Creative Little Scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science

Abstract

In the light of the European Union's interest in creativity and innovation, this paper, drawing on data from the EU project Creative Little Scientists (2011)(2012)(2013)(2014), explores the teaching and learning of science and creativity in Early Years education. The project's conceptual framework, developed from detailed analysis of relevant literatures, highlighted the potential existence of a number of pedagogical synergies between inquiry-based science and creativity-based approaches in Early Years education. The science and creativity literature reviews were thus re-examined to identify synergistic features of teaching and learning in the Early Years. These were seen to include: play and exploration, motivation and affect, dialogue and collaboration, problem-solving and agency, questioning and curiosity, reflection and reasoning, and teacher scaffolding and involvement. Field work undertaken over a 4-month-period in 48 sites across the 9 partner countries provided the opportunity to examine the existence of these synergies in Early Years settings and primary classrooms with learners aged 3-8 years. Qualitative in nature, the fieldwork was framed by a case study strategy encompassing multiple methods of data collection: sequential digital images capturing interactions; observations supplemented by audio recording; timelines; and interviews with teachers and groups of children. The data set comprised 71 cases in early science (and mathematics), with 3 episodes of activity per case encapsulating creativity in these domains, resulting in 218 episodes for analysis. A deductive-inductive analytical approach was undertaken in two phases with cross-case analysis both within and between countries. The paper exemplifies the pedagogical synergies innovatively identified in the conceptual framework and documented in the fieldwork, and highlights the potential for creativity in exploratory science contexts. Additionally, it highlights differences between practice observed in preschool and primary settings and advances a new conceptual definition of creativity within Early Years science education.

Science verbs as a tool for investigating scientific phenomena – a pedagogical idea emerging from practitioner-researcher collaboration

“…al, 2015). Based on these findings, I recognised the need of developing models for science teaching that focus children's agentic exploration of scientific phenomena (Siry & Max, 2013) and support teachers to conduct child-centered, investigative practices (Cremin, Glauert, Craft, Compton, & Stylianidou, 2015).…”

Pre-school children’s expressed technological volition during construction play

“…The authors also point out a lack of authentic activities, with fewer opportunities to develop children's awareness of the different cultural and work-related uses of technology. Teachers' ability to stimulate and offer materials affects children's interest in construction, and even if children do not seem to collaborate with others they observe others' actions and imitate them (Cremin et al 2015). Beside these studies, there are a few papers that focus on technology learning from the age of eight (Turja et al 2009;Mawson 2008;Bjurulf 2008), although most research in this field is primarily concerned with children from the age of 11 (Mawson 2008).…”

Determinaciones y relaciones de interacción en el triángulo constituido por preguntas, creatividad y aprendizaje

“…Según Craft (2013), las posibilidades de pensamiento son infinitas, entonces, en los contextos educativos es necesario generar espacios donde esas posibilidades puedan expandirse a partir de preguntas y problemas. Cremin et al,(2015) señalan que la curiosidad y la formulación de preguntas, tanto en docentes como en estudiantes, tiene un impacto positivo en la educación creativa. Los autores destacan la importancia de las preguntas abiertas, del diálogo y la colaboración entre compañeros y docentes y de los factores emocionales y motivacionales en la enseñanza creativa.…”