiences within early-years sport programming. Finally, Study 4 highlighted unique challenges and strategies for effective coaching across diverse early-years coaching contexts, showing differences according to program-type (i.e., private and club-based versus community-based). Collectively, this research advances limited understanding of early-years sport and OPA participation, which may help inform key stakeholders decisions around early-years sport programming; several important future research directions are outlined

    Negotiating Among Opportunity and Constraint: The Participation of Young People in Out-of-School-Time Activities

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    Out-of-school opportunities -- such as arts and music programs, sports teams, community service and youth entrepreneurship opportunities -- are increasingly seen as potentially powerful tools to promote positive youth development and to prevent problematic behaviors. Based on in-depth, semi-structured interviews conducted with 99 students in 10th grade in four Chicago Public Schools, this Chapin Hall report explores young people's perspectives on their use of out-of-school time and the influences, barriers, contexts, and processes that contribute to their choices and experiences. The report investigates how young people learn about and choose to get involved in different kinds of out-of-school opportunities and the influence that family members, peers, and non-family adults have on their thinking and decision making. It also explores the relationship between young people's participation in out-of-school programs and their interests, aspirations, and assessments of the kinds of opportunities and barriers found within their families, schools and neighborhoods. Finally, it offers conclusions and recommendations about how to improve opportunities for young people based on the insights provided by them, including specific suggestions about approaches to outreach, access, ongoing engagement and program provision

    Elementary Educator Perceptions of the Impact Breaks have on Student Engagement

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    According to the US. Department of Labor, 1991, the United States education has shifted the focused to student performance and academic success (NCEE, 2006). School districts across the nation have increased students’ academic demands, including increased academic instruction time, while the allotted time for recess and academic breaks continuously decrease, significantly impacting the school day’s structure (Brusseau & Hannon, 2015; Ginsburg et al., 2007; Stonehill et al., 2011). However, research asserted that instructional time increase does not significantly impact student achievement. In contrast, the increase of academic instruction time could stimulate behavioral problems and sedentary behaviors, while the continuous decrease of recess time could, as cited by Stapp and Karr, p. 22, “be detrimental to students’ physical activity levels, social development, and academic achievement” (McManus et al., 2015; Thapa et al., 2013). Taking purposeful, frequent breaks from academics is an essential part of the school day for students; conversely, schools’ primary focus is improving scores and increasing academic rigor, rather than teaching and enriching the whole child (Ramstetter et al., 2010; Dewey, 1938). The qualitative study was initiated to gain elementary teacher perception regarding the impact breaks have on student engagement. The study’s design included the instrumentation of a researcher-created teacher survey and classroom observations in the elementary setting. The survey and classroom observation data were analyzed through an inductive and deductive data analysis process, by forming reasonable themes through coding the data collections and verifying theme validity through an analysis of the supporting data under each theme (Burkholder et al., 2020; Creswell & Creswell, 2018). The data analysis of the teacher survey and classroom observations indicated a positive association between student breaks and student engagement behaviors, specifically after a break. Elementary teacher effectiveness plays a crucial role in student engagement, including implementing appropriate classroom-based breaks at the appropriate time. The culmination of qualitative data indicated that breaks between scheduled recess breaks are essential for student engagement stamina and decreasing distracting behaviors. The study and prior research align, as elementary students must receive frequent, adequate, and appropriate breaks throughout the school day (Barr-Anderson et al., 2011; Ramstetter & Murray, 2017; Yogman et al., 2018)

    RELATIONSHIP OF CHILDHOOD ACTIVITY TO LEISURE TIME ACTIVITIES AND RECREATION SPECIALIZATION AMONG COLLEGE STUDENTS

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    Leisure time and outdoor recreation are participated in during childhood, which allows for children to being able to learn about different recreation activities, whether they may be indoor or outdoor oriented. Children begin to learn about the world around them, having significant life experiences and beginning to understand the concept of recreation specialization. As a child moves into adulthood, specifically as college students, their leisure time activities being to change; this may be due to the fact that their time is limited for both indoor and outdoor recreation, but could also be due to the fact that technological advances have had an impact on how college-aged students tend to spend their time. This thesis aims to find relationships in activities participated in during both childhood and adulthood. The significance of indoor and outdoor recreation was also included, in order to further understand if location of activity choices in childhood had an impact on the recreation participated in during adulthood. Specific activities which were most and least frequently chosen were observed, along with basic demographics of the population

    Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

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    Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

    LEADERS’ PORTFOLIO: PSYCHO-SOCIAL MECHANISMS AUGMENTING CREATIVITY

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    Purpose: There is a consensus that creativity is one of the pivotal characteristics of a contemporary leader. There are however no publications indicating how the leader may augment own, as well as the team’s creativity. The article fills this gap, focusing on the type of creativity which is a long-lasting propensity – as opposed to one creative act usually considered in literature.Approach: The article is based on literature review and case studies analysis. After presenting cases illustrating the role of and need for creativity as a longitudinal propensity, a literature analysis follows delineating the mechanisms regulating creativity. We outline the role of brain plasticity in establishing the process of “being creative” as an enduring characteristic, as well as the ambient factors augmenting creativity.Findings: We focus on how to sustain a lasting creative state of mind (as opposed to performing single creative acts) and examine the factors that maintain the creative drive. We look at affective, cognitive and ambient mechanisms that enhance creativity. We specifically look at the role of joy (affective), distance (cognitive) and ambient factors (horizontal networks). We also review several techniques for enhancing teams’ creativity and conclude with recommendations for further studies.Implications: The article provides information useful for leaders and their teams, delineating ways of enhancing creativity.Value/Originality: The article presents a new approach to creativity as enduring phenomenon and to ways of augmenting creativity

    Break time viewed through pedagogic glasses: a study of the effective utilization of break time within primary schools in Israel

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    The main goal of this study is the development of comprehensive strategies aimed at improving break time practices in Israeli schools. The issue of school break time as an integral part of the school day has not yet been addressed in educational research in Israel. This qualitative case study involved more than 200 participants from 2 Israeli primary schools, representing 3 groups – principals, break time supervising teachers, and pupils. The study examines the perspectives of the research stakeholders on the purpose and implementation of break time. The recruitment of participants was carried out using purposive and convenience sampling methods. Five data collection tools were employed: documentary analysis, individual semistructured interviews with the three groups of stakeholders, focus group with teachers, observation of school yards and lobbies, and a questionnaire for pupils. Data were analyzed through thematic analysis, in which inductive coding was used.Study findings reveal that break time is perceived by teachers and principals as an energy-consuming, ill-planned part of the school day. Their main concerns are safety and disciplinary matters. A sense of frustration caused by break time duty problems, deteriorating discipline in schools, and lack of hope for improvement in teacher authority, was dominant in teacher responses. Little consensus was found on whether or not break time should be structured. Both principals and teachers underestimate the role of pupil-initiated free play. Most teachers underestimate the meaningful educational opportunities present during break time. Pupils perceive break time as a time for rest, game playing, and freedom from teacher control. Findings suggest that the preferred way of spending break time and the role of a duty teacher are perceived differently by pupils of different ages and gender groups. This study identifies a number of break time issues that have not yet received attention, such as enjoying a meal as a part of peer socialization, and ethical problems related to free play or involving playthings brought from home. Compared to previous research, this study suggests that feelings of loneliness experienced by pupils during break time increase as they grow older, reinforcing the idea of using break time as a platform for practice and improvement of social skills. The study concludes with recommendations for making social education a significant and planned part of the school curriculum, using the break time environment as a natural setting, integrated with the classroom. In addition, break time should be dealt with as part of the teacher-training process

    The Impact of a Play Intervention on the Social-Emotional Development of Preschool Children in Riyadh, Saudi Arabia

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    Practitioners working with children have emphasized that play is vital to children’s development, Links between children’s social-emotional development and play have been widely documented. However, rigorous research evidence of these links remains limited. This study’s objectives were to measure the impact of play on children’s social-emotional development in the kingdom of Saudi Arabia; identify teachers’ viewpoints around the use of play intervention; and understand the children’s experience of play intervention. Fifty-nine children aged between five and six years, with mean age of 5.5 (SD 3.376) and eight teachers participated in the study. The study used a mixed-method strategy including questionnaires, interviews, and focus group discussions. Children’s social-emotional development was measured by using the Strengths and Difficulties Questioner (SDQ). A pre-/post-test counterbalanced design was used to measure the impact of the play intervention on children’s development. Teachers’ perspectives on play were obtained by interviewing eight teachers. Children’s views were gathered through focus group discussions. Repeated measures ANOVA was conducted to determine the differences in the SDQ score over three time points. Results showed that using unstructured loose parts play had positively impacted children’s social-emotional development. After participation in the play intervention, scores from the SDQ indicated that children demonstrated significantly less problematic emotional, conduct and peer relationship issues. They also scored significantly higher in their positive prosocial behaviour. These positive effects were sustained after six weeks of stopping the intervention. The play intervention did not however impact children’s hyperactivity level. The interviews analysis illustrates four main themes: concept and characteristics of play, play functions, developmental benefits of play, and play and practice. Regarding children’s discussion, affordance emerged as a main theme; this includes emotional, social, and functional affordances. Unstructured loose parts play intervention was demonstrated to have positive impacts on children’s social-emotional development. The study’s findings support the view that play is a way to increase children’s development

    Evaluation of children&apos;s play. Tools and methods

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    This book is one of the outcomes of the COST Action TD139 “LUDI – Play for Children with Disabilities" (2014–2018), a multidisciplinary network of European researchers and practitioners devoted to the theme of play from different perspectives. This book contributes to the LUDI reflection about play, by reviewing the existing knowledge on play evaluation and by presenting tools and methodologies for play assessment
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