ES 6340
Ph.D.
2.15.16
Introduction
In a paper presented at a symposium on teaching children to think creatively, child psychologist E. Paul Torrance (1972), creator of the Torrance Tests of Creative Thinking (TTCT) (Torrance, 1980, 1966) says,
I know that it is possible to teach children to think creatively and that it can be done in a variety of ways. I have done it. I have seen my wife do it. I have seen other excellent teachers do it. I have seen children who demonstrated a disability for thinking creatively learn to think creatively. I have seen them continuing for years thereafter to think creatively. I have seen, heard and otherwise experienced their creative products -- their works of art, inventions, innovations, musical compositions, poems, stories, and dramas. I have seen them solving problems creatively, creating new businesses and organizations, inventing new ways of teaching, and generally living creatively (p. 1).
But this teacher with years of experience also notes that he knows “that these things would not have happened by chance because I have also seen it not happening to multitudes of their peers” (p. 1). Nearly fifty years later, we are still finding that it is possible to assist children in the development of creative thinking skills, but we are also finding that this is not a practice being done everywhere for our kindergarten and pre-school children. The purpose of this paper will therefore be 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.
Background
Research shows that several approaches have been tried to help children develop creative thinking skills, divergent thinking skills, or executive functioning skills (Diamond & Lee, 2011; Baer, 1993; Torrance, 1980, 1972, 1966). These have ranged over the last five or so decades from computer-assisted training programs, specific training programs using Osborn-Parnes Creative Problem Solving, and training programs focused on general semantics or creative research to specific classroom curricula, media and reading programs supporting creative thinking, and teacher-administrator support to aerobic exercise and sports, martial arts and mindfulness practices, and creative arts. However, helping develop these skills in kindergarten using play has been an approach that has been researched less often. First, the majority of studies focus on that which supports development of creative thinking that does not address the role of play. Second, 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; Howard-Jones, Taylor & Sutton, 2002; Russ, Robins, & Christiano, 1999Balke, 1997; Slade & Wolf, 1994; Lieberman, 1965).
Research Purpose and Research Questions
The purpose of the study 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. The following research question and sub-questions will guide the study:
RQ: What is the role of play in developing kindergarten students in creative thinking skills?
Sub-question 1: How can the educator/teacher develop the creative thinking skill within the classroom environment?
Sub-question 2: What is the role of the kindergarten environment in development creative thinking in children?
Sub-question 3: How does classroom setting influence the development of creative thinking?
Methodology
Since the focus of the study will be on developing creative thinking skills through play in kindergarten, the research design will use a qualitative methodology of interviewing kindergarten teachers. This approach is designed to elicit experiences and points of view of credible participants in the field (Turner , 2010).
Participants
Participants of the study will be 20 kindergarten teachers in Saudi Arabia. The researcher will invite the candidates online and will conduct the interview online as well.
Data Collection Instruments
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.
The primary research instrument is a semi-structured interview using a self-administered questionnaire that be 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/or 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-endedness 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).
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 kindergarten 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 general 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
Observation
April
Generalizations of personal experience as kindergarten teacher in Saudi Arabia.
Write findings.
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 skills in 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.
References
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