View in EDS

Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the 'Creative Little Scientists Project'

Saved in:
Bibliographic Details
Title: Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the 'Creative Little Scientists Project'
Language: English
Authors: Stylianidou, Fani, Glauert, Esme, Rossis, Dimitris, Compton, Ashley, Cremin, Teresa, Craft, Anna, Havu-Nuutinen, Sari
Source: European Journal of STEM Education. 2018 3(3).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Preschool Education
Descriptors: Inquiry, Creativity, STEM Education, Scientists, Educational Policy, Outcomes of Education, Science Education, Mathematics Education, Teacher Education, Foreign Countries, Young Children, Preschool Teachers, Elementary School Teachers, Teacher Attitudes
Geographic Terms: Belgium, Finland, France, Germany, Greece, Malta, Portugal, Romania, United Kingdom
ISSN: 2468-4368
Abstract: "Creative Little Scientists" was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children's creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children's creativity is fostered and appropriate learning outcomes, including children's interest, emerge. Based on these and ongoing collaboration and dialogue with participants and other stakeholders the project proposed recommendations for policy and teacher education. This paper presents these recommendations and the research on which they were based. Throughout the study, mixed methods were employed, combining quantitative approaches used in surveys of policy and teachers' views based on a list of factors, alongside qualitative approaches employed in case studies of classroom practice. A strong conceptual framework developed at the start of the project guided data collection and analysis, as well as the presentation of findings and the development of policy recommendations, thus ensuring the latter's strong and consistent relationship with the relevant theoretical knowledge, the comparative research, analysis of classroom practices and the production of guidelines for teacher education.
Abstractor: As Provided
Number of References: 42
Entry Date: 2018
Accession Number: EJ1190730
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1190730
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1190730
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the 'Creative Little Scientists Project'
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stylianidou%2C+Fani%22">Stylianidou, Fani</searchLink><br /><searchLink fieldCode="AR" term="%22Glauert%2C+Esme%22">Glauert, Esme</searchLink><br /><searchLink fieldCode="AR" term="%22Rossis%2C+Dimitris%22">Rossis, Dimitris</searchLink><br /><searchLink fieldCode="AR" term="%22Compton%2C+Ashley%22">Compton, Ashley</searchLink><br /><searchLink fieldCode="AR" term="%22Cremin%2C+Teresa%22">Cremin, Teresa</searchLink><br /><searchLink fieldCode="AR" term="%22Craft%2C+Anna%22">Craft, Anna</searchLink><br /><searchLink fieldCode="AR" term="%22Havu-Nuutinen%2C+Sari%22">Havu-Nuutinen, Sari</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2018 3(3).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2018
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Scientists%22">Scientists</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink><br /><searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink><br /><searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink><br /><searchLink fieldCode="DE" term="%22Malta%22">Malta</searchLink><br /><searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink><br /><searchLink fieldCode="DE" term="%22Romania%22">Romania</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2468-4368
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: "Creative Little Scientists" was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children's creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children's creativity is fostered and appropriate learning outcomes, including children's interest, emerge. Based on these and ongoing collaboration and dialogue with participants and other stakeholders the project proposed recommendations for policy and teacher education. This paper presents these recommendations and the research on which they were based. Throughout the study, mixed methods were employed, combining quantitative approaches used in surveys of policy and teachers' views based on a list of factors, alongside qualitative approaches employed in case studies of classroom practice. A strong conceptual framework developed at the start of the project guided data collection and analysis, as well as the presentation of findings and the development of policy recommendations, thus ensuring the latter's strong and consistent relationship with the relevant theoretical knowledge, the comparative research, analysis of classroom practices and the production of guidelines for teacher education.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 42
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1190730
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1190730
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Creativity
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Scientists
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Belgium
        Type: general
      – SubjectFull: Finland
        Type: general
      – SubjectFull: France
        Type: general
      – SubjectFull: Germany
        Type: general
      – SubjectFull: Greece
        Type: general
      – SubjectFull: Malta
        Type: general
      – SubjectFull: Portugal
        Type: general
      – SubjectFull: Romania
        Type: general
      – SubjectFull: United Kingdom
        Type: general
    Titles:
      – TitleFull: Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the 'Creative Little Scientists Project'
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Stylianidou, Fani
      – PersonEntity:
          Name:
            NameFull: Glauert, Esme
      – PersonEntity:
          Name:
            NameFull: Rossis, Dimitris
      – PersonEntity:
          Name:
            NameFull: Compton, Ashley
      – PersonEntity:
          Name:
            NameFull: Cremin, Teresa
      – PersonEntity:
          Name:
            NameFull: Craft, Anna
      – PersonEntity:
          Name:
            NameFull: Havu-Nuutinen, Sari
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-electronic
              Value: 2468-4368
          Numbering:
            – Type: volume
              Value: 3
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: European Journal of STEM Education
              Type: main
ResultId 1