Building Creative Partnerships through image and text

Developing creativity in early childhood studies students

“…As stated previously this was shown within 'originality/own ideas' and 'imagination'. According to Garvis, 2011 (cited in Aubrey andDahl 2013) this change in thinking is dependent on the experiences that the individual is involved in, this corresponds with findings from both the questionnaires and the reflection sheets that the practical activities were helpful for students and provided them with a deeper understanding of 'creative practice , and practice which fosters creativity' as identified by Craft & Jeffrey (2010) and the concept of 'little c creativity' (Craft 2002) The findings suggest that most importantly the practical activities had a direct impact on student's confidence to attempt new ideas and activities with children in settings. Students developed new skills and techniques, learned how to use a range of familiar and unfamiliar tools and resources and also learned to work collaboratively.…”

“…The report states, 'teachers cannot develop the creative abilities of their pupils if their own creative abilities are suppressed' NACCCE (1999:103) Dehouske's (2006) research underpins these ideas and she suggest that early childhood teachers ' ..must first have an authentic adult experience with the arts' and untap the 'artist within' (2006:294) Dehouske asserts that if students experience 'feeling like an artist' they are more likely to support risk-taking and selfexpression in children and more able to identify and nurture creativity in every child. Aubrey and Dahl (2013) identify a number of international research projects that highlight the importance of skills and training for teachers to provide a high quality arts education. Garvis (2011) identifies the need for practical experiences as ways to develop skills and capability while Eckhoff (2011) notes the lack of academic instruction received by trainee early childhood educators in the United States.…”

“…Garvis (2011) identifies the need for practical experiences as ways to develop skills and capability while Eckhoff (2011) notes the lack of academic instruction received by trainee early childhood educators in the United States. Aubrey and Dahl (2013) suggest that the quality of arts education within United States early years settings is predominately dependant on the expertise and interests of individual teachers. (Aubrey and Dahl 2013) Although this research refers to 'arts based education' these principles are relevant for creativity in its wider context within the early years.…”

“…Aubrey and Dahl (2013) suggest that the quality of arts education within United States early years settings is predominately dependant on the expertise and interests of individual teachers. (Aubrey and Dahl 2013) Although this research refers to 'arts based education' these principles are relevant for creativity in its wider context within the early years. Chien and Hui's (2010) research on Early Years teachers in Hong Kong suggested that the teachers lacked confidence in their competence to support and enhance young children's creative development.…”

“…' Craft and Jeffrey (cited in Miller and Deveraux 2004:11) This approach is adopted within the Play and Creativity module which is the focus of the study. Aubrey and Dahl's (2013) study of a creative partnerships project with teachers and artists in the Early Years Foundation Stage (2012) highlighted key issues for the teachers involved in the study to enhance creativity. They identify 'the role of teachers as collaborators in a child's learning, rather than transmitters of knowledge ' (2013:15) They advocate a strong educational philosophy which values children's aesthetic awareness, the arts and letters, and propose an integrated project method incorporating all areas of the curriculum which involves discussion and links with the wider community.…”