Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the "Creative Little Scientists Project"

Autor/inn/en	Stylianidou, Fani; Glauert, Esme; Rossis, Dimitris; Compton, Ashley; Cremin, Teresa; Craft, Anna; Havu-Nuutinen, Sari
Titel	Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the "Creative Little Scientists Project"
Quelle	In: European Journal of STEM Education, 3 (2018) 3, Artikel 15 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4368
Schlagwörter	Inquiry; Creativity; STEM Education; Scientists; Educational Policy; Outcomes of Education; Science Education; Mathematics Education; Teacher Education; Foreign Countries; Young Children; Preschool Teachers; Elementary School Teachers; Teacher Attitudes; Belgium; Finland; France; Germany; Greece; Malta; Portugal; Romania; United Kingdom + Suchen Sie Ihr Suchwort? Kreativität; STEM; Scientist; Wissenschaftler; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Naturwissenschaftliche Bildung; Mathematische Bildung; Lehrerausbildung; Lehrerbildung; Ausland; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belgien; Finnland; Frankreich; Deutschland; Griechenland; Rumänien; Großbritannien
Abstract	"Creative Little Scientists" was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children's creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children's creativity is fostered and appropriate learning outcomes, including children's interest, emerge. Based on these and ongoing collaboration and dialogue with participants and other stakeholders the project proposed recommendations for policy and teacher education. This paper presents these recommendations and the research on which they were based. Throughout the study, mixed methods were employed, combining quantitative approaches used in surveys of policy and teachers' views based on a list of factors, alongside qualitative approaches employed in case studies of classroom practice. A strong conceptual framework developed at the start of the project guided data collection and analysis, as well as the presentation of findings and the development of policy recommendations, thus ensuring the latter's strong and consistent relationship with the relevant theoretical knowledge, the comparative research, analysis of classroom practices and the production of guidelines for teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01