Pojmovanja ustvarjalnosti in stališča do te pri sedanjih in bodočih vzgojiteljicah predšolskih otrok
Povzetek
Pojmovanja ustvarjalnosti pomembno determinirajo vzgojiteljeva ravnanja v pedagoški praksi. Z empirično raziskavo smo zato želeli preveriti, kakšna so prevladujoča razumevanja koncepta ustvarjalnosti pri sedanjih in bodočih vzgojiteljicah, kako opredeljujejo ustvarjalno mišljenje in vedenje otrok ter kako ocenjujejo pomen vrtca pri spodbujanju otrokove ustvarjalnosti. Za namene raziskave smo oblikovali večdelni vprašalnik, ki sta
ga izpolnili skupini vzgojiteljic predšolskih otrok in študentk predšolske vzgoje. Večina udeleženk ima ustrezno teoretično znanje s področja ustvarjalnosti, kljub temu pa so se med skupinama pokazala manjša
razhajanja, ki so lahko posledica nekaterih implicitnih prepričanj o ustvarjalnosti in zaznavanju lastne vloge pri podpiranju ustvarjalnega vedenja predšolskih otrok.
Prenosi
Literatura
Alkuş, S., in Olgan, R. (2014). Pre-service and in-service preschool teachers’ views regarding creativity in early childhood education. Early Child Development and Care, 184(12), pp. 1902–1919.
Al-Nouh, N. A., Abdul-Kareem, M. M., in Taqi, H. A. (2014). Primary School EFL Teachers’ Attitudes towards Creativity and Their Perceptions of Practice. English Language Teaching, 7(9), pp. 74–89.
Avsec, A., Kavčič, T., in Petrič, M. (2017). Temeljni vidiki osebnosti. Ljubljana: Znanstvena založba Filozofske fakultete Univerze v Ljubljani.
Barbot, B., Besançon, M., in Lubart, T. (2015). Creative potential in educational settings: Its nature, measure, and nurture. Education, 43(4), str. 371–381.
Beghetto, R. A. (2006). Does creativity have a place in classroom discussions? Prospective teachers’ response preferences. Thinking Skills and Creativity, 2(1), pp. 1–9.
Beghetto, R. A., in Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), str. 53–69.
Besançon, M., Fenouillet, F., in Shankland, R. (2015). Influence of school environment on adolescents’creative potential, motivation and well-being. Learning and Individual Differences, 43, str. 178–184.
Chang, C. P., Hsu, C. T., in Chen, I. J. (2013). The relationship between the playfulness climate in the classroom and student creativity. Quality & Quantity, 47(3), str. 1493–1510.
Cropley, A. J. (2001). Creativity in education and learning: A guide for teachers and educators. Sterling, VA: Stylus Publishing.
Čepić, R., Tatalović Vorkapić, S., in Mašić, M. (2016). Myths about creativity: How students teachers perceive creativity? V K. Aškerc idr. (ur.) Izboljševanje kakovosti poučevanja in učenja v visokošolskem izobraževanju (str. 166–175). Ljubljana: CMEPIUS.
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., in Howe, A. (2013). Creative learning environments in education – A systematic literature review. Thinking Skills and Creativity, 8, str. 80–91.
Davies, L., Newton, D., in Newton, L. (2018). Creativity as a twenty-first-century competence: an exploratory study of provision and reality. Education 3–13, 46(7), str. 879–891.
Diakidoy, I-A. N., in Kanari, E. (1999). Student teachers’ beliefs about creativity. British Educational Research Journal, 25(2), str. 225–243.
Duffy, B. (2006). Supporting creativity and imagination in the early years. UK: McGraw-Hill Education.
Feist, G. J. (2010). The function of personality in creativity: The nature and nurture of the creative personality. V J. C. Kaufman in R. J. Sternberg (ur.), The Cambridge handbook of creativity (str. 113–130). New York: Cambridge University Press.
Gajda, A. (2016). The relationship between school achievement and creativity at different educational stages. Thinking Skills and Creativity, 19, str. 246–259.
Glăveanu, V. P. (2011). Children and creativity: a most (un)likely pair? Thinking skills and creativity, 6(2), str. 122– 131.
Gralewski, J. (2016). Teachers’ Beliefs About Creativity and Possibilities for its Development in Polish High Schools: A Qualitative Study. Creativity. Theories – Research – Applications, 2(3), str. 292–329.
Gralewski, J., in Karwowski, M. (2013). Polite girls and creative boys? Students’ gender moderates accuracy of teachers’ ratings of creativity. The Journal of Creative Behavior, 47, str. 290–304.
Gregoriadis, A., Zachopoulou, E., in Konstantinidou, E. (2011). Early childhood educators’ perceptions of creativity in education. V Conference Proceedings: Perspectives of creativity and learning in early childhood (str. 120–128). Cyprus, Organisation Mondiale pour l’Education Préscolaire.
Hass, R. W., Reiter-Palmon, R., in Katz-Buonincontro, J. (2017). Are Implicit Theories of Creativity Domain Specific? Evidence and Implications. V M. Karwowski in J. C. Kaufman (ur.), The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity (str. 219–234). London: Elsevier.
Jauk, E., Benedek, M., Dunst, B., in Neubauer, A. C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence, 41(4), str. 212–221.
Jekovec, J. F., in Bucik, V. (2015). Odnos med ustvarjalnostjo in igralnim materialom v kontekstu simbolne igre. Psihološka obzorja, 24, str. 33–43.
Kampylis, P., Berki, E., in Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 4, str. 15–29.
Karwowski, M., in Gralewski J. (2013). Threshold hypothesis: Fact or artifact? Thinking Skills and Creativity, 8, str. 25–33.
Kaufman, J. C., in Beghetto, R. A. (2009). Beyond big and little: The Four C Model of Creativity. Review of General Psychology, 13, str. 1–12.
Kim, K. H. (2005). Can only intelligent people be creative? A meta-analysis. Journal of Secondary Gifted Education, 16, str. 57–66.
Konstantinidou, E., Gregoriadis, A., Grammatikopoulos, V., in Michalopoulou, M. (2014). Primary physical education perspective on creativity: the nature of creativity and creativity fostering classroom environment. Early Child Development and Care, 184(5), str. 766–782.
Kurikulum za vrtce. (1999). Ljubljana: Ministrstvo za šolstvo in šport. Zavod Republike Slovenije za šolstvo.
Maksić, S., in Pavlović, J. (2019). Implicitne teorije kreativnosti univerzitetskih nastavnika. Andragoške studije, 1, str. 67–85.
Marentič Požarnik, B. (2012). Psihologija učenja in pouka. Ljubljana: DZS.
Mullet, D. R., Willerson, A., Lamb, N., in Kettler, T. (2016). Examining teacher perceptions of creativity: A systematic review of the literature. Thinking Skills and Creativity, 21, str. 9–30.
Newton, L., in Beverton, S. (2012). Pre-service teachers’ conceptions of creativity in elementary school English. Thinking Skills and Creativity, 7, str. 165–176.
Opaka, M. (2008). Ustvarjalnost – proces, oseba in produkt: Pregled nekaterih odkritij o ustvarjalnosti v zadnjem desetletju. Psihološka obzorja, 17(2), str. 77–90.
Pečjak, V. (2011). Ustvarjalnost, zlata doba ustvarjalnosti je otroštvo. Šolsko svetovalno delo, 15(1/2), 24– 28.
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55(1), 657–687.
Runco, M. A. (2007). Creativity: theories and themes: research, development, and practice. Amsterdam: Elsevier
Academic Press.
Runco, M. A., in Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24, str. 92–96.
Silvia, P. J., in Beaty, R. E. (2012). Making creative metaphors: the importance of fluid intelligence for creative thought. Intelligence, 4, str. 343–351.
Štemberger, T. (2013). Stališča bodočih vzgojiteljic do ustvarjalnosti. Revija za elementarno izobraževanje, 2/3(6), str. 101–113.
Štemberger, T., in Cencič, M. (2015). Kaj poklicni življenjepisi vzgojiteljic odkrivajo o prepletenosti poklica vzgojitelja in ustvarjalnosti? Revija za elementarno izobraževanje, 8(3), str. 17–37.
Velázquez, J. A., Segal, N. L., in Horwitz, B. N. (2015). Genetic and environmental influences on applied creativity: A reared-apart twin study. Personality and individual differences, 75, str. 141–146.
Copyright (c) 2020 Petra Dolenc, Gaja Čehovin
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.