Introduction
Such researchers as Torrence (1980, 1966) and Diamong and Lee (2011) inform that various tactical approaches have been used to boost the creativity of children to develop executive and diverse skill. These researchers commend the application of pedagogical model to influence children creative skills during the early education. Models to influence creativity like computer, Osborn Parnes, and general semantics among other are being applied to impact it. The struggle for practitioner to foster creative thinking in children still precedes research psychology research fields. Torrence (1972) argues that creative thinking in children is not only possible, but can also be enabled via various tactical approaches as evidenced by his observation. Creative thinking dominates the prevailing children studies in kindergarten and pre-school as seen from practice. However, the cross examination of children’s creative thinking in research fields remains a controversial issue in literal works where researcher develop distant arguments on supporting its development. The research studies conducted to assist in developing creativity in kindergarten are few since most investigations pay attention to its development but do not address the role of play. Play has been found to be a function of imaginative play that supports development in all dimensions (“Dolls and doll play,” 2004)in general, though the specifics are rarely outlined; and play has been found to facilitate exploratory behaviors (Dean& Cheetham, 2013). Yet only a few theorists, researchers, and practitioners have investigated play as specific to developing creative thinking skills (Chronopoulou & Riga, 2012; Leonidou, 2005).This research activity targets to investigate the ways in which creative thinking is fostered within the pre-school/kindergarten. It proposes is to investigate ways in which children at the preschool/kindergarten level are being supported in the development of creative thinking skills in general and the role that play in particular has in helping kindergarten students develop creative thinking skills.
Research question and Sub-question
Main Question
The main question of my study is:
“What is the role of play in developing kindergarten students in creative thinking skills?”
Sub Questions
1- What practical applications/programs have proven successful in the use of play for the development of creative thinking skills in children?
2- How can the educator/teacher develop creative thinking skills within the classroom environment, or, what strategies can be implemented?
3- What is the value of teacher directed play versus children’s free play for developing creative thinking in children?
4- Of dramatization, real-world role play, puzzles, games, and computer-assisted play, which best support(s) development of creative thinking in children?
Methodology
Theoretical Framework
Qualitative study is designed to elicit experiences and ideas from credible participants in the field (Turner, 2010). The investigative interview will assess the approaches being used by educators to influence creativity in early education. It will determine the most recommended strategic approaches deemed effective by the participating educators.
Participants
The participants will be three kindergarten teachers in the United States. I will use action research conducted in Saudi Arabia.
Procedures
Data Collection
Data collection will include data derived from a review of the literature, semi-structured interviews with kindergarten teachers, and a written journal of this kindergarten teacher’s general experiences.
Literature review:
The literature is a way to review recent literature on my subject area. Literature reviews are an important part of the process. Finding other researchers and scholars who are in support of the same ideology are always something to look forward to. I look forward to seeing what methods have worked and which ones need improvement. According to Michalopoulou(2014) Creative expression leads to problem-solving for children. This will indeed become beneficial as they continue to grow as learners. There are other researchers who agree with Michalopoulou. Shawareb (2011) is a researcher who observed creative thinking among kindergarten classrooms in Jordan. The research observed used technology as a means to encourage creative thinking. The research further states, “Creative thinking is a novel way of seeing or doing things characterized by four thinking processes: fluency, flexibility, originality and elaboration” (Shawareb, 2011, p. 14). I look to use these four thinking processes in expanding on my research.
Chronopoulou and Riga (2012) believe that music and movement activities are important for stimulating creative thinking in young school-aged children as early as pre-school. Chronopoulou and Riga (2012) continue to write that “As interest in creativity is rising, kindergarten teachers are looking for ways to strengthen the creative potential of young children (p. 196). These researchers are just a few who believe that creative thinking is important in leading children into higher levels of thinking. Overall, the literature review will introduce proven researchers that support my ideas.
Interview with teacher:
The primary research instrument is a semi-structured interview using a self-administered questionnaire that is offered to participants. The questionnaire will be comprised of closed-ended yes/no questions asking teachers to self-report on their present practices using play and developing creative thinking skills as well as a few open-ended questions that will ask for their perceptions/attitudes about using play to develop creative thinking skills. According to Turner (2010), “This open-mindedness allows the participants to contribute as much detailed information as they desire and it also allows the researcher to ask probing questions as a means of follow-up” (p. 756).
Writing Journal:
The researcher will also keep a written journal. The journal will include documentation of the research process and will also include generalizations of personal experience as akindergarten teacher in Saudi Arabia. My experience as a kindergarten teacher in Saudi Arabia will add to my research data. Personal experience as a researcher is important because I can attest to some of the methods for encouraging creative learning. Moreover, keeping a journal is a form of qualitative research that is an efficient way of keeping documentation of research data and is helpful for recording reflections on the failures and successes of the research project.
Data Analysis
Data will be collected and coded for themes around kindergarten teacher practices in and perceptions of thegeneral development of creative thinking and the specific role of play in developing creative thinking. What is being practiced in Saudi Arabia will be the central focus, but the importance of teacher attitudes and opinions for using/not using play will be significant. These data will tell the researcher if they are in line with existing theory and existing practices found in the literature, if they need further investigation, and how they can contribute to the current body of research.
Timeline
February
Literature review.
March
Interview
April
Write findings.
Conclusion
As the research is intended to uncover the role of play and the kindergarten classroom in the development of creative, divergent critical thinking skills in children, it is expected that the findings will point to the play as an effective contributor to developing such skills. The research will hopefully contribute to guides for teachers and administrators in the kindergarten classroom who will use or continue to use play as it is effective in developing creative thinking skillsin children at the earliest stages. Ensuring that kindergarteners are using creative skills can allow for further growth in their academic skills and can only enhance what is already a passion on the part of kindergarten teachers dedicated to kindergarten children in their quest to be high-level learners.
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