A study into Teachers' perceptions of and strategies for promoting creativity in a Primary School in the South Wales area
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The development of creativity within the Early Years and lnfant classroom is seen as an integral part of the Foundation Phase pedagogy in Wales. There is variance in teachers' perceptions of creativity and they do no always find it easy to define or describe. Despite this difficulty teachers are required to plan for, teach and assess creativity on a daily basis in their classrooms. My research was undertaken to explore some of these teachers' perceptions of creativity and some of the strategies that teachers are using to promote creative development in their children. To achieve this I used qualitative methods of research whicfr consisted of lesson observations and teacher interviews. I used these methods due to the fluidity of the subject, Creativity as a subject is very much open to personal interpretation, and if a quantitative analysis were to be used it would be less likely to produce a useful results. The age and experience of teachers had little bearing on there understanding of creativity or their effectiveness to promote and secure it within their classrooms. All teachers were able to plan, teach and assess creativity in a range of lessons using a range of contexts. lt became apparent that teachers in Foundation Phase classes viewed the opportunities to develop creativity in a wider range of contexts e.g. using both indoor and outdoor classrooms. Teachers not yet in the Foundation Phase planned for and assessed creativity more in the context of National Curriculum subjec'ts. The research opened up far more questions than it answered and it could have implications for teachers as they make the transition from being National Cuniculum teachers to teachers of the Foundation Phase.
BA (Hons) Educational Studies and Early Childhood Studies
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