Робсон С., Ро В. Наблюдение за творческим поведением детей дошкольного возраста: участие, включенность и настойчивость
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Робсон С., Ро В. Наблюдение за творческим поведением детей дошкольного возраста: участие, включенность и настойчивость // Современное дошкольное образование. Теория и практика. – 2014. – №3. – С.68–78.
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Аннотация
В данной статье изучается творческое мышление детей младшего дошкольного возраста на основе анализа результатов ежедневных наблюдений за их поведением. В Английском Детском Центре (English Children’s Centre) с помощью шкалы ACCT (Analysing Children’s Creative Thinking, Анализ детского творческого мышления) было проанализировано 52 ситуации, в которых оказались дети 3–4-летнего возраста, как по собственной инициативе детей, так и по инициативе взрослых. Результаты показали, что наряду с такими творческими видами деятельности, как музыка и изобразительное искусство, для развития креативного мышления не менее важны огородничество и конструирование. Особенно эффективны в этом отношении различные виды игр на свежем воздухе и сюжетно-ролевая игра. Все взрослые играли существенную роль в вовлечении детей в деятельность, поддержании их абстрактного мышления и использовании накопленных знаний. Наиболее успешными в содействии приобретению детьми новых знаний были педагоги. Действия по инициативе детей характеризовались: высоким уровнем включенности в деятельность; развитием умений высказывать и проверять, экспериментировать и анализировать идеи; активизацией гибкости, оригинальности и воображения. Это было особенно заметно в совместной деятельности и играх в паре. В деятельности по собственной инициативе дошкольники были более настойчивыми. Количество зафиксированных проявлений рискованного поведения в деятельности по инициативе детей было более низким, чем в деятельности по инициативе взрослых (включая деятельность, в которой взрослые только присутствовали), хотя и более выраженным.
Литература
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National Advisory Committee on Creative and Cultural Education (NACCCE). 1999. All our futures: Creativity, culture, and education. London: DfEE.
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Robson, S. 2010. Self-regulation and metacognition in young children’s self-initiated play and reflective dialogue. International Journal of Early Years Education 18, no. 3: 22741.
Robson, S. 2012a. Children’s experiences of creative thinking. In Young children’s creative thinking, ed. H. Fumoto, S. Robson, S. Greenfield, and D.J. Hargreaves, 93105. London: Sage.
Robson, S. 2012b. Children’s voices: Young children as participants in research. In Young children’s creative thinking, ed. H. Fumoto, S. Robson, S. Greenfield, and D.J. Hargreaves, 5567. London: Sage.
Robson, S., and H. Fumoto. 2009. Practitioners’ experiences of personal ownership and autonomy in their support for young children’s thinking. Contemporary Issues in Early Childhood 10, no. 1: 4556.
Robson, S., and D.J. Hargreaves. 2005. What do early childhood practitioners think about young children’s thinking? European Early Childhood Education Research Journal 13, no. 1: 8196.
Rogoff, B. 2003. The cultural nature of human development. Oxford and New York: Oxford University Press.
Runco, M.A. 2003. Education for creative potential. Scandinavian Journal of Educational Research 47, no. 3: 31724.
Singer, J.L. 1973. The child’s world of make-believe: Experimental studies of imaginative play. New York: Academic Press.
Siraj-Blatchford, I. 2007. Creativity, communication and collaboration: The identification of pedagogic progression in sustained shared thinking. Asia-Pacific Journal of Research in Early Childhood Education 1, no. 2: 323.
Siraj-Blatchford, I., K. Sylva, S. Muttock, R. Gilden, and D. Bell. 2002. Researching effective pedagogy in the early years (Research Report 356). London: DfES.
Smith, P.K., H. Cowie, and M. Blades. 2011. Understanding children’s development, 5th ed. Oxford: Blackwell.
Sternberg, R.J. 2003. Creative thinking in the classroom. Scandinavian Journal of Educational Research 47, no. 3: 32538.
Sylva, K., E. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2010. Early childhood matters: Evidence from the effective pre-school and primary education project. London: Routledge.
Tovey, H. 2007. Playing outdoors. Maidenhead: Open University Press.
Vygotsky, L.S. 1978. Mind in society. Cambridge, MA: Harvard University Press.
Vygotsky, L.S. 1986. Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L.S. 2004. Imagination and creativity in childhood. Journal of Russian and East
European Psychology 42, no. 1: 797.
Amabile, T.M. 1996. Creativity in context. Boulder, CO: Westview Press.
Claxton, G. 1999. Wise up: The challenge of life long learning. London: Bloomsbury.
Compton, A., J. Johnston, L. Nahmad-Williams, and K. Taylor. 2010. Creative development.
London: Continuum.
Council for Awards in Care, Health and Education (CACHE). 2012. CACHE Qualification Specification: CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF). St. Albans, Herts: Council for Awards in Care, Health and Education.
Craft, A. 2003. Creative thinking in the early years of education. Early Years 23, no. 2: 14354.
Craft, A., T. Cremin, P. Burnard, and K. Chappell. 2008. Possibility thinking with children in England aged 3-7. In Creative learning 3-11 and how we document it, ed. A. Craft, T. Cremin, and P. Burnard, 6573. Stoke on Trent: Trentham Books.
Craft, A., L. McConnon, and A. Paige-Smith. 2012. Child-initiated play and professional creativity: Enabling four-year-olds’ possibility thinking. Thinking Skills and Creativity 7, no. 1: 4861.
Department for Education and Skills (DfES). 2007. The early years foundation stage. Nottingham, UK: DfES.
Fleer, M. 2006. The cultural construction of child development: Creating institutional and cultural intersubjectivity. International Journal of Early Years Education 14, no. 2: 12740.
Fumoto, H., and S. Robson. 2006. Early childhood professionals’ experience of time to facilitate children’s thinking. European Early Childhood Education Research Journal 14, no. 2: 97111.
Fumoto, H., S. Robson, S. Greenfield, and D.J. Hargreaves. 2012. Young children’s creative thinking. London: Sage.
Greenfield, S. 2012. Parents’ experiences of supporting young children’s creative thinking. In Young children’s creative thinking, ed. H. Fumoto, S. Robson, S. Greenfield, and D.J. Hargreaves, 10717. London: Sage.
Hutt, J., S. Tyler, C. Hutt, and H. Christopherson. 1989. Play, exploration and learning: A natural history of the preschool. London: Routledge.
Kag˘itc¸ibas¸i, C¸. 2007. Family, self, and human development across cultures, 2nd ed. Mahwah, NJ and London: Lawrence Erlbaum Associates.
Kaufmann, G. 2003. What to measure? A new look at the concept of creativity. Scandinavian Journal of Educational Research 47, no. 3: 23551.
Laevers, F. 2000. Forward to basics! Deep-level-learning and the experiential approach. Early Years 20, no. 2: 209.
Lambert, E.B. 2000. Problem-solving in the first years of school. Australian Journal of Early Childhood 25, no. 3: 328.
Meadows, S. 2006. The child as thinker. London: Routledge.
National Advisory Committee on Creative and Cultural Education (NACCCE). 1999. All our futures: Creativity, culture, and education. London: DfEE.
Prentice, R. 2000. Creativity: A reaffirmation of its place in early childhood education. The Curriculum Journal 11, no. 2: 14558.
Richards, R. 2006. Frank Barron and the study of creativity: A voice that lives on. Journal of Humanistic Psychology 46, no. 3: 35270.
Robson, S. 2010. Self-regulation and metacognition in young children’s self-initiated play and reflective dialogue. International Journal of Early Years Education 18, no. 3: 22741.
Robson, S. 2012a. Children’s experiences of creative thinking. In Young children’s creative thinking, ed. H. Fumoto, S. Robson, S. Greenfield, and D.J. Hargreaves, 93105. London: Sage.
Robson, S. 2012b. Children’s voices: Young children as participants in research. In Young children’s creative thinking, ed. H. Fumoto, S. Robson, S. Greenfield, and D.J. Hargreaves, 5567. London: Sage.
Robson, S., and H. Fumoto. 2009. Practitioners’ experiences of personal ownership and autonomy in their support for young children’s thinking. Contemporary Issues in Early Childhood 10, no. 1: 4556.
Robson, S., and D.J. Hargreaves. 2005. What do early childhood practitioners think about young children’s thinking? European Early Childhood Education Research Journal 13, no. 1: 8196.
Rogoff, B. 2003. The cultural nature of human development. Oxford and New York: Oxford University Press.
Runco, M.A. 2003. Education for creative potential. Scandinavian Journal of Educational Research 47, no. 3: 31724.
Singer, J.L. 1973. The child’s world of make-believe: Experimental studies of imaginative play. New York: Academic Press.
Siraj-Blatchford, I. 2007. Creativity, communication and collaboration: The identification of pedagogic progression in sustained shared thinking. Asia-Pacific Journal of Research in Early Childhood Education 1, no. 2: 323.
Siraj-Blatchford, I., K. Sylva, S. Muttock, R. Gilden, and D. Bell. 2002. Researching effective pedagogy in the early years (Research Report 356). London: DfES.
Smith, P.K., H. Cowie, and M. Blades. 2011. Understanding children’s development, 5th ed. Oxford: Blackwell.
Sternberg, R.J. 2003. Creative thinking in the classroom. Scandinavian Journal of Educational Research 47, no. 3: 32538.
Sylva, K., E. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2010. Early childhood matters: Evidence from the effective pre-school and primary education project. London: Routledge.
Tovey, H. 2007. Playing outdoors. Maidenhead: Open University Press.
Vygotsky, L.S. 1978. Mind in society. Cambridge, MA: Harvard University Press.
Vygotsky, L.S. 1986. Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L.S. 2004. Imagination and creativity in childhood. Journal of Russian and East
European Psychology 42, no. 1: 797.
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