Browsing by Subject "Luovuus"

Tämän kirjallisuuskatsauksen tavoitteena oli määritellä luovuus käyttäen runkona E. Paul Torrancen vuonna 1965 esittelemää mallia, jonka mukaan luovuuden voi jakaa neljän elementin mukaan. Nämä elementit ovat yksilö, prosessi, produkti ja ympäristö. Lisäksi käytin muita tieteellisiä tutkimuksia ja teorioita luovuudesta, täydentämään kyseistä mallia. Tutkimuksen pyrkimyksenä on hahmottaa ja määritellä luovuutta niin, että se on helposti ymmärrettävissä kasvatustieteen kontekstissa. Lisäksi tutkimuksen tavoitteena on selvittää keinoja, joilla koulun on mahdollista tukea lapsen luovuutta. Toteutin kandidaatintutkielmani kuvailevana kirjallisuuskatsauksena. Aineistona käytin sekä suomalaisia, että ulkomaisia tieteellisiä tutkimuksia. Tutkimuksia hain lähinnä Helka-kirjaston hakupalvelusta, Googlesta sekä Google-Scholarista. Tutkimus- ja teoriakirjallisuuden perusteella luovuus näyttäytyy kompleksisena ilmiönä, jonka yksiselitteinen määrittely on haastavaa. Saadakseen monipuolisen kuvan, on luovuutta lähestyttävä usealta eri suunnalta ja sen tutkimus vaatii poikkitieteellisyyttä. Tutkimuksen perusteella on ympäristöllä suuri merkitys oppilaiden luovuuden tukemisessa. Luovuutta tukeva ympäristö kannustaa omaperäisyyteen, yrittämiseen ja vapauteen. Luovuutta tukeva ympäristö sallii virheet eikä rankaise epäonnistumisesta, vaan kannustaa yrittämään uudelleen. Lisäksi on tärkeää, että oppilailla on riittävästi autonomiaa vaikuttaa omaan oppimiseensa. Ympäristön muunneltavuus ja riittävä määrä materiaaleja ovat myös ominaisia elementtejä luovuutta tukevalle ympäristölle.

Creativity is found in everyday solutions, but when moving from spontaneous situations to creativity, creative thinking becomes challenging. It is possible to support creative processes and as if to learn to be creative. The observations I have made and discussions about the emergence of creativity and the actions that support it are the starting points of the thesis. The Bachelor's Thesis examines how creativity can be expressed in creative processes and what factors promote creativity. The research was conducted on the perceptions of teachers of creative processes. The theoretical framework of the study is creativity, ideation and design, instruction of creative process, and Teresa Amabile's Component Model of Creativity. The work followed the methods of qualitative research. The most important information sources were theme interviews. Through thematic interviews, it was possible to gain versatile and deep knowledge from well-informed interviewees. There were four participants in the interviews, all of whom were in charge of creative processes at different educational levels and age groups. Littered material was examined using theoretical content analysis. When reviewing the material, the theory was supplemented with the theme of self-esteem. The thesis showed that creativity is reflected in ideation and designing processes as a rich mindset and as a hard work. Creativity is insightful learning and individuals cheerful thinking. According to the research material, everyone has the skill of creativity that can be practiced. Teachers can best promote creative skills by identifying creativity components in individuals and support individuals in their skills. In order to enhance creativity, individual should identify the areas of creativity in itself, and here teachers counsel and support are important. Particularly valuable and interesting factors in promoting creativity were the good self-esteem and well-being of the individual. Teachers can give self-esteem-reinforcing assignments to reinforce the learner's self-esteem as well as guide teams groupings in the direction, which would support all learners.

Creativity is highly valued in the world of education and developing children's creative skills is considered important. This is reflected, for an example, in the early learning plan (finnish “varhaiskasvatussuunnitelman perusteet”) and in the national core curriculum (finnish “perusopetuksen opetussuunnitelman perusteet”). The purpose of this study is to find out how teachers (early education teachers and primary school teachers) perceive creative children and creative process. The research is carried out as a qualitative theory-based content analysis and the research material is based on three Finnish master's theses. One master's thesis examines the views of early childhood educators on creativity, the second on the perceptions of early childhood educators and primary school teachers, and the third is solely about the perceptions of primary school teachers. Early childhood education teachers perceptions and primary school teachers perceptions on creativity have been considered separately and as a whole. The study revealed that both early education teachers and primary school teachers think that a creative child is insightful, enthusiastic, interested, determined, distinctive, free and brave. Creative children have the courage to think outside the box and do things their own way, even against the rules. Creative children are intelligent, have a good imagination, come up with solutions to problems, know how to identify problems and give new meanings to things. Creative children have knowledge and skills of the field that they are creative in, they are gifted, artistically talented and rich in ideas. Teachers recognized the stages of the creative process and other factors related to the process. They think that creative process can be the result of a brainstorm or a new idea, and that the beginning of the creative process can be preceded by a chaotic state. The communal aspect of a creative process was particularly present in the primary school teachers comments and the early education teachers comments included clear stages of the creative process. Teachers believe that an adult plays a significant role in the generation of children's flow experiences. Teachers play a key role in the development of children's creativity and through their perceptions, one can increase understanding of how well the early education or school environment supports children's creativity. Finding out the teacher's perceptions provides a good starting point for further research to find out, for example, how well teachers' daily activities with children support the development of children's creativity.

Creativity is seen as an important skill. Through creativity you are encouraged to selfthinking, flexibility and in to being innovative. Creativity is believed to increase happiness and capability of expressing thoughts and emotions. According to research, creativity can be either supported or isolated in different ways. Creativity is a challenging word because of its divergence. Before we are able to support children´s creativity, the term must be defined. Understanding the teacher´s perception on creativity is important since they directly influence the behaviour of children. This research was qualitative and the perspective was constructivist view. Four early education teachers participated in online survey. I interpret their answers through directed content analysis and tried to find the answer to how early education teachers see children´s creativity. Also, I examined from the teachers’ perceptions of how creativity can be supported or prevented. The results I received were consistent with previous studies. The teachers comprehended that creativity of the child consists motivation, self-confidence, curiosity and creating something new. Creativity was seen as a characteristic of every child. It appeared in play and in free action. Also peers were seen to have a motivating role for creativity. Conducive conditions for creativity were freedom, child-oriented activities, warm atmosphere, time and space. The teachers were able to influence these with their own actions. Motivation, play, self-expression, working together and child-oriented activities were the child is in an active role were tools in which teachers thought creativity could be supported. In contrast criticism, rush, passivity of children, restrictive action of adults and poorly organized learning environment were seen as obstacles for supporting creativity.