Preschool Pretend Play Behaviors and Early Adolescent Creativity

Mullineaux, Paula Y.; DiLalla, Lisabeth F.

doi:10.1002/j.2162-6057.2009.tb01305.x

Cited by 55 publications

(31 citation statements)

References 53 publications

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“…Other studies emphasized the importance of social factors such as social role playing. At five years old, girls who engaged more in early role play than boys also were found to score higher on the TCT-DP during early adolescence (Mullineaux & Dilalla, 2009). Boys with mixed sex-role patterns (inconsistent orientation and preference) scored significantly higher on creativity measures such as fluency and uniqueness than boys with consistent sex-role patterns (Biller, Singer, & Fullerton, 1969).…”

Section: Gendermentioning

confidence: 90%

Creative reasoning across developmental levels: Convergence and divergence in problem creation

2012

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We recently proposed the Creative Reasoning Test (CRT), a test for reasoning in ill-defined problem spaces. The test asks children who first performed the Standard Progressive Matrices test (SPM) to next generate an SPM-style test item themselves. The item is scored based on different aspects of its complexity. Here we introduce a method to provide separate sub scores for convergent and divergent production. A sample of 205 children from Grades 1 to 4 performed in both SPM and CRT, followed by a standard creativity test, the Test of Creative ThinkingDrawing Production (TCT-DP). We considered developmental aspects of the CRT scores as well as how they relate to classical reasoning and creativity test scores. Whereas the convergent production sub score of the CRT correlated with the SPM, the divergent production sub score correlated with the TCT-DP and no correlation was observed between both sub scores of the CRT. We concluded that convergent and divergent abilities in creative production can be assessed independently, within the same knowledge domain as classical problem solving.

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Section: Gendermentioning

confidence: 90%

Creative reasoning across developmental levels: Convergence and divergence in problem creation

2012

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“…Six of the longitudinal studies were published in CRJ, 4 in JCB, and 1 in PACA. These studies examined creativity in different domains, for instance, motor development (Pagona & Costas, 2008), visual arts (Furst, Ghisletta, & Lubart, 2012), and child development (Mullineaux & Dilalla, 2009). Interestingly, these studies also varied by their research purposes.…”

Section: Quantitative Methodologiesmentioning

confidence: 99%

An Empirical Review of Research Methodologies and Methods in Creativity Studies (2003–2012)

Long

2014

Creativity Research Journal

101

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Based on the data collected from 5 prestigious creativity journals, research methodologies and methods of 612 empirical studies on creativity, published between 2003 and 2012, were reviewed and compared to those in gifted education. Major findings included: (a) Creativity research was predominantly quantitative and psychometrics and experiment were the most frequently utilized quantitative methodologies, (b) judges were employed frequently to assess creativity and correlational techniques were utilized most widely to analyze quantitative data, (c) case study was the most frequently used qualitative methodology, (d) most mixed-methods studies were rooted in quantitative methodology, and (e) both creativity and gifted education research were dominated by quantitative methodologies, but there were less qualitative studies and slightly more mixed-methods studies on creativity. Implications of these findings were further discussed and future research directions were suggested.

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“…Whilst the affective dimension of science learning has received less research attention than the cognitive dimension, Perrier and Nsengiyumva argue it is not merely a catalyst, but also 'a necessary condition for learning to occur' (2003,1124). Creativity-focused research also highlights the importance of engaging children affectively (Craft, McConnon, and Matthews 2012;Millineaux and Dilalla 2009), and the power of narrative has been shown to imaginatively involve children, fostering their creativity in different domains (Cremin, Chappell, and Craft 2013).…”

Section: Motivation and Affectmentioning

confidence: 99%

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

et al. 2015

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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.

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Preschool Pretend Play Behaviors and Early Adolescent Creativity

Cited by 55 publications

References 53 publications

Creative reasoning across developmental levels: Convergence and divergence in problem creation

Creative reasoning across developmental levels: Convergence and divergence in problem creation

An Empirical Review of Research Methodologies and Methods in Creativity Studies (2003–2012)

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

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