Nurturing creativity and playfulness in early childhood pre-service teacher education

Sevimli Çelik, Serap
Ata Aktürk, Aysun
Towards the aim of a comprehensive play-work provision and profession the authYoung children have an innate ability to pose questions, bring out new ideas, and use variety of materials in unusual and divergent ways. During the early years, children have the potential to express themselves openly and creatively. They enjoy when they are allowed to think divergently which is considered hallmarks of being a creative and playful individual. Hereby, early childhood teachers play a critical role in encouraging children’s creative instinct in the classroom while realizing the child’s potential and arranging an environment that has dramatic impact on the child’s creative experiences. To promote creativity and playfulness in early childhood classrooms, pre-service teacher education is one avenue worth exploring the beliefs and attitudes toward creative process and the pedagogical practices to enhance prospective teacher’s content knowledge about creativity and playfulness in general. This study aimed to make an in-depth investigation on the beliefs of pre-service teachers about creativity and their perceived barriers toward creative process. The study also aimed to examine the extent to which the pre-service teachers reflected their creativity and playfulness on their pedagogical practices. The data was collected through the pre- and post-questionnaires, document analyses of the lesson plans and in-class activities and the focus group interviews held at the end of the semester. The study results shed light on understanding the barriers in creative process and fostering variety of pedagogical practices during pre-service teacher education. Moreover, the results revealed the need for more courses on creativity and play to familiarize the pre-service teachers with different approaches to incorporate creative activities across curriculum. Nurturing Creativity and Playfulness in Early Childhood Pre-service Teacher Education Kastamonu University, Turkey Abstract book of the 27th ICCP World Play Conference “Researching Play - Challenges and Opportunities” 74 Psychological Evaluation of Toys and Games Elena Sheina and Elena Smirnova Moscow State University of Psychology & Education, Russia The paper is devoted to scientific ground of psychological and pedagogical evaluation of children toys. We introduce approach which is developed in The Centre for Psychological and Pedagogical Expertise of Games and Toys of the Moscow State University of Psychology and Education. A toy is the most traditional cultural tool created by adults to develop children. The cultural-historical and activity theory of mental development is the theoretical basis of our evaluation approach. The developmental potential of a toy depends on the character and variability of play action and its relation to the needs and potential of the age. The specific types of child’s activities (cognitive-explorative activity, play, productive and physical activity), types of objects / toys for each activity and the criteria of their evaluation are described.
Citation Formats
S. Sevimli Çelik and A. Ata Aktürk, “Nurturing creativity and playfulness in early childhood pre-service teacher education ,” presented at the Abstract book of the 27th ICCP World Play Conference “Researching Play - Challenges and Opportunities”, Vilnius, Lithuania, 2017, Accessed: 00, 2021. [Online]. Available: