This article is based on the results gained from the research about the perception teachers have about stories. The study was conducted in Sweden and the main purpose was to partially fulfil the requirements for Erasmus Mundus joint degree "International Master of Early Childhood Education and Care". In accordance with previous research…

In this research, children's creativity in pretend play and the conditions for creativity during high involvement are studied from four points of view: as a zone for proximal development, as a skill, as a personal orientation and as a culturally shared environment creation. The theoretical model is influenced by Vygotsky's ideas of creativity as…

This article explores the perspective that well-being and creativity can be nurtured in children through understanding and addressing the diverse ways in which children learn, communicate, and develop (inner diversity). In particular, our working hypothesis is that focusing children's and young people's learning towards the realization of their…

The rationale and focus for this paper is a discussion from five perspectives on the issues surrounding childhood freedoms and levels of physical activity. From our different perspectives we argue that beneath these very real and proper concerns that parents have for their children's safety are societal concerns and perceptions concerning the…

This second edition of "Learning in the Early Years 3-7" has been written to help early years practitioners understand and implement the U.K.'s new curriculum guidance document "The Foundation Stage". The author explains how to meet the requirements of the new Foundation Stage document and how these relate to the U.K.'s…

Forty New Zealand children (ages 3-4) were given false-belief and creativity tasks to investigate whether those with a Theory of Mind outlook are better at searching their own minds for creative answers. The numbers of appropriate and original responses in the creativity test correlated positively with performance on false-belief tasks. (Author/CR)

Addresses continuous developmental education, focusing on the theoretical foundations of continuity between the preschool and primary school stages. Describes the Russian "Program of Cultural Development of Four-Year-Old and Five-Year-Old Children" that is an approach to designing developmental preschool education. Discusses the…

This two-part study examined aspects of family environments that are considered to be influential in the development of young children's creativity. Mothers of children ages 4 to 6 years were surveyed on their valuing of particular personality characteristics (The Ideal Child Checklist) and specific features of the home environment (The Creative…

Looks at the concept of creativity, and provides an explanation of its development in humans using a socio-cognitive framework proposed by the psychologist Lev Vygotsky. Applies this theoretical framework to the development of, and attitude toward, creative thinking in the Chinese culture as contrasted with western cultures. (DSK)

This collection of 27 brief essays focuses on universal aspects of childhood and early childhood education, education for peace, model early childhood programs, and the development of children's thinking and creativity skills. The essays are: (1) "The Universal and the National in Preschool Education (Goutard); (2) "Preschool Childhood:…

Designed for teachers, students, caregivers, and health professionals who work with children from birth to age 8, this book provides a review of recent research and theories of development and learning in the early childhood years, with an emphasis on implications for effective teaching. Where appropriate, the book takes an Australian perspective,…

Argues that the arts are basic to educational development, as they provide the tools and skills that are central to early language development including story, metaphor, rhyme and rhythm, binary structuring and mediation, image formation from words, affective abstraction, and others that underlie more complex learning. (Author)

This book is designed to be of interest to anyone working or intending to work with 3- to 6-year-old children. The book draws on the knowledge of staff involved in early childhood education courses at the Institute of Education, University of London, and other experts in early childhood education, integrating research and theory in various subject…

Argues that the arts provide a powerful means with which to promote future-oriented learning because they involve nonverbal, symbolic ways of knowing, thinking and communicating. Suggests that the arts in the emergent curriculum promote central education skills of discovery, pursuit, self-awareness, personal communication, social interaction,…

Argues that children need play time to explore the world because it is valuable, irreplaceable, spontaneous, and provides situations where children can learn with all their senses. Examines play in terms of its role in exploration, imagination, creative activity, work, learning, knowledge expansion, art, and the culture of children. (Author/SD)