16 research outputs found
The effects of cooperative food art activities on young children's creativity and prosocial behavior
Developing creativity through outdoor physical activities: a qualitative exploration of contrasting school equipment provisions
Moving Fiercely Linear Preservice Teachers into the Joys of Integrating Art in the Classroom: An Artist Residency in a University Early Childhood and Special Education Program
Usability testing of a developed assistive robotic system with virtual assistance for individuals with cerebral palsy: a case study
Mathematical creativity profile of elementary school students in solving mathematical problems by considering technology role
Teaching with Technology and Interactive Media to Promote Creativity and Arts-based Learning in Young Children
Child-Father creative text-making at home with crayons, iPad, collage & PC
This study examines how the properties of digital (an iPad app and PC software) and non-digital (collage and drawing) resources for childrenās text-making influence the creative expression of a three-year-old during collaborative text-making with her father at home. Particular attention was paid to the childās āpossibility thinkingā (Craft, 2008) and engagement in āwhat if scenariosā, her fatherās support for this kind of creative expression and their joint creative collaboration as it unfolded during eight episodes of text-making. Video transcripts were analysed using thematic deductive analysis, supplemented with multimodal description of the processes and frequency measures for the individual and collaborative indicators of possibility thinking. This study makes three novel contributions. Firstly, it enriches our understanding of creativity as it is manifest in the home environment. Secondly, it focuses on fatherāchild collaborative creativity, and demonstrates how adults in the home can influence the creative trajectories that children take in their text-making with different resources. Finally, this study shows how the features of specific text-making resources, both digital and non-digital, shape creative text-making as it unfolds. The differences in how creativity was manifest with the four resources indicate that each of the resources carry a distinct creative potential. This has implications for how we support early childhood creativity, both through the physical resources we provide for the activity and through the adult interactions that surround it, particularly in the home