Search

This work aimed to outline the first stages for the development of a pedagogical model for teaching-learning of expressive content within physical education (creative body movement). Drawing on several suggestions from previous models' conceptualizations, we explore and present the theoretical foundations, practical considerations, and assumptions that align and support their core features. The major theme of the model is that students explore new expressive movements and develop capabilities through expressive games or tasks that nurture their creativity and ease their embodied movements. This implies that teachers should provide students with several resources and stimuli to nurture their creativity. Also, teachers should promote students' embodiment through the exploration of new movements that allow knowing themselves in different movement situations. The affective and cognitive domains will be prominent in this model. The teachers' and students' assumptions, implementation needs, and enactment about how to apply this model are also proposed. [ABSTRACT FROM AUTHOR]

Although the literature's case and longitudinal studies provide ample evidence of organizational routines that foster creative behaviors, it still lacks an integrative model of organizational creative capabilities (OCCs) and the quantitative evidence to validate such a model. This research is aimed at conceptualizing and developing a reliable and valid scale for OCCs. First, we define the OCC construct's domain by conducting an extensive literature review. We then generate a list of items for the five dimensions of OCCs through a qualitative study involving a group of 24 practitioners (Study 1a) and by surveying nine senior researchers (Study 1b). We refine the OCC scale using a sample of 269 responses collected in France and Canada (Study 2), and we conduct a first‐order confirmatory factor analysis (Study 3). Finally, we perform a second‐order confirmatory analysis (Study 4a) on samples of 220 responses collected mainly in the United States and Europe, generalize our results to a sample of 205 responses, and strengthen the predictive validity (Study 4b). Our results provide significant evidence that OCCs can be conceptualized around five dimensions: internal socialization routines, idea management routines, external openness routines, creative equipment routines, and internal agility routines. Furthermore, the research confirms the scale's good psychometric qualities, thus ensuring that researchers can be confident in the reliability of any future academic research design using the scale. We also validate the OCC scale's predictive validity by verifying that a five‐dimensional reflective scale with 16 indicators has a significant positive effect on the creative outcome. This OCC scale can be used by practitioners to better understand the organizational routines they have to develop in order to strengthen their organization's creativity. It also provides a way for longitudinal studies to observe how OCCs evolve over time. [ABSTRACT FROM AUTHOR]

The development of graphic skills in preschool children is of great significance for their overall development, as well as for the enhancement of attentiveness and coordination abilities. The objective of this study is to examine methods for fostering artistic and creative skills among students within the framework of multicultural education through the use of graphics tablets. The authors conducted a four-month training program focused on drawing skills using graphics tablets, which involved studying the culture of China, Asian, and European countries through various art forms, as well as the basics of color science. Upon completion of the course, the authors found that 89% of children and 84% of parents responded positively to this type of training, as it allowed the children to effectively master drawing. However, there were certain technical skills gaps, such as a lack of accuracy in drawing angles, too large or too small drawings, and a lack of accuracy in drawing lines to given points. These gaps were eliminated as a result of studying additionally developed recommendations. The practical significance of this study lies in the search for effective mechanisms to develop drawing skills using graphics tablets in preschool education. [ABSTRACT FROM AUTHOR]

Recently, numerous training programs have been proposed to enhance children's creative abilities. This study aimed to examine the impact of a SCAMPER-based training program on developing creative thinking among kindergartners in Jordan. The intervention is expected to provide evidence that could serve as a foundation for fostering creative thinking in young children and helping them express their creative abilities. SCAMPER encompasses seven thinking skills: Substitute, Combine, Adapt, Modify, Put to Another Use, Eliminate, and Reverse/Rearrange. The program consisted of 20 interactive games where participants were encouraged to think in novel ways through playful questioning, fostering diverse thinking skills. This quasi-experimental study utilized the Jordanian version of the German Test for Creative Thinking-Drawing Production, with its psychometric properties verified for kindergartners. Data were gathered from one kindergarten, with a sample of 62 children randomly assigned to two groups: an experimental group of 30 children and a control group of 32 children. Means and standard deviations were calculated for the pre- and post-test results, and an analysis of covariance was conducted to investigate the effectiveness of the intervention at the 5% significance level. The findings revealed a statistically significant effect of the intervention on creative thinking development among the experimental group. Based on these findings, interventions aimed at enhancing creativity in early childhood are recommended. [ABSTRACT FROM AUTHOR]

This study examined the direct and indirect relationships between playfulness (social and cognitive spontaneity), executive functions, convergent thinking, divergent thinking, and academic skills in Hong Kong Chinese kindergarten children. Participants were 181 second‐year (4 to 5 years) kindergarten children (45.9% boys) and their parents. Parents reported demographic information and children's playfulness and executive functions through a questionnaire. Children were administered behavioral assessments of convergent thinking, divergent thinking, Chinese word reading, and number word comparison at their kindergarten. Results from a path analytic model revealed the mediating roles of convergent and divergent thinking in the relationship between playfulness and number word comparison. In contrast, convergent thinking mediated the link between playfulness and Chinese word reading. Executive functions were positively related to playfulness but unrelated to children's academic skills. The findings suggest that playful children might develop better creative thinking processes, supporting their academic skills. Practically, the findings underscore the importance of play‐based learning in developing children's creativity and academic skills in the early years. [ABSTRACT FROM AUTHOR]

The natural curiosity of young children, makes the preschool period an important time for introducing and reinforcing engineering practices. Engineering here is defined as goal-oriented thinking that addresses problems and decisions within constraints by drawing on available resources. Engineering encompasses hands-on activity, inquiry, teamwork, and other instructional practices that develop children's critical thinking, communication, collaboration, and creativity. However, exposure to engineering in early childhood education is mostly incidental, rather than exclusively through engineering. Further, while there is an emerging body of literature on engineering curricula and activities in early childhood, little information is provided about what preschool engineering looks like, as well as reflections from such implementation. The purpose of this study was to implement engineering challenges in a preschool classroom framed in an inquiry-based teaching approach, and to document teacher reflections and lessons learned. The study was conducted in a private preschool program for students aged 3–5, including children with or at-risk for developmental delays. Thirteen preschool students and one preschool teacher participated in this study, wherein, four engineering activities were implemented in the classroom over a four-week period. The teacher's reflections reveal the importance of engineering activities in providing a platform for preschool students with diverse needs to work together, practice skills from a multitude of domains, and engage in authentic peer interactions. Implications for early childhood educators seeking to incorporate engineering experiences in their classroom are shared. Recommendations for practice including how preschool students can meaningfully participate in similar inquiry-driven activities as well as the teacher's role in supporting their participation is discussed. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to observe the behavior of early grade elementary-school children enrolled in a community child center regarding creative problem-solving and interpersonal skills during the STEAM education program using qualitative research methods. Methods: The 10th STEAM education program was conducted from May to July 2023 at a community child center. With the consent of the participants, six early grade elementary-school children from the community child center were selected. The collected data were investigated to determine qualitative changes in participants’ behavior and thinking. The data were analyzed according to the criteria for creative problemsolving and interpersonal skills. Results: This study classified three stages of change in children while implementing the STEAM education program. In the 1st to 3rd sessions, the results were classified as “Problem-solving through profound exploration and observation” and a “Lack of interest and participation motivation” in creative problemsolving skills, and “Communication lacking consideration” in interpersonal skills. In the 4th to 9th sessions, they were categorized as “Idea presentation through divergent thinking” and “Perseverance toward achieving goals” in creative problem-solving skills and “Decision-making through role allocation” and “Sharing resources and cooperative communication” in interpersonal skills. In the 10th session, they were analyzed as “Effective self-expression and acceptance of others” in interpersonal skills. Conclusion: This study is significant because it supports the development of creative problem-solving and interpersonal skills of children in a community child center through the STEAM education program. This suggests the potential to contribute to the diversity and quality improvement of community childcare programs. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The breadth of architectural typologies is waning, or so Perry Kulper, Professor of Architecture at Taubman College, University of Michigan, tells us. Kulper's work has for decades focused on the development of dexterous, agile and creative methodologies for speculating about the possibilities of architecture(s) explored through notions of equivalence, remixing, reinterpreting and reimagining. Developed through seven spatial spectral strategies for an installation at the 2023 Chicago Architecture Biennial, familiar landmarks of the city are rescaled and combined to become other implements, adornments and spaces, bringing an uncanny familiarity to their propositions. [ABSTRACT FROM AUTHOR]

In‐service teachers implementing a science, technology, engineering, and math (STEM) curriculum centered on computational thinking (CT) work with unique content and pedagogical experiences. Understanding how curriculum design and teacher professional development affect curriculum implementation can help researchers understand the critical aspects of supporting the teacher in "just right" ways to learn and teach an embedded CT curriculum. We qualitatively analyzed 22 teachers' discourse through a case study approach. We identified how CT is afforded and constrained through curriculum design and teacher professional development support. Teachers expressed that the supports that were critical to their confidence and perceived ability to teach CT were (a) a program that provides "just right" support, (b) a program that provides options and individualization, (c) an internal personal identity that embraces continual innovation and learning, and (d) an educational system that is encouraging and supportive of the effort and creativity it requires to implement innovative and intensive embedded CT programs. These findings can inform how to support teachers to integrate CT within existing STEM curricula as a core scientific and mathematical practice and to foster student interest in computer science. [ABSTRACT FROM AUTHOR]

This study investigates environmental factors and their correlation with potential influences on students' creativity and the reinforcement of creative behavior along the trajectory of primary schools. This attempt falls within the research that confirms the positive relationship between an active learning environment and its experiences, its connection to students' abilities and interests, and their future success. It explores how its flexibility allows for more opportunities for learner creativity. This study aims to identify common change or the degree of change in variables by examining the relationship between the educational environment and creative learning. A coefficient analysis was conducted to explore the relationship between creative thinking skills scores of students in both urban and rural environments, revealing a moderate positive correlation reaching statistical significance levels ranging from 0.56 to 0.59. Statistical methods, including arithmetic mean calculations and independent T-Test analysis, were employed to analyze the data. The results shed light on the significance of the environment in facilitating creative learning, showing statistically significant differences attributed to the environmental variable in favor of urban areas. Considering these results, it is recommended to incorporate thinking skills in curricula to enhance the potential of the environment and enrich it with possible programs that increase opportunities for creative learning. [ABSTRACT FROM AUTHOR]

This study delves into the evolving landscape of modern living in South Korea, which has the widespread apartment complexes that have emerged from the efficiencycentric approaches of industrial capitalism. It explores the paradigm shift in the 21st-century capitalist society, which now values creativity and individual expression over functionality and uniformity. This shift has led to a noticeable disparity between the monotonous spatial composition of mass-produced housing and the dynamic, creative lifestyles of contemporary residents. The research method involves a comprehensive analysis of both lifestyle and architectural magazines, providing insights into the changing preferences and lifestyles of residents, as well as the perspectives of professionals. The study aimed to highlight the changing nature of residential spaces and the design strategies, moving away from the conventional utility-focused designs, towards environments that foster creativity and reflect the individuality of inhabitants. Key findings indicate a growing public preference for residential spaces that are versatile, creatively stimulating, and aligned with the multifaceted nature of modern lifestyles. Contrasting these views, architectural experts emphasize the fundamental values of living, advocating for spaces that connect residents with nature and enrich everyday experiences through sensory engagement. The study concludes that while there is a divergence in perspectives between the general public and architectural specialists, both recognize the necessity for sustainable housing solutions. These solutions should cater to contemporary societal changes while preserving essential life values, thereby overcoming the limitations of the prevalent apartmentcentric urban housing model in South Korea. [ABSTRACT FROM AUTHOR]

The author reflects on the self-initiated creativity of children during the COVID-19 pandemic. He cites the opportunity for teachers to better understand their students' ideas, thoughts, learning styles and interests. Among the artistic endeavors of children are songs, drawings, readings, performances, comic books, assemblages and mechanical systems. He also stresses the need for an educational paradigm that is reflective and encourages self-initiated creativity based on exploration.

The significance of innovation and the expectation for employees to exhibit innovative behavior have been heightened as a result of swift technological advancements and an evolving business landscape. The present research is aimed at examining the impact of organizational justice on fostering innovation in a dynamic business environment. Extending the previous literature which generally examined the combined impact of different facets of organizational justice, we employed the social cognitive theory framework to investigate the mechanism through which the three facets of organizational justice (distributive justice, procedural justice, and interactional justice) lead to employee innovative behavior through the mediating role of employees' creative self-efficacy. Additionally, we examined the role of age as a pertinent boundary condition, an aspect often overlooked in the literature on creative self-efficacy and innovative behavior which is likely to augment our understanding of the potential mechanism driving innovative behavior. The sample comprises 320 individuals employed in the information technology industry. The data were collected in two waves, and subsequent analysis was conducted utilizing the Warp PLS 8 software. The present investigation employed partial least square (PLS)-based structural equation modeling (SEM) to conduct analysis and evaluate hypotheses. The results indicate that all three facets of organizational justice have a positive influence on employees' creative self-efficacy, which subsequently manifests in their innovative behavior. Additionally, age has an impact on the relationship between creative self-efficacy and employee innovative behavior, which becomes less pronounced as employees get older. Theoretical contributions and practical implications for practitioners are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Pensamiento Americano is the property of Corporacion Universitaria Americana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The first formal level of education which is part of the education series in Indonesia is elementary school. Therefore, the role of educators or teachers in elementary schools is to bring as much knowledge as possible to this world in the child's activity environment, both internally and externally as a learning experience. One way educators can support children's learning process in another way is by providing creative and innovative learning media to stimulate interest in learning and foster children's critical thinking abilities. Students must have the courage to accept challenges to try new things. Dare to try means accepting and analyzing problems, and finding solutions to these problems. The learning process requires critical thinking skills to achieve effective learning. [ABSTRACT FROM AUTHOR]

Background: Parenting behavior has been reported to be closely associated with children's creativity, yet the association between challenging parenting behavior and children's creative tendencies, as well as the potential mechanisms connecting the two, remains ambiguous. Based on the Social Cognitive Theory and the Self-efficacy Theory, this study aims to examine the correlation between Chinese parents' challenging parenting behaviors and their children's creative tendencies, as well as the chain mediating role of children's positive emotions and creative self-efficacy. Methods: In total, 2,647 families were surveyed with questionnaires completed by parents on the Challenging Parenting Behaviors Scale and by children on the Positive/Negative Emotions Scale, the Creative Self-efficacy Scale, and the Williams Creative Tendency Test Scale, and analyzed using structural equation modeling (SEM) in SPSS 22.0 and Mplus 8.3. Results: The findings indicate that challenging parenting behavior has a positive correlation with children's positive emotions, creative self-efficacy, and creative tendencies. Through positive emotions, creative self-efficacy, and a chain mediated pathway between these two variables, challenging parenting behaviors increase children's creative tendencies. Conclusion: The favorable impacts of challenging parenting behaviors on children's creative tendencies, with the mediating effects of children's positive emotions and creative self-efficacy, may help Chinese parents better grasp the mechanisms underlying this association. [ABSTRACT FROM AUTHOR]

Spatial ability is malleable and belongs in the preschool. For preschoolers, many analytical activities with one correct answer such as tangram have been developed. Less is known about employing open-ended design assignments to creatively practice spatial thinking. Little attention has been paid to the mutual qualitative differences between children when engaged in spatial thinking and insight in children's motivation is lacking. As design and play have much in common, our first study investigated play orientations during free play of 49 Dutch preschoolers during free play in a low and a high SES school. Participative interviews and observations in the construction and home corners of two schools uncovered different play orientations--construction and pretend play - and either a focus on open-ended objects or on defined objects. In a subsequent study, the influence of these play and object orientations on how children design was investigated. This study with 13 children also used generative design research methods grounded in ethnographic research and therapeutic practices. Using an empathic, story-based, open-ended design challenge, results showed that play-orientations of children influence the length and nature of the design activities as well as the design outcomes. Children with a pretend-play orientation are longer engaged and talk more about the character involved. They usually built organic structures with a variety of objects, while construction-oriented children mainly built sturdy and geometrical structures and mainly used open-ended objects. In all play orientations, spatial thinking was practiced and children were spatially challenged. For example, in all orientations difficulties arose around getting the character in out the structure, however, as different structures were build, the nature of these difficulties were also different. Open-ended design activities that contain characters and problems children can empathize with are a valuable addition to the palette of activities to develop spatial thinking in early classrooms. Our study shows that design activities stimulate children to practice spatial thinking in a creative context and have the ability to engage children with a pretend-play orientation who are otherwise less engaged in construction. The play-orientations and object-orientations are informative for research and the development of spatial educational interventions aiming at a diversity of learners. [ABSTRACT FROM AUTHOR]

The role of creativity has been well recognized in wholesome development of children's personality and attitude. Among various approaches to foster creativity in children, design thinking (DT) has emerged as a significant approach. The study presented in this paper explores the implementation of DT into maker education to help K-12 students acquire creativity effectively. Majority of the studies in the literature have measured students' creativity using a traditional creative ability scale, instead of work performance or both. We proposed a Three-Stage DT Framework (TSDTF) suitable for maker education, which has three stages, namely pre-design, in-design and post-design. TSDTF provides more specificity to indicate students' learning process iteratively. Then we applied TSDTF to the 3D model-design curriculum to see the impact on the students' work performance, learning achievement, and creativity ability. The study engaged two sixth-grade classes, with a total of 90 students, wherein the experimental group (45 students) was taught using TSDTF and the control group (45 students) was taught with traditional pedagogy. The results showed that there was no significant difference in basic knowledge of learning achievements for the students in both groups, while the students in the experimental group improved their work performance, operational skill of learning achievements, and creative ability more significantly than those in the control group. The qualitative analysis of the interview data revealed that the DT approach helped the students to be creative, thus enabling them to develop innovative works. The study showed that it is important for teachers to utilize the DT learning strategy in maker education in developing the students' creative thinking. [ABSTRACT FROM AUTHOR]

Many training programs have aimed to improve creative thinking abilities in various settings. The study of relevant literature revealed a relatively lower number of creativity programs for children than those developed for adults. The current work introduces a new and comprehensive nineweek long creativity intervention program implemented (out of school-setting) in 8- to 11-year-old children of socioeconomically disadvantaged families in Turkey. The intervention program was organized around four main themes (Persona, Object, Surrounding, Experience) and composed of nine activities: collection making, identity box, building a memory-device, designing an object, sensory mapping, designing a space, visual storytelling, exploring an imaginary planet, and solving a social conflict. Children (n = 159) were randomly assigned to experimental and control groups, and they took the Torrance Tests of Creative Thinking both before and after the intervention. Results showed that children in the experimental group had significantly higher verbal fluency and originality scores at the posttest compared to the control group. These results provide further evidence for the trainability of creativity and introduce a novel, affordable creativity intervention program that is feasible enough to be implemented in and out of the school setting. [ABSTRACT FROM AUTHOR]

Approaches to Learning (AtL) is widely included in many state standards for preK, as a process-oriented disposition that describes how children learn. Play is one pedagogical strategy teachers can employ to support the development of AtL. This paper uses Vygotsky's depiction of two kinds of play, object play and socio-dramatic play, to provide the theoretical framework to articulate the links between play and learning. Exploration, i.e., object play supports children's curiosity and problem-solving. Sociodramatic play, dramatizing, helps children develop symbolic representation necessary for imagination and creativity. Both kinds of play require intentional teacher structuring and interaction. This paper concludes by presenting ways teachers can encourage object and socio-dramatic play in the classroom. [ABSTRACT FROM AUTHOR]

Utilization of the animal 4D application as an approach to increasing English vocabulary for elementary school children. However, problems also often arise, namely that a teacher's efforts to collaborate with students are very minimal, and managing responsibilities is difficult to implement because students have different points of view regarding the use of the Animal 4D application. Then there are other problems that also have an impact on students' academic knowledge, so that students' thinking becomes complicated to understand. Apart from that, raising student enthusiasm requires a supportive environment, but high academic demands are a challenge for students to face new concepts. This research aims to examine the influence of using the Animal 4D application to improve the English vocabulary of elementary school children. Apart from that, researchers also admit that in the educational environment, especially elementary schools, it is very necessary to apply English vocabulary which becomes a reference for these schools to increase the use of the animal 4D application. This research method uses a quantitative method, namely this method is an indication for respondents that this research is in the form of numbers. This was obtained through observations in the classroom and outside the classroom to find out how collaboration and cooperation between teachers and students went well during learning based on the Animal 4D application. Next, the researchers conducted interviews with teachers and students regarding the use of the animal 4D application to improve elementary school children's English vocabulary, as well as collecting quantitative data by distributing online-based questionnaires in the form of Google forms. The results of this research explain that the use of the animal 4D application has an impact on the motivation of elementary school students. When students are able to collaborate with other students, these students are able to develop innovative thinking skills and foster a sense of caring for each other. The conclusion of this research shows that a combination of good collaboration in learning based on the use of the Animal 4D application has great potential to increase students' creativity in mastering English vocabulary. [ABSTRACT FROM AUTHOR]

In the context of the problem of children's creativity development, the specifics of implementing creative development for children aged 5-7 years old in decorative and applied arts clubs based on national institutions of general secondary education, out-of-school education, and child development centres are revealed. The particularities of organizing and implementing this process in the mentioned educational institutions where a program and methodology for child creative development (by author V. Dikhta-Kirff) can be introduced are outlined. The program content, methodology for child creative development, and set of creative tasks for children are developed. The specifics of organizing extracurricular activities with 5-7-year-old children in Polish institutions of general secondary education (based on V. Dikhta-Kirff own experience) and its differences from Ukrainian practices are identified. [ABSTRACT FROM AUTHOR]

It is important to develop the creative thinking ability of elementary school students so they can tackle the challenges of today's world. This skill can be enhanced through learning activities at school, particularly in subjects like mathematics. This study aimed to create motion graphics video teaching materials based on the CPA approach to help improve students' creative thinking abilities. The 4-D model was used to develop these materials, which involves defining, designing, developing, and disseminating the materials. The experts used teaching materials assessment sheets and test items to evaluate the effectiveness of the materials. The results showed that mathematics teaching materials using motion graphics video teaching based on the CPA approach were successful in improving students' creative thinking skills. These teaching materials can be used in elementary mathematics education and for further research purposes. [ABSTRACT FROM AUTHOR]

Copyright of Sport & Tourism Central European Journal / Sport i Turystyka Srodkowoeuropejskie Czasopismo Naukowe is the property of Jan Dlugosz University in Czestochowa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Creativity researchers are increasingly interested in understanding when, how, and for whom creativity can be beneficial. Previous reviews have demonstrated that creativity research largely ignores the study of its impact on factors that promote health, and well‐being among populations of adults. It is unclear, in fact, whether this gap in research also extends to creativity research among young children. This paper addresses this issue. Early childhood is a crucial stage for the cognitive development of young children who remain highly sensitive to stress, and adversity. It is therefore essential to identify and promote factors that are beneficial to early childhood resilience, thereby contributing to documenting more of the effects of creative activities on positive outcomes. This paper presents a review with a bibliometric analysis of 1000 randomly selected articles from the Web of Science, without bias towards any specific peer‐reviewed journal. The analysis of 454 included articles shows that approximately 80% of the included studies focus on creativity as an outcome (replicating previous findings with a larger sample), with only 3.78% investigating creative activities as predictors among young children. In this small percentage, most of the studies addressed creative activities in young children related to resilience outcomes. [ABSTRACT FROM AUTHOR]

The article focuses on integrating arts into preschool literacy practices. Topics include the benefits, challenges, and strategies involved in incorporating art into early childhood education, emphasizing its role in enhancing literacy development, fostering creativity, promoting holistic learning experiences for young children, and artistic self-expression contributing to multimodal learning.

This study has the aim of providing a theoretical–methodological strategy for the design and implementation of educational programs that favor the development of children's creative potential in the context of museums as cultural institutions. It was carried out in two schools with the collaboration of the National Museum of Natural Sciences and the Royal Botanical Garden in Madrid, Spain, during an entire academic year. The emphasis of the procedure is based on multi-stakeholder participation and a multidisciplinary approach through workshops based on a collaborative methodology that promotes communication between the school as an institution, the teachers, and the museum facilitators, during the various phases of the intervention. The work with the children is supported by the creative problem-solving (CPS) methodology through the development of workshops in the museums, where the children were able to be the protagonists and manage their own learning process. The obtained results show the relevance of assuming a set of methodological principles and resources that can be replicated in future intervention programs, among which the school–museum collaborative communication, creative problem solving, the use of activity records, and the role of games and fantasy as mediators in the stimulation of creativity stand out. [ABSTRACT FROM AUTHOR]

This document, titled "Emotional Competency in Education: Special Issue on Emotional Intelligence and Creativity," explores the relationship between emotional intelligence (EI) and creativity in an educational context. The research indicates that there are significant but complex connections between EI and creativity, which can vary depending on how creativity is measured and the specific tasks used to assess EI. Most studies focus on EI and creativity in adults, with limited research on children. The document presents original studies that examine the development of creativity and emotional competencies through training programs in education, as well as the influence of emotional intelligence on creativity among adults. The findings highlight the importance of nurturing psychosocial competencies, including emotional intelligence, in educational settings to prepare students for success in diverse and changing environments. By incorporating these insights into educational practices, educators can create inclusive and supportive learning environments that foster academic performance, belonging, and community. [Extracted from the article]

While the Chinese government is in full force to narrow the gap between its rural and urban areas in all facets of development, it has been suggested that there are disparities in teacher quality in the two dichotomous territories, especially in terms of promoting children's cognitive trajectory. To unpack specifically the differences of the two groups of teachers' capacities to foster children's creativity, this study investigated the impact, namely the moderating effect, of the urbanicity construct (i.e., in terms of the extent of urbanization of the teachers' living and working environment) on the relationship between teachers' perceived creativity characteristics of children and teachers' intention of creativity fostering teaching. Such was done through comparing the teachers' perception of creative characteristics (teachers' CC), vis-à-vis teachers' intention of creativity fostering teaching (teachers' CFT intention). In total, 104 teachers from two parts of Guizhou province participated in the study. Results showed that teachers' CC positively associated with CFT intention. However, urbanicity did not directly associate with teachers' CC and CFT. Instead, higher urbanicity decreased the association between teachers' CC and CFT intention. Implications and the significance of these findings will be discussed. [ABSTRACT FROM AUTHOR]

Problem-Based Learning (PBL) is acknowledged as an effective pedagogical approach that facilitates a deeper understanding of concepts, surpassing a 90% comprehension rate. Renowned as a dynamic and student-centered activity, PBL fosters out-of-the-box thinking, thereby supporting the enhancement of students' skills and creativity. This paper specifically delves into the application of problem-based learning in the context of the third-year undergraduate Biology for Engineers course. PBL activities tailored for the Biology for Engineers curriculum are meticulously crafted to provide students with a progressive and comprehensive grasp of biological concepts, coupled with their practical applications in the realm of engineering. By adopting a creative, applied, and design thinking approach, PBL enables students to traverse the intricacies of the biology course effectively. In the Biology for Engineers course, PBL activities are strategically designed to facilitate a step-by-step acquisition of in-depth knowledge and a nuanced understanding of the real-life applications of biology in engineering contexts. [ABSTRACT FROM AUTHOR]

Different single-cell sequencing approaches have unique strengths and weaknesses, with cellular throughput and transcript coverage being generally anticorrelated. Characterization of rearranged V(D)J sequences in lymphocytes is a valuable complement to single-cell analysis of adaptive immune responses. Single-cell transcriptomics start to go beyond gene-level quantification and incorporate differential transcription start site and isoform usage in a cell-state-specific manner. Long-read sequencing technologies are the next frontier in single-cell genomics at scale. Recent technological and algorithmic advances enable single-cell transcriptomic analysis with remarkable depth and breadth. Nonetheless, a persistent challenge is the compromise between the ability to profile high numbers of cells and the achievement of full-length transcript coverage. Currently, the field is progressing and developing new and creative solutions that improve cellular throughput, gene detection sensitivity and full-length transcript capture. Furthermore, long-read sequencing approaches for single-cell transcripts are breaking frontiers that have previously blocked full transcriptome characterization. We here present a comprehensive overview of available options for single-cell transcriptome profiling, highlighting the key advantages and disadvantages of each approach. [ABSTRACT FROM AUTHOR]

Play is essential for the harmonious development of children. Playing outdoors brings with it a multitude of well-known benefits. The presence of playgrounds in the urban environment becomes all the more important as children's connection with the natural environment becomes increasingly precarious. The appearance of standardized play equipment unfortunately omitted the primary need of children to discover the surrounding environment through challenges. The stereotyped design practiced in the arrangement of play spaces reduces the possibilities of developing a child's personality and expressing his creativity. The present study aims to address the importance of designing play spaces with a natural concept that will contribute positively to the cognitive development, creative thinking, flexibility, and adaptability of children to various situations. The paper proposes solutions for their correct utilization by providing them with equipment made of carefully selected natural materials and integrated in an appropriate compositional environment. The final goal is to develop some good practice models that can later be implemented in the network of urban spaces intended for children in the city of Iași. [ABSTRACT FROM AUTHOR]

Summer camps can help children continue to learn beyond school, build knowledge, keep their learning skills sharp, and help them prepare for the following school year. This paper presents participants', facilitators', and researchers' experiences in a "Problem Solvers Camp" held in the Maker Lab at an Ontario University. A total of 12 junior students participated in a one-week summer camp, during which the participants developed plausible solutions for mathematical and instant problems using their creativity while learning some mathematical concepts. The creative learning spiral (CLS) model was adopted while designing the learning activities. Throughout the camp, children had the opportunity to work with virtual tech tools to design, create, and play to complete their challenges. Afterward, they shared their work for feedback and generated new ideas to promote their creative learning. The data were collected through observations, participants' work, and their portfolios to highlight the campers' experiences throughout the camp. On the last day of the camp, the researchers also ran focus group interviews. Data analysis showed that CLS might offer engaging environments that enhance children's creative and reflective thinking skills to solve real-life problems. This study enabled children to engage in all stages of the CLS during problem solving, encouraging the exchange of ideas and opinions. The implementation of the CLS model also has the potential to inspire creativity and enhance learners' fluency and elaboration skills, especially when complemented by technological or coding tools. [ABSTRACT FROM AUTHOR]

This mixed research aimed to determine if, in their initial training, teaching students consider Scratch and Storybird, digital storytelling applications, as contributing to promoting originality after an intervention in which they previously experimented with them. It was studied whether they considered it convenient to encourage children's creativity by combining them to create stories in Spanish and English (as EFL) and then having the teacher adapt these two applications. The participants included 134 university students, teachers in initial training at Huelva's Campus in Spain. The quantitative results as a whole showed significant differences regarding the different dimensions of originality analysed. In the qualitative ones, it was recognised that these apps encourage cognitive development, creativity, learning, communicative competence, and learning attitude, recognising the apps as didactic tools. When cross-examining the data, it was deduced that the digital storytelling applications preferably provide the benefits of encouraging, in a specific way, originality, imagination, and the production of stories in a multimodal manner. Thus, the emerging variables are cognitive. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the results of theoretical and methodological analysis of scientific achievements of world and domestic scientists of the study of the problem of psychological readiness of specialists who study it in the dimension of special education and correctional and rehabilitation impact on children with violations of intellectual, autistic, speech and kinesthetic dysontogenesis. Analysis of literary sources showed that the psychological readiness of a specialist of special education is an integral education of the teacher consisting in the motivational, emotional and activity attitude of the adult to change in behavioral, regulatory, developmental, intellectual, sensual perception of cooperation with the child aimed at correcting and compensation for central nuclear disorders and their consequences. Methods & methodology. The psychological readiness of the music therapist is presented as the following components: praxeological, assertive and internal. Each component is represented by parameters of intellectual, motivational, volitional, self-regulatory, evaluation, creative, creative, communicative, correctional-compensatory psychological mechanisms. The scientific novelty consists in the author’s definition of criteria and levels of psychological readiness of a specialist in musical development for adequate interaction with children differentiated by one or another nosology. Results. It is determined that the personal traits of a musician-teacher are manifested in a situation of his awareness of the need for special professional training to perceive the psychological characteristics of children with special educational needs. It is noted that without the formed psychological readiness of a specialist of musical direction, his supervision of training, psychological support, a negative attitude towards special children and cooperation with them is laid. Music therapy requires special training of specialists who are not only competent in the field of music, the influence of music, the use of musical instruments, but what ensures the phenomenon of its effectiveness and reliability of scientific and practical results. Music therapy has recently begun to be used in special education and this work included specialists in the musical direction of activity. Scientists studying the pedagogical and psychological qualities of a music teacher point to criteria such as high-quality musical abilities, the ability to encourage children to cooperate, to show musical abilities in these children, develop musical taste in them, understanding of the material, make efforts while learning to play instruments, creatively approach the use of musical material and systematically support motivation and contribute to the creative development of children. The article presents levels of professional awareness by music therapists of the problems of cooperation with children of the above difficulties, acceptance, assimilation, processing and implementation of musical content. It is determined that such cooperation should take place in the context of not only musical but also special work within the framework of musical psychotherapy. Conclusions. It is concluded that it is necessary to develop and test a structural and functional model of professional special psychological training of music specialists with a significant emphasis on psychotherapeutic assistance. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Business Law Journal / Administração de Empresas em Revista is the property of Administracao de Empresas em Revista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Makerspaces function as dynamic learning environments abundant in stimuli that enhance and augment Science, Technology, Engineering, Art, and Mathematics (STEAM) education. These collaborative spaces serve as crucibles for children's learning where they gather, guided by their interests, to work, play, experiment, explore, and create in unison. This study endeavors to investigate teachers' perspectives on the utilization of STEAM makerspaces and further observe children's engagement within these contexts. Our research employed a phenomenological approach, a qualitative research methodology. Data were collected using nominal focus group interviews and direct observation techniques. The study findings underscored the significant role of STEAM makerspaces as stimulating learning environments. These spaces were found to foster children's creativity and imagination through the diverse range of materials they house. Furthermore, the comfortable and inclusive atmosphere within the STEAM makerspaces promoted a sense of belonging amongst the children, contributing to their social and emotional wellbeing. The study also emphasized that STEAM makerspaces cater to comprehensive developmental facets, specifically enhancing cognitive development, creativity, imagination, and self-confidence in children. Moreover, these innovative learning environments encourage active child participation, providing an array of opportunities for hands-on, experiential learning. [ABSTRACT FROM AUTHOR]

Children with Down syndrome (DS) could have problems with attentiveness and memory due to innate developmental deficits. Studies have found that music can help improve the attentiveness and memory of children with DS. Orff-Schulwerk, a creative and improvisational music pedagogy, is often used to support the development of children with special needs. However, no study has used Orff-Schulwerk-based music interventions to explore their influence on the attentiveness and memory of children with DS. Therefore, this research aimed to examine the effect of music engagement and movement (MEM) on attentiveness and memory in children with Down syndrome. This quasi-experimental study involved 8-week MEM activities based on Orff-Schulwerk as the music intervention. This study recruited 18 children with DS, aged 7-10 years. MEM was used to teach vocabulary to children with DS and measured their memory and attention in classes. The results demonstrated that the attentiveness and memory of the participants were significantly improved in the MEM classes compared with the control group. The results of the paired t-test also showed statistically significant differences in attentiveness (t = 9.88, p < 0.001) and memory (t = -10.92, p < 0.001) before and after the intervention. The results of this study supported that MEM could help improve attentiveness and memory in children with DS. Implications and future directions are also discussed. [ABSTRACT FROM AUTHOR]

This document is a collection of articles and symposium papers discussing various topics related to parenting and family dynamics. The studies explore the social perception of non-heteronormative parenthood, the impact of gender roles on adoptive parents, and the experiences of different types of parents. The articles also cover topics such as the relationship between parenting style and children's creativity, the influence of childhood experiences on parenting stress, and the discrimination faced by single parents. Overall, these articles provide valuable insights into diverse perspectives on parenting and highlight the challenges and implications for individuals and society. [Extracted from the article]

This document is a collection of abstracts from the International Journal of Psychology, covering a wide range of topics related to mental health and education in diverse settings. The abstracts discuss inclusive mental health interventions in schools, challenges of globalization on education and mental health, psychological components of obesity, the impact of television exposure on emotion outcomes in children, and more. The document also includes summaries of presentations and studies related to psychology and education, exploring topics such as LGBTQ+ advocacy, gender stereotypes in education, and the impact of study abroad programs on students' intercultural competence. Additionally, the document features research on creativity development through e-learning, risk factors for failure in distance education, test coping strategies and academic performance, and the impact of extracurricular activities on inhibiting problem behaviors in children. Other studies examine the role of motivation in internships, the formation of impressions of children through different media, self-regulation profiles among students, best practices in career development programming, and effective textbook reading strategies. These summaries provide valuable insights into various aspects of mental health and education, offering a culturally sensitive and diverse perspective on these topics. [Extracted from the article]

Purpose: This study explores the impact of wordless picture books on the creative development of young children. It investigates how these books, which combine visual and literary elements, can stimulate and mould the creative skills of early learners. This research highlights the importance of incorporating wordless picture books into early childhood education to foster creativity in young children. Method: The study comprised two distinct groups of participants: the Experimental Group and the Control Group. The Experimental Group received exposure to wordless picture books in a structured teaching environment, whereas the Control Group did not receive such exposure. The study involved a wide range of participants, including children of different ages, genders, and ethnic backgrounds, which enhances the inclusiveness and applicability of the findings. Findings: The findings clearly illustrate the profound impact of wordless picture books. The participants in the Experimental Group demonstrated a notable rise in their creativity scores following their exposure to these books, in contrast to the Control Group. The effect size was determined to be statistically significant and of practical significance. Implications for Research and Practice: The findings have significant implications, as wordless picture books have emerged as a valuable resource for educators and parents who aim to foster creative thinking in children. These books promote the development of crucial creative thinking skills by encouraging young learners to construct narratives, visualise stories, and interpret visual cues. This study highlights the significance of integrating wordless picture books into early childhood education programmes as a means to enhance children's creative abilities. The research findings highlight the initial positive effects of wordless picture books, prompting the need for additional investigation into the long-term viability of creative enhancements. Further research could explore the durability of these creative advancements and analyse the impact of wordless picture books on distinct creative aspects. This study concludes that wordless picture books have significant educational and creative benefits, enabling young minds to think imaginatively and express themselves artistically. The findings highlight the significant impact of visual storytelling, encouraging educators, parents, and researchers to adopt these wordless narratives to foster the imaginative and creative development of future generations. [ABSTRACT FROM AUTHOR]