Think Imagine Create At Home An Introduction for Parents (original) (raw)
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Roles of parents in enhancing children's creative thinking skills 1
Since creative thinking is an essential requirement in today's societies, educational institutions have to make some reforms in order to prepare next generation according to the needs of the societies such as giving more emphasis on creative thinking. The main aims of this paper are to reveal the parents' opinions about the creative thinking skills, to teach parents the meaning of creative thinking, and to teach parents to create home environments that enhance creative thinking skills. A combination of qualitative and quantitative methods was employed. Pretest-posttest experimental design was used and qualitative data were collected by an open-ended questionnaire. A 10-hour parent education seminar was used as an intervention for the experimental group. The participants of the research were 80 parents (40 parents in the experimental group, 40 parents in the control group) from a primary school in Ankara, Turkey. Content analysis was applied to analyze the qualitative data. T...
Roles of parents in enhancing children’s creative thinking skills
Since creative thinking is an essential requirement in today’s societies, educational institutions have to make some reforms in order to prepare next generation according to the needs of the societies such as giving more emphasis on creative thinking. The main aims of this paper are to reveal the parents’ opinions about the creative thinking skills, to teach parents the meaning of creative thinking, and to teach parents to create home environments that enhance creative thinking skills. A combination of qualitative and quantitative methods was employed. Pretest- posttest experimental design was used and qualitative data were collected by an open-ended questionnaire. A 10-hour parent education seminar was used as an intervention for the experimental group. The participants of the research were 80 parents (40 parents in the experimental group, 40 parents in the control group) from a primary school in Ankara, Turkey. Content analysis was applied to analyze the qualitative data. The pretest results have indicated that there were no differences between parents groups according to the knowledge level about the creative thinking. According to posttest results, the knowledge levels of parents in the experimental group who were given 10-hour parent education seminar were increased. However, the knowledge levels of the parents who have not given any education in the control group, were remained the same. Besides, experimental group parents have more information about creating home environments that enhance creativity rather than control group parents. According to the findings, parents' perspectives in the experimental group on the creative thinking skills have changed after the parent education seminar. However, the perspectives of the parent in the control group have not changed.
EDUCATING THE PHILOSOPHICAL IMAGINATION
The philosophical imagination is a term I use to express the limits of philosophical thinking within the boundaries of an imaginary. I suggest that this imaginary, because its material is thought itself, is an ‘imaginary of imaginaries’. The concept is a tool for expanding the limits of philosophical practice in light of the formative character of other imaginaries, such as visual thinking, and justified by the extensiveness of the full human linguistic potential (Charles Taylor 2016). This thesis begins with an inquiry into the use of creative activities in a series of community of philosophical inquiry (CPI) sessions with children. This auto-ethnography develops the concept of the philosophical imagination. Following this is a detailed excursus on the function of metaphor in language which suggests that CPI needs to examine and expand its imaginal vocabularies even to pursue its pre-existing epistemological goals. I suggest, again, that creative practices when used in CPI can expand the possibilities of our thinking and help us to recognize the habits of thought formed by structural metaphors (Lakoff & Johnson 1980/2003). I argue that developing artistic practice and engaging in aesthetic critique as part of our CPI will develop our articulative powers alongside our critical thinking. This requires recognizing philosophy as a positive project, not simply as a set of analytical-critical practices. A final move considers John Dewey’s Democracy and Education (1916/2004) as an example of the pragmatic formative possibilities of bringing distinct imaginaries together. I argue that this is achieved through the metaphor ‘philosophy IS education’ which I take as foundational in Deweyan reconstructionist thought.
Proceedings of the The 15th International Conference on Interaction Design and Children - IDC '16, 2016
Engaging children in design through in-depth interviews is coming to prominence in the IDC community, which increasingly engages with issues about understanding the children's world. To date, research in this area has primarily focused on engaging children using techniques somehow similar to adult-techniques (moodboards, brainstorming, laddering,...). However, questioning or interviewing children is fraught with difficulties. The proposed workshop seeks to explore where and how a philosophy with children methodology can be adapted for design, exploring themes such as Socratic Attitudes, wondering, and question types. This workshop aims to build an interdisciplinary community of researchers, designers, and practitioners to share and discuss their work and experiences.
American Educational Research Journal
Background: fostering creativity thinking in children needs a program with focusing on process and let children expressing their own ideas and listening to others ideas as well challenging them and creating new ideas. To develop creativity in children teachers should be able to accept children uniqueness and their idea. Before children start the school, they need learning experiences to promote their cognitive, social, moral and emotional development and this lays the foundation for later success at school. One of the programs that developed for enhancing creative thinking alongside other thinking and social skills is philosophy for children (P4C).Implementing this program on school age children have shown effectiveness of P4C on creative thinking but little is known about this related to preschool children. Objectives: The aim of this study is identifying the elements of creativity thinking based on Torrance creative thinking framework during implementing P4C program for preschool children. Materials and Methods: A qualitative design with directed content analysis was conducted to explore four aspects of creative thinking during implementing P4C program. 6 healthy children five to six years old selected from one preschool in Tehran and P4C program conducted for 16 sessions. All of the sessions recorded and after each session all events of the recorded films were transcript. Torrance creative thinking aspects were the framework in this study and data and codes classified into these four elements and their definitions as main criterion. The codes emerged from data, compared to the main framework and if they matched with the definitions and evidences, they classified as a sub group of the themes. Results: All four aspects of creative thinking were seen in codes and categories. Even in first days of running the program there was a little evidence for creative thinking but gradually the related creativity codes emerged. Conclusion: according to finding implementation of P4C program helps preschool children to develop their creativity thinking. More investigation is needed to empower these results and answer to the questions about why and how this is happened.
UNE The Imagination in Education 13 March 2011 FINAL 1
This study explores Steiner teachers' perceptions of the changes in imaginative capacity in light of external challenges placed upon young minds by the widespread acceptance of electronic visual stimuli. The imagination, depicted here as the human ability to create pictures within our own minds via the human will and creative processes, is a very strong aspect of our sociological functioning. Electronic visual media; television, internet, and video games, has gained an overwhelming popularity in the majority of Western family lives in the past 15 years. The inundation of external images from the rise in visual media may reduce the development of students' imagination and lessen the strength of their internal picture building capacity. Children need to practice this intellectual faculty to produce their own inner pictures in order to imagine another perspective, understand the feelings of others and empathise readily to support their creative problem solving skills. Rudolf Steiner's educational philosophy is founded on the importance of the imagination; and the holistic approach to education he has initiated is steeped in the ability to exercise this integral aspect of the human being. By tapping into the perceptions of Australian Steiner teachers who have been teaching throughout the recent technological advances, some correlations between increased visual media and decreased imaginative capacities may be illuminated. This mixed methodology research intends to investigate any potential changes in the imaginative prowess of primary students in their intellectual developmental period, determined by teachers' observations and direct experience over generations through comparative studies of their classes. This study intends to substantiate the employment of stronger inclusion of active cultivation of the imagination in education, especially through story and unstructured play, which provides a possible counterbalance to complement the technological advances as we evolve.