Pedagogies that engage five to eight year old children's imagination and creativity at school

Abstract

Children’s imagination and creativity are widely recognised as important to learning in the early years (Bruner, 1986; Egan, 2005; Vygotsky 1967/2004). What is not clear is how Australian teachers nurture this aspect of thinking and learning when children enter formal schooling. The aim of this study was to investigate the pedagogies employed by teachers reputed to be exemplary practitioners to foster 5-8 year old children’s imagination and creativity. This study used descriptive case study to explore the thinking, actions and insights of three teachers in different settings. Data were collected using non-participant observation and video recording of classroom interactions; and a video-stimulated review interview process. Analysis revealed four common pedagogies that fostered imagination and creativity across the curriculum. They were: supporting children to direct their own learning through play; listening to children; provoking children’s thinking and emotions; and tolerance of ambiguity and mistakes. The findings demonstrated that teachers in the early years of school can successfully use pedagogies that engage children’s imagination and creativity, within the perceived constraints of curriculum, timetabling and space. Future research into this topic could investigate children’s responses to these pedagogies.