Promoting kindergarten children’s creativity in the classroom environment in Jordan

Abstract

This study aimed at investigating teachers' classroom practices, which either stimulate or inhibit the development of the creative environment of classrooms in Jordan, and determining the differences between practices according to educational level, experience level and type of teaching. The sample of the study consisted of 215 kindergarten teachers. A five-dimensional questionnaire consisting of 50 items was developed to achieve the study aims. The results revealed that the rating of teachers' practices that encourage creativity in children was satisfactory for the domains of physical environment and educational materials, lesson planning and creative instructional practices. In addition, teachers' rating lies in the category of 'good' for the domains of knowledge and awareness of creativity, and creative classroom climate. Moreover, the results showed that there were statistically significant differences due to the type of teaching in favour of the cooperative method, and due to the educational level in favour of postgraduates, while no statistically significant differences were found due to experience level. Based on the findings, appropriate recommendations were suggested.

How Creativity in STEAM Modules Intervenes with Self-Efficacy and Motivation

“…Existing research in the field of creativity has mainly focused on individual, psychological, or personality variables, which, despite their importance, offer scarce practical advice to educators [4]. So far, only a few studies have focused on creativity-promoting practices in classrooms [30]. It is, however, critical to investigate how teachers can create environments that support creativity in educational settings.…”

Creative pedagogies: a systematic review

“…Twenty six employed single or multiple-method qualitative strategies, such as interviews, observation, video and audio-recording and photographs. Four studies used quantitative approaches, including experimental design interventions (Peng et al, 2013;Wang and Murota, 2016), a questionnaire (Dababneh et al, 2010), and randomised control trials (Hui et al, 2015). Three studies employed mixed-methods (Gajda et al, 2017;McCammon et al, 2010;Selkrig and Keamy, 2017).…”

“…(2017) claim that those teachers in classrooms with a more positive association between creativity and academic achievement, listened intently to students' ideas and explored and elaborated upon these in an emergent and responsive manner, creating a secure climate of approval and exploration. The psychological safety afforded by the environment was asserted as significant by teachers in several studies, (Dababneh et al, 2010;Fleith, 2000;Peng et al, 2013), as this, the practitioners perceived, enabled students to generate divergent ideas without fear of criticism or being wrong. Drawing on a blended approach in order to understand creative learning, Gadja et al, (2017) also emphasise the significance of an emotionally supportive environment in fostering ideation.…”

“…Additionally, while these teachers' expressed the view that asking open-ended questions and sharing ideas was critical to creativity, this was not evidenced in practice; direct instruction and factual explanations prevailed. Drawing on a survey of 215 practitioners, Dababneh et al (2010) argue that teachers' creative use of the environment and resources relates to their length of teaching experience. They contend that more experienced teachers flexibly capitalise upon the environment and available resources, and those with less experience tend to teach according to traditional methods with textbooks.…”

Evaluation of the Better Parenting Programme in Jordan

“…Instead, the majority of children are cared for at home, primarily by their mothers. Over the past decade, Jordan has made remarkable achievements in the areas of child health, nutrition, and education (e.g., Al-Hassan, Obeidat, & Lansford, 2009; Al-Momani, Ihmeideh, & Abu Nada’h, 2008; Dababneh, Ihmeideh, & Al-Omari, 2009). Infant and under-five mortality rates reflect improvements in meeting the survival rights of Jordanian children and are now low (21 and 24 per 1,000, respectively, in 2007 compared to 33 and 40, respectively, in 1990; UNICEF, 2007).…”