PRESCHOOL TEACHERS’ CONCERNS ON EDUCATIONAL THEORIES AND VIEWS OF EDUCATIONISTS TO DEVELOP CREATIVITY IN THE TEACHING- LEARNING PROCESS

Authors

  • D. M. W. Munasinghe Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka

DOI:

https://doi.org/10.20319/pijss.2018.33.17151729

Keywords:

Preschool, Creativity, Educational Theories, Preschool Teachers

Abstract

The global attention on research in preschool education has increased and there is an immense motivation in the field of research in Sri Lanka. This research shows that the preschool education is a critical way to introduce and develop all aspects of a child’s development with a focus on creativity. The mixed method design approach was used in this research and a stratified random sample was used to collect data during 2015 and 2016.  Questionnaires, Interviews and observations were used to collect data from the selected preschools in the Colombo district, Sri Lanka.  Descriptive statistics were used for data analysis.The findings showed that the majority of preschools are run by Non- Government organizations, and the State does operate some preschools. Most of the preschool teachers of Government and Non- Government preschools were not aware of creativity as a learning concept. It was observed that teachers use several methods that did not promote creativity. Preschool teachers mostly provided instructions while trying to keep children quiet in order to manage the classroom. The majority of preschool teachers stated that they faced problems in preparing lessons to develop children’s creativity. In conclusion, it showed that preschool teachers do not have adequate training and knowledge regarding the importance of creativity and its implications for the education of children.Findings of this research are expected to be shared with relevant authorities in order to improve teacher training, curriculum development and further research on preschool education.

References

Aggarwal, J.C., & Gupta, S. (2006).Great Philosophers and Thinkers on Education, Shipra publications, New Delhi

Barron, F., & Harrington, D. M. (1981). Creativity, Intelligence and Personality Department of Psychology California Santa Cruz, CaliforniaVol.32, 439-476

Berger, E. H. (2004). Parents as partners in education. Families and schools working together (6thed). Upper Saddle River, NJ. Merill.

Broadhead, P. (2004). & Burt, A. (2012). Understanding Young Children’s Learning Through Play: Building Playful Pedagogies. London: Routledge.

Creativity from Childhood through Adulthood: The Developmental Issues (New Directions for Child Development No. 72). San Francisco, CA: Jossey-Bass. 10.

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Sixth edition London: Routledge/ Falmer, Park Square, Milton Park, Abingdon, Oxon OX14 4RN

Creswell, J.W. (2014). A Concise Introduction to Mixed Methods Research, Department of Family Medicine, University of Michigan. Saga publication

David, T. (2003). What do we know about teaching young children? A Professional User Review of UK Research Based on the BERA

Development matters in the early years foundation stage, (EYFS) (2012). Early Education. Retrieved from the website: www.early-education.org.uk, accessed 10.04.2016.

Edwards, C.P. & Springste, K.W. (1995). Encouraging creativity in early childhood classrooms (ERIC Digest). Urbana, IL: ERIC

Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: teachers’ roles in designing homework. Educational Psychologist, 36(3), 181–193. https://doi.org/10.1207/S15326985EP3603_4

Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st Century. New York, NY: Basic Books.

Luis, C. M. (1990). Vygotsky and education instructional implications and applications of socio historical psychology syndicate of the University of Cambridge, Cambridge: University of Cambridge.

Mellou, E. (1994). ‘The case of intervention in young children’s dramatic play in order to develop creativity’, Early Child Development and Care, 99, 53–61. https://doi.org/10.1080/0300443940990105

National Education Commission Sri Lanka (1997). Reforms in General Education, National policy Framework on General Education in Sri Lanka, Colombo: National Education Commission.

National Education Commission Sri Lanka (2003). Envisioning education for human development, Proposals for a National policy Framework on General Education in Sri Lanka, Colombo: National Education Commission.

National Survey on Early Childhood Development in Sri Lanka, (2010). Children’s Secretariat, Ministry of Child Development and Women’s Affairs

Ondiekia, L.G. (2012). A study of parental involvement in Pre-scholars’ academic work in Dandora educational zone of Nairobi country, Kenya Research Project Submitted in Partial Fulfillment for the Award of Master’s Degree in Early Childhood Education in the Department of Educational Communication and Technology, College of Education and External Studies University of Nairobi

Out-of-School Children in Sri Lanka, (2013). Country Study, United Nations Children’s Fund 35, Colombo: UNICEF.

Piaget, J. (1959). The language and thought of the child (Vol. 5). Psychology Press.

Runco, M.A. (1990). ‘The divergent thinking of young children: implications of the research’, Gifted Child Today, 13 (4), 37–39. https://doi.org/10.1177/107621759001300411

Vygotsky’s theory of creativity (2003). Gunilla Lindqvist University of Karlstad, Creativity Research Journal 15 (2 & 3), 245–251

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wood, E. A. (2013). Free play and free choice in early childhood education: troubling the discourse. International Journal of Early Years Education, Published 2014 Vol. 22, No. 1, 4–18, http://dx.doi.org/10.1080/09669760.2013.830562

Downloads

Published

2018-02-23

How to Cite

Munasinghe, D. M. W. (2018). PRESCHOOL TEACHERS’ CONCERNS ON EDUCATIONAL THEORIES AND VIEWS OF EDUCATIONISTS TO DEVELOP CREATIVITY IN THE TEACHING- LEARNING PROCESS. PEOPLE: International Journal of Social Sciences, 3(3), 1715–1729. https://doi.org/10.20319/pijss.2018.33.17151729