The aim of this study was to examine the relationship between the performance on a test for the assessment of creative behavior and teacher ratings on scales for the assessment of behavior commonly seen as negative. The sample consisted of 71 Austrian elementary school students (33 boys and 38 girls), from seven to ten years of age. The children were tested with the German “Creativity Test for Preschoolers and Pupils” by Krampen. This test is based on Guilford's model of the structure of the intellect and it assesses divergent thinking with respect to behavioral, figural, and semantic tasks. The teachers completed the “Conners Abbreviated Teacher Rating Scale,” a teacher rating questionnaire based on the DSM‐IV criteria to assess inattentive and impulsive/hyperactive behavior, and a researcher self‐constructed teacher rating questionnaire, containing the scales “dissocial behavior”, “introverted behavior”, and “creative behavior”. It was found that more impulsive/hyperactive and disruptive behavior was related to a better performance on fluency and more attentive and less introverted behavior were related to a better performance on flexibility. Additionally, it was found that boys present more alternatives in active behavior than girls. The results lead to the conclusion that more lively behavior of pupils should not be seen negatively, as such behavior seems to be a predictor of creative thinking.
PostprintThis is the accepted version of a paper published in Early Child Development and Care. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination.Citation for the original published paper (version of record):Brodin, J., Hollerer, L., Renblad, K., Stancheva-Popkostadinova, V. (2015) Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. The aim of this article is to highlight the concept quality with special focus on preschool teachers understanding and compare what preschool teachers in Austria, Bulgaria and Sweden regard as quality. Although quality is at high degree a subjective concept, some aspects are regarded decisive for good quality. A questionnaire was distributed to 45 preschools. Data has been stored, processed and compiled with the web-based program 'Netigate'. Totally 117 preschool teachers answered the questionnaire. The results between the three countries have been compiled, processed, ranked and compared and show a glace of different ways to interpret quality, although there are also similarities. Many differences are related to social, cultural and financial issues in the countries per se but there are also organizational and structural differences. Further comparative research need to focus on modes to improve the quality in preschool and on increasing children's influence. Early Child Development and
In an evaluation project accompanying the Bachelor’s degree in elementary education, the focus is put on the skills development of students in the South-East Development Association with regard to personal or systemic action routines in the field of “emotions and social relationships” identified in the cross-federal educational framework plan. In order to acquire data on this topic, an online questionnaire was developed and contains both quantitative and qualitative case-specific questions. This research report contains results on specific courses of action on a systemic and personal level.
Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of social-conscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention.
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