The importance of promoting young children′s creative thinking, and the social relationships which support it, is now seen as a vital element of good early childhood practice. The authors push forward our understanding of what young children′s creative thinking is, and how it promotes young children′s well-being. By drawing on research evidence, they examine key issues from the perspectives of the child, the parents or carers, and early childhood practitioners and make links between theory and practice.
The book is divided into three key parts:
– creative thinking, social relationships and early childhood practice
– exploring perspectives in early childhood research
– experiences of young children, parents and practitioners
Chapters integrate practice, research and conceptual understanding to meet the needs of undergraduate and postgraduate students on any Early Childhood course.
Tabla de materias
Introduction – Hiroko Fumoto and Sue Robson
PART ONE: CREATIVE THINKING, SOCIAL RELATIONSHIPS AND EARLY CHILDHOOD PRACTICE
What Do We Mean by Creativity and Creative Thinking? – David J. Hargreaves
Creative Thinking in Early Childhood – Sue Robson
Social Relationships in Early Childhood – Hiroko Fumoto and Sue Greenfield
PART TWO: EXPLORING PERSPECTIVES IN EARLY CHILDHOOD RESEARCH
Children′s Voices: Young Children as Participants in Research – Sue Robson
Involving Parents in Research – Sue Greenfield
Researchers and Practitioners Collaborating on Research – Hiroko Fumoto
PART THREE: EXPERIENCES OF YOUNG CHILDREN, PARENTS AND PRACTITIONERS
Children′s Experiences of Creative Thinking – Sue Robson
Parents′ Experiences of Supporting Children′s Creative Thinking – Sue Greenfield
Practitioners′ Experience of Promoting Children′s Creative Thinking – Hiroko Fumoto
Conclusions: Towards Understanding Young Children′s Creative Thinking – Hiroko Fumotom, Sue Robson, Sue Greenfield and David J. Hargreaves
Sobre el autor
Sue Robson is Honorary Research Fellow in the Early Childhood Research Centre at the University of Roehampton. She has researched and written extensively in the field of self-regulation. Her other research and teaching interests include young children’s creative thinking, young children’s well-being, and professional development for early childhood practitioners. Sue is a National Teaching Fellow and a Trustee of the Froebel Trust.
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