Browsing by Subject "laaja-alaiset tavoitteet"

The aim of this Banchelor’s thesis is to view how the development of a child’s creative process is supported on the two parts of the Finnish primary school Curriculum 2014; the approach for learning and the wide scale know-how. The world is continuously changing and the chairman of the Finnish Education organization Olli Luukkainen has argued, among other professionals, that there will be a growing need for creative skills at the working life in the future. This gives a good reason why encouraging for a creative way of working is important already at the primary school level. The wide scale know-how is a part of curriculum which is meant to give students an ability to face the future challenges. The approach for learning, however, is the ultimate base for all teaching and it defines the teaching methods for example. This is why this Banchelor’s thesis views these parts of the Finnish curriculum. From the wide range of the study of creativity, the approach towards creativity on this thesis is through Wallas’ creative process. The process includes four stages which lead to a creative product. The stages are preparation, incubation, illumination and verification. A skill for creative thinking is seen as a basis for the whole process. On this thesis, the basic elements for the creative thinking are defined to be divergent thinking, confidence and interaction. The research material was analysed by a theory-driven content analysis. The aims which supported the creative thinking and the creative process development were picked up from the research material and analysed and interpreted based on the theoretical backround of the study. The result was that the development of the creative thinking was supported stronger than the creative process on the research material. All three parts of creative thinking, divergent thinking, confidence and interaction, were developed evenly, although the improving of the students’ confidence was seen most common. The preparation stage of the creative process was supported most, the other stages were supported lightly or not at all. It could be seen that the Finnish curriculum supports mainly the development of the basic elements of the creative process.