Creativity in Hong Kong Classrooms: Transition from a Seriously Formal Pedagogy to Informally Playful Learning

Autor/inn/en	Hui, Anna N. N.; Chow, Bonnie W. Y.; Chan, Aubrey Y. T.; Chui, Barbie H. T.; Sam, C. T.
Titel	Creativity in Hong Kong Classrooms: Transition from a Seriously Formal Pedagogy to Informally Playful Learning
Quelle	In: Education 3-13, 43 (2015) 4, S.393-403 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2015.1020652
Schlagwörter	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; Hong Kong; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Ausland; Spiel; Kreativität; Creative thinking; Teaching; Kreatives Denken; Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Sekundarbereich; Schauspiel; Lehrerrolle; China; Chinesen; Leseunterricht; Picture book; Bilderbuch; Schulnote; Studentische Bewertung; Hongkong
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01