scholarly journals The Role and Efficacy of Creative Imagination in Concept Formation: A Study of Variables for Children in Primary School

2019 ◽  
Vol 9 (3) ◽  
pp. 175
Author(s):  
Javier Gonzalez Garcia ◽  
Tirtha Prasad Mukhopadhyay
Keyword(s):  
Primary Schools ◽  
Concept Formation ◽  
Developmental Psychology ◽  
Relative Importance ◽  
Creative Imagination ◽  
Learning Abilities ◽  
Verbal Creativity ◽  
Problem Solving Strategies ◽  
Psychology Of Learning ◽  
General Creativity

Children’s creative imagination is tested through tasks involving narrative and drawing abilities for participants between the age of 8 and 12 years. The test determines the relative importance of ‘narrative’ against ‘graphic’ imagination in interpretive, problem-solving strategies, and also considers how such distinctive functions of the creative imagination could affect ‘general’ creativity of the child learner. Participants were chosen from designated primary schools in the state of Guanajuato, Mexico. The test on creativity complements facts from observational methodology in a population of mixed Castilian-speaking children. The name of the test is Prueba de Imaginación Creativa Niños (2008) or ‘Test of Creative Imagination in Children’, the Castilian acronym being PIC-N. It comprised four sub-tests: Three designed to evaluate narrative (verbal) creativity, and one for drawing (i.e., graphic) creativity. The first three ‘exercises’ in the suite indicates (a) fluency, (b) flexibility, and (c) originality in narrative representations, whereas the fourth indexes (d) graphic abilities of the child learner. Results suggest that creative imagination causes variations in specific aspects of creativity, like narrative and graphic improvisation, and also modifies ‘general’ creativity as understood from the perspective of a developmental psychology of learning abilities in growing children within the defined age group.

scholarly journals FORMATION OF SOFT SKILLS OF CHILDREN ET PRESCHOOL AGE THROUGH THE USE OF INNOVATIVE TECHNOLOGIES IN WORKING WITH CREATIVE STORYTELING

2018 ◽  
Vol 28 (3) ◽  
pp. 939-943
Author(s):  
Penka Valcheva
Keyword(s):  
Communicative Competence ◽  
Soft Skills ◽  
Preschool Age ◽  
Creative Imagination ◽  
Verbal Creativity ◽  
Narrative Process ◽  
Language Competency ◽  
Speech Interaction ◽  
Linguistic Aspect ◽  
Speech Situation

The development of speech must be seen not only in the linguistic aspect (such as mastering the phonetic, lexical and grammatical habits of the child), but also in the area of communication skills (forming the child's skills to interact with peers and adults) that are important not only for the culture of speech, but also for the culture of communication. Communicative competence in pre-school age is therefore seen as the ability of children not only to form separate phrases but also to choose those that best reflect the necessary concrete behavior in individual speech situations and speech interaction because language as a means of communication it only makes sense in a given context. Namely the relationship between communication and socialization could lead to the formation of children of so-called soft skills. The child's ability to understand a specific speech situation in which he / she is placed allows him / her to actively master the language. In order to structure its narrative and select the correct means of expression, the child is placed in an imaginary speech situation, which largely directs his speech in the service of the specific communicative task and forms the basis of communicative competence. At preschool age, it covers the social context of language competency, that is, everything related to the situation in which the child communicates through language and by all means. The development of the communicative side of the creative storyteling at preschool age requires the development of such a system of speech tasks that stimulates both the creative imagination and the fulfillment of the communicative task set forth in the narrative process. This article focuses on the communicative side of verbal creativity by analyzing the ability of children to organize their own speech in accordance with a specific communicative purpose. It provides a tool for assessing the communicative focus of creative stories by analyzing the correspondence of the produced text with the theme, the preferred speech genre and the speech means that children use in their narrative.

Malaysian Primary Teachers’ Perceptions on Dyscalculia

2021 ◽  
Vol 2 (6) ◽  
pp. 125-136
Author(s):  
Yoong Soo May ◽  
Fu Sai Hoe ◽  
Wong Wei Lun ◽  
Lijuan Shen
Keyword(s):  
Survey Data ◽  
Primary Schools ◽  
Primary Teachers ◽  
Difficulty Level ◽  
Ministry Of Education ◽  
Learning Abilities ◽  
Learning Capability ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

scholarly journals The study of cross-hierarchical linear correlation between the teacher's creative teaching and the imagination of the teacher as well as the school principal's visionary leadership

2020 ◽  
Author(s):  
Yu-Hsi Yuan ◽  
Hsin-Hao Chen
Keyword(s):  
Primary Schools ◽  
Visionary Leadership ◽  
Survey Study ◽  
Moderating Effects ◽  
Creative Imagination ◽  
Creative Teaching ◽  
Individual Level ◽  
The Cross ◽  
The Individual ◽  
The Impact

This study aims to investigate how a teacher’s creative teaching is affected by the teacher’s imagination and his or her school principal’s visionary leadership and how the contextual moderating effects are at play among the cross-hierarchical factors. The research framework is divided into two levels, the individual level on how “teacher’s imagination” affects “teacher’s creative teaching”, and the group level on the impact of “the principal’s visionary leadership”. From the teachers of 65 primary schools in southern Taiwan invited to participate the survey study, 861 valid data were returned. The demographic variables were analyzed by the use of descriptive statistics. The cross-level moderating effects were further examined via Hierarchical Linear Modelling (HLM). The results show that the “teacher’s imagination” will impact the “creative teaching” positively. The “vision practice” will affect “autonomous learning and challenge-presenting” positively as well. Moreover, the “vision feedback” plays a positive moderator role in how “creative imagination” contributes to “interactive discussion and open-mindedness”.

Types of Lesson for the Primary School in the Context of the Federal State Educational Standards (FSES) Requirements

10.12737/5288 ◽  
2014 ◽  
Vol 2 (4) ◽  
pp. 3-8
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
General Education ◽  
Primary School ◽  
Federal State ◽  
Educational Standards ◽  
Creative Imagination ◽  
Verbal Creativity ◽  
State Educational ◽  
Oral Skills ◽  
Descriptive Language

The article continues the conversation on modern types of lessons, classified according to the Federal State Educational Standards for Primary General Education (FSES PGE) requirements to projected results of education. Developing descriptive language and oral skills through special aspects of creative lessons is reviewed. Various tasks and methods to cultivate verbal creativity are revealed; methodic schemes to promote creative imagination are outlined.

scholarly journals HISTORY OF METHODOLOGICAL DEVELOPMENT OF PASTEL TECHNIQUES IN DRAWING AND PAINTING

2021 ◽  
Vol 1 (192) ◽  
pp. 155-161
Author(s):  
Anna Voloshenko ◽  
Keyword(s):  
Higher Education ◽  
Primary Schools ◽  
Professional Training ◽  
Soft Materials ◽  
Educational Process ◽  
Creative Imagination ◽  
Sound System ◽  
Methods And Techniques ◽  
Depth Study ◽  
Art Techniques

The process of reforming and modernizing higher education involves raising the level of professionalism of future professionals and in particular artists-teachers. The motivation of this article is the need to create methodological and pedagogical conditions for the formation of the foundations of artistic skills of students in the process of professional training. The methodical development of pastel technique on the basis of research of historical and pedagogical literature is considered in the article. An analysis of the work of artists of primary schools of pastels in many countries around the world, who used the technique of pastels in their works. Its semantic part and significance in the system of educational process in art-pedagogical establishments of higher education are covered. Pastel technique, its methods and techniques are quite complex, so they need to develop a separate training course to master it. The acquisition of future artists-teachers of professional skills and knowledge in the learning process directly depends on their mastery of various art techniques. The formation of professional artistic skills in the use of soft materials is possible only with the integrated application of methods and techniques and the creation of pedagogical conditions for creative activity. The pastel technique is unique and thanks to its technical capabilities it is possible to solve creative tasks of any level of complexity. It is convincingly proved that there is an urgent need to include work with soft materials in the educational program of training of the future artist-teacher. And training of students of art techniques and their combination in drawing and painting gives a push for development of creative imagination and imagination. Analysis of the historical experience of the development of the technique of pastels in drawing and painting highlights the importance of teaching students this technique in classes in major art disciplines. It can be argued that the pastel technique is an important part of the educational process in institutions of higher art education. The importance of her education lies not only in the diversification of students' technical experience, but also in the holistic formation of their artistic and creative skills. The problem of creating a sound system of teaching pastel techniques for students of higher education institutions requires further in-depth study.

scholarly journals The study of cross-hierarchical linear correlation between the teacher's creative teaching and the imagination of the teacher as well as the school principal's visionary leadership

2020 ◽  
Author(s):  
Yu-Hsi Yuan ◽  
Hsin-Hao Chen
Keyword(s):  
Primary Schools ◽  
Visionary Leadership ◽  
Survey Study ◽  
Moderating Effects ◽  
Creative Imagination ◽  
Creative Teaching ◽  
Individual Level ◽  
The Cross ◽  
The Individual ◽  
The Impact

This study aims to investigate how a teacher’s creative teaching is affected by the teacher’s imagination and his or her school principal’s visionary leadership and how the contextual moderating effects are at play among the cross-hierarchical factors. The research framework is divided into two levels, the individual level on how “teacher’s imagination” affects “teacher’s creative teaching”, and the group level on the impact of “the principal’s visionary leadership”. From the teachers of 65 primary schools in southern Taiwan invited to participate the survey study, 861 valid data were returned. The demographic variables were analyzed by the use of descriptive statistics. The cross-level moderating effects were further examined via Hierarchical Linear Modelling (HLM). The results show that the “teacher’s imagination” will impact the “creative teaching” positively. The “vision practice” will affect “autonomous learning and challenge-presenting” positively as well. Moreover, the “vision feedback” plays a positive moderator role in how “creative imagination” contributes to “interactive discussion and open-mindedness”.

scholarly journals The Study of the Relationships of Teacher’s Creative Teaching, Imagination, and Principal’s Visionary Leadership

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110299
Author(s):  
Hsin-Hao Chen ◽  
Yu-Hsi Yuan
Keyword(s):  
Hierarchical Linear Modeling ◽  
Primary Schools ◽  
Visionary Leadership ◽  
Survey Study ◽  
Moderating Effects ◽  
Linear Modeling ◽  
Creative Imagination ◽  
Creative Teaching ◽  
The Cross ◽  
The Impact

This study aims to investigate how a teacher’s creative teaching is affected by the teacher’s imagination and his or her school principal’s visionary leadership, and how the contextual moderating effects are at play among the cross-hierarchical factors. The research framework is divided into two levels: the individual level on how “teacher’s imagination” affects “teacher’s creative teaching” and the group level on the impact of “the principal’s visionary leadership.” From the teachers of 65 primary schools in southern Taiwan invited to participate in the survey study, 861 valid data were returned. The cross-level moderating effects were further examined via hierarchical linear modeling (HLM). The result shows that the “teacher’s imagination” will impact the “creative teaching” positively. The “vision practice” will affect “autonomous learning and challenge-presenting” positively as well. Moreover, the “vision feedback” plays a positive moderator role in how “creative imagination” contributes to “interactive discussion and open-mindedness.” The implication of the study is to discover the predictive model which inspired the students’ creativity potential by cross-hierarchical perspective.

scholarly journals Understanding children’s preference for park features that encourage physical activity: an adaptive choice based conjoint analysis

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Jenny Veitch ◽  
Kylie Ball ◽  
Elise Rivera ◽  
Venurs Loh ◽  
Benedicte Deforche ◽  
...  
Keyword(s):  
Physical Activity ◽  
Conjoint Analysis ◽  
Primary Schools ◽  
Open Space ◽  
Hierarchical Bayes ◽  
Relative Importance ◽  
Importance Score ◽  
Adaptive Choice ◽  
Large Round ◽  
Flying Fox

Abstract Background Parks are a key setting for physical activity for children. However, little is known about which park features children prefer and which features are most likely to encourage them to be active in parks. This study examined the relative importance of park features among children for influencing their choice of park for engaging in park-based physical activity. Methods Children (n = 252; 8-12 years, 42% male) attending three primary schools in Melbourne, Australia completed a survey at school. They were required to complete a series of Adaptive Choice-Based Conjoint analysis tasks, with responses used to identify the part-worth utilities and relative importance scores of selected park features using Hierarchical Bayes analyses within Sawtooth Software. Results For the overall sample and both boys and girls, the most important driver of choice for a park that would encourage them to be active was presence of a flying fox (overall conjoint analysis relative importance score: 15.8%; 95%CI = 14.5, 17.1), followed by a playground (13.5%; 95%CI = 11.9, 15.2). For the overall sample, trees for climbing had the third highest importance score (10.2%; 95%CI = 8.9, 11.6); however, swings had 3rd highest importance for girls (11.1, 95%CI = 9.3, 12.9) and an obstacle course/parkour area had the 3rd highest importance score for boys (10.7, 95%CI = 9.0, 12.4). For features with two levels, part-worth utility scores showed that the presence of a feature was always preferred over the absence of a feature. For features with multiple levels, long flying foxes, large adventure playgrounds, lots of trees for climbing, large round swings, large climbing equipment, and large grassy open space were the preferred levels. Conclusion To ensure parks appeal as a setting that encourages children to engage in physical activity, park planners and local authorities and organisations involved in park design should prioritise the inclusion of a long flying fox, large adventure playgrounds, lots of trees for climbing, large round swings and obstacle courses/parkour areas.

scholarly journals A STUDY ON THE VARIABLES PREDICTING READING COMPREHENSION

2021 ◽  
Vol 9 (60) ◽  
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Reading Speed ◽  
Narrative Text ◽  
Literal Meaning ◽  
Relative Importance ◽  
Reading Attitude ◽  
Correct Reading ◽  
Deep Meaning ◽  
The Subject

The correlational survey design was used in this study in order to determine whether the attitude towards reading, text type and text subject, reading speed, correct reading, lack of prior knowledge and the amount of change in the surface structure of the text predict students' literal and deep reading comprehension skills. The study group of the research study is 180 students selected from amongst grade 4 students attending public primary schools in Esenler and Zeytinburnu districts of Istanbul province in the fall semester of the 2019-2020 academic year. According to the results of the regression analysis conducted in the study, the relative importance order of the variables that predict not being able to make deep meaning (meaning in depth of text) are the inability to make literal meaning, attitude towards reading, change in the superficial structure, attitude towards the subject, correct reading, attitude towards the narrative text, reading speed and pre-learning. Together, these factors explain 42% of not being able make deep meaning. The order of relative importance of the variables predicting the inability to construct literal meaning is make deep meaning, change in the superficial structure, attitude towards reading, correct reading, pre-learning, attitude towards the narrative text, attitude towards the subject and reading speed. Together, these factors explain 33% of not being able to make literal meaning. Keywords: reading comprehension and reading attitude, reading comprehension and structure of texts, reading comprehension and reading speed, reading comprehension and preliminary information

scholarly journals Džon Broadus Votson (1878-1958) and 'Little Albert': Love as a conditioned emotional reaction

2020 ◽  
Vol 10 (2) ◽  
pp. 13-48
Author(s):  
Aleksandar Vasić
Keyword(s):  
Cultural Context ◽  
Developmental Psychology ◽  
The United States ◽  
Emotional Reaction ◽  
Scientific Psychology ◽  
Professional Career ◽  
Modern Psychology ◽  
Case Study Report ◽  
History Of ◽  
Psychology Of Learning

A century has passed since the publication of a case study report on the subject of affective conditioning known as "The Little Albert Experiment" (Votson & Rejner, 1920). This study has proven to be of great importance to further development of behaviorism and to the development of modern psychology as a whole, becoming an indispensable part of psychology coursebooks, such as Psychology 101, Developmental Psychology, Psychology of Learning and History of Psychology. The study is closely linked to several turning points in the personal life and professional career of Džon B. Votson (1878 - 1958), the most important representative of an authentically American school of thought called behaviorism. This paper will present these crucial moments both in Votson's life and in the development of modern psychology together with several fundamental themes in the history and historiography of psychology. Firstly, we lay out the contemporary socio-cultural context in the United States and outline the major trends in the development of psychology at the turn of the 20th century. A biographical sketch of J. B. Votson follows, together with the description of tenets of original behaviorism as it was presented and developed in Votson's writings. "The Little Albert Experiment" is presented in detail, as well as the search for "Little Albert"'s identity and his fate as the sole subject of this experiment. Finally, we relate the fates of J. B. Votson and his family, and conclude by giving a brief account of the legacy and influence of behaviorism on contemporary scientific psychology.

Sign in / Sign up

Export Citation Format

Share Document