ERIC Number: EJ1064179
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 66
Creativity in Hong Kong Classrooms: Transition from a Seriously Formal Pedagogy to Informally Playful Learning
Hui, Anna N. N.; Chow, Bonnie W. Y.; Chan, Aubrey Y. T.; Chui, Barbie H. T.; Sam, C. T.
Education 3-13, v43 n4 p393-403 2015
This article provides research evidence that creativity can be nurtured as abilities and skills both in the general domain as well as in specific domains with methods appropriate to the holistic development of young learners. It reports upon two empirical studies on the enhancement of creativity in children and young people, and connects to teachers' creative self-efficacy. The studies focus upon infusing creative arts in early childhood curriculum, and employing creative drama in subjects such as Chinese, English and General Studies. Playfulness is an important feature in these innovative pedagogies and teachers' use of creative drama techniques is also strengthened. The research evidence lends support to the hypothesis that arts-enriched learning elements and playfulness in the classroom environment can enhance individuals' creative performance. The implications and limitations for implementing such playful learning and creativity in education are discussed.
Descriptors: Foreign Countries, Play, Creativity, Creative Teaching, Teaching Methods, Self Efficacy, Preschool Education, Early Childhood Education, Elementary Education, Secondary Education, Drama, Teacher Role, Chinese, Reading Instruction, Picture Books, Pretests Posttests, Scores, Student Evaluation, Story Telling, Experimental Groups, Control Groups, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education; Secondary Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Torrance Tests of Creative Thinking