NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1064179
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0300-4279
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Torrance Tests of Creative Thinking