Children’s creative thinking abilities and social orientations in Finnish early childhood education and care

Nikkola, Teemu; Reunamo, Jyrki; Ruókonen, Inkeri

doi:10.1080/03004430.2020.1813122

Cited by 21 publications

(15 citation statements)

References 51 publications

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“…For this reason, learning efforts are needed that can encourage the emergence of creative thinking. Creative learning is a learning process that requires teachers to be able to motivate and bring out students' creativity during learning, using several methods and varied strategies, such as group work, role playing, and problem solving [50]. Creative learning requires teachers to stimulate students' creativity, both in developing thinking skills and in taking action [51].…”

Section: Creative Thinking Abilitymentioning

confidence: 99%

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Agustini

Santyasa

Tegeh

et al. 2022

Int. J. Emerg. Technol. Learn.

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The 21st century as the information age implies that everyone, including students, must be literate in the development and advancement of knowledge-based information and communication technology. That is, students in schools as early as possible must be invited to build 21stcentury knowledge and skills, namely 4C skills. To accommodate this, the learning model must accommodate student centered learning models, one of which is quantum flipped learning (QFL) as a substitute for direct flipped learning (DFL). The aims of this study were 1) to analyze the main and interactive effect between the QFL model vs. the DFL model and students' cognitive involvement on their critical and creative thinking in learning physics. To achieve this goal, experimental research was conducted using a post test only control group design. The population of this research is high school students of class XI SMAN 4 Singaraja, and the sample is 4 classes selected by class random technique. The research data were collected with critical thinking tests, creative thinking tests, and cognitive engagement questionnaires. The research data were analyzed using two-way multivariate analysis of variance. Hypothesis testing was carried out at a significance level of 5%. The results showed that 1) critical thinking and creative thinking of students who studied with the QFL model were higher than students who studied with the DFL model, 2) students who had high cognitive engagement showed critical thinking and creative thinking skills that were not different from students who had low cognitive engagement, 3) there is no interactive effect between the learning model and students' cognitive involvement on critical thinking and creative thinking. The implication of this research is that to achieve optimal critical thinking and creative thinking, physics learning will be better if using the QFL model, students who have low cognitive engagement to be guided and motivated in learning to be able to increase their cognitive engagement in learning, both levels of cognitive involvement students are accommodated by both models.

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Section: Creative Thinking Abilitymentioning

confidence: 99%

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Agustini

Santyasa

Tegeh

et al. 2022

Int. J. Emerg. Technol. Learn.

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“…Furthermore, the overall images of the new children's bins could stimulate the children to be interested in applying the bins suitably with the good potential for generating arousing behavior (Wiley, A. N., 2014). Therefore, this assisted in gaining the satisfactory behavior for children by dumping the litter appropriately (Bean, J., 2015;Nikkola, T., et al, 2020;Boltabayevich, B. B.…”

Section: Discussionmentioning

confidence: 99%

Creative Procedure of Bin Products for Children

Egwutvongsa

Setvisat

2021

Acad. J. Interdiscip. Stud.

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This research had the objective to design children’s bins and make a comparison of the new and old bin patterns. The group sampling consisted of 652 participants composed of the students and personnel in a school in Khlong Kum District, Bangkok, Thailand. For this case, multistage random sampling was used with 234 participants, and the research tools were composed of five-point Likert scale questionnaires that were measured with Cronbach’s alpha coefficient with a level of 0.91, independent t-test and multiple regression analysis. From the above information, it was found that the influencing factors to the children’s bin’s design involved the beauty (0.32), specific attributes, (0.24), morale (0.16), ergonomics (0.10), safety (0.07), application (0.07), and the materials (0.05). In addition, when testing the model, it was found that the new bin product patterns had the most satisfaction level ( =4.55; S.D.=0.30), followed by the original bin product patterns that had a moderate satisfaction level ( =3.08; S.D.=0.52). Finally, when comparing the differences of the satisfaction level by using the t-test statistics, it was found that the children’s satisfaction to the new bin patterns were at a higher level than the original ones with a statistical significance level of .05. Received: 3 July 2021 / Accepted: 16 August 2021 / Published: 5 September 2021

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“…This can be seen when the child moves his head to the right and left; the child can align with body movements. These two movements can develop body alignment and visual acuity so that they can build different thinking skills which are important strategies in adjusting to new circumstances (Nikkola et al, 2020). Divergent thinking can be described as the process of retrieving existing knowledge and associating and combining unrelated knowledge in new and meaningful ways (Marron & Faust, 2018).…”

Section: Development Of Children's Creativitymentioning

confidence: 99%

Braindance Activities Based on Minang Dance Basic Movements in Children Ages 5-6 Years Old

Yetti

Syarah

2022

Harmonia

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Braindance activities based on Minang dance basic movements are moving activities carried out by children aged 5-6 years at an early childhood education institution in Bukittinggi City since 2019 when the trial results of the development of braindance based on the Minang dance basic movements were implemented at the Early Childhood Institutions. This study aims to (1) examine the uniqueness of the braindance movement based on the Minang dance basic movements, (2) examine the growth and development of children that appear after participating in the braindance activities, (3) examine the situation and condition of the child in the Minang braindance activities. This study used qualitative methods with data collection techniques through observation, interviews, and documentation. Data analysis was carried out with the stages of condensation, data presentation, and drawing conclusion. Data validation was carried out using triangulation of techniques, sources, and time. The study was conducted on fifteen students aged 5-6 years at an early childhood education institution in Bukittinggi. The results showed that: (1) Braindance based on Minang dance basic movements is an activity that combines gymnastic movements with the basic movements of Minang dance, as well as Minang music accompaniment; (2) Children’s motor skills become better, children can coordinate movement, brain, and feelings, and children’s creativity becomes more developed; (3) Minang braindance activities are fun for children.

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Children’s creative thinking abilities and social orientations in Finnish early childhood education and care

Cited by 21 publications

References 51 publications

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Quantum Flipped Learning and Students’ Cognitive Engagement in Achieving Their Critical and Creative Thinking in Learning

Creative Procedure of Bin Products for Children

Braindance Activities Based on Minang Dance Basic Movements in Children Ages 5-6 Years Old

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