Inquiry-Based Learning through the Creative Thinking and Expression in Early Years Education

Aikaterini Michalopoulou

doi:10.4236/ce.2014.56047

Home > Journals > Social Sciences & Humanities > CE

Creative Education > Vol.5 No.6, April 2014

Inquiry-Based Learning through the Creative Thinking and Expression in Early Years Education ()

Aikaterini Michalopoulou

Department of Early Years Education, University of Thessaly, Thessaly, Greece.

DOI: 10.4236/ce.2014.56047 PDF HTML XML 5,283 Downloads 8,249 Views Citations

Abstract

Many different skills make up inquiry-based learning for children, and children need many opportunities to develop and use these skills as they progress through the Kindergarten years. Inquiry skills should not be taught in isolation, but integrated into interesting topics and ideas. Children need many opportunities to generate and discuss ideas, make plans, brainstorm solutions to problems, reflect and give reasons for their choices. The aim of the research conducted at kindergartens in Volos, is to explore pre-school age children’s responses, thoughts, ideas and feelings through pictures of art. Our study involved asking children to study paintings and create opportunities for them to express their ideas through a wide range of types of representation. Creative expression influences children’s growing competence as creative problem solvers.

Keywords

Creativity, Imagination, Art, Investigation, Inquiry, Curriculum, Early Years

Share and Cite:

Michalopoulou, A. (2014) Inquiry-Based Learning through the Creative Thinking and Expression in Early Years Education. Creative Education, 5, 377-385. doi: 10.4236/ce.2014.56047.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Christidou, V. (2008). Introducing Children in Sciences. Thessaloniki: Kyriakidis. (in Greek)
[2]	Craft, A. (2000). Creativity across the Primary Curriculum. London: Routledge.
[3]	Craft, A. (2002). Creativity and Early Creativity and Early years Education. A Lifewide Foundation. London: Continuum.
[4]	Jeffrey, B., & Craft, A. (2001). The Universalisation of Creativity. In A. Crafr, B. Jeffrey, & M. Leibling (Eds.), Creativity in Education. London: Continuum.
[5]	Michalopoulou, A. (2008). The Development of Children’s Aptitude for Comparison in Kindergarten. International Journal of Learning, 15, 219-224.
[6]	Michalopoulou, A. (2012). Investigations and Inquiry-Based Learning in the Curriculums of Preschool Education. Proceedings of EDULEARN12 Conference, Barcelona, 2-4 July 2012, 1-6.
[7]	National Advisory Committee on Creative and Cultural Education (NACCCE) (1999). All Our Futures: Creativity, Culture and Education. London: Department of Education and Employment.
[8]	Pedagogical Institute (2011). Curriculum of Preschool Education. Athens: Pedagogical Institute. (in Greek)
[9]	Prentice, R. (2000). Creativity: A Reaffirmation of Its Place in Early Childhood Education. Curriculum Journal, 11, 145-158. http://dx.doi.org/10.1080/09585170050045173
[10]	Robinson, G. (2002). Mummy’s Face Is Green! Developing Thinking and Skills in Art. In J. Moyles, & G. Robinson, Beginning Teaching: Beginning Learning in Primary Education. London: Continuum.
[11]	Victorian Early Years Learning and Development Framework (2009). Victorian Early Years Learning and Development Framework for all Children from Birth to Eight Years. Melbourne: Early Childhood Strategy Division.