Creative Little Scientists: First Research Results about Enabling Creativity through Science in Early Years Education

Creative Little Scientists: First Research Results about Enabling Creativity through Science in Early Years Education Background, Framework and Purpose This paper discusses first results from research carried out by the 30- month EU- funded Creative Little Scientists project exploring the common ground that science and mathematics education can share with the development of creativity in pre- school and first years of compulsory school (up to the age of eight). The overall project aims are: To provide Europe with a clear picture of existing and possible practices, as well as their implications and the related opportunities and challenges, in the intersection of science and mathematics learning, and development of creative skills in pre- school and the early years of primary education (up to the pupil age of eight); and To transform the knowledge generated through this into policy guidelines, as well as guidelines, curricula and exemplary materials for relevant teacher training in the various European contexts. Science and mathematics education is important in the current educational climate of Europe. The recommendations of significant European reports in science and mathematics education (e.g. Rocard et al., 2007; Osborne and Dillon, 2008) urge countries to implement innovative curricula and ways of organising the teaching of science and mathematics that address the issue of low student motivation, and ensure that science and mathematics education engages young students. However, discourse has tended to emphasise the upper end of primary and secondary education; there is little focus on the early years. Creativity and innovation are equally recognised as important, and their strengthening in and through education as a vital priority for the continent (EC 2002, 2008a, 2008b). It is widely acknowledged that empowering today s students to become tomorrow s creative citizens should be a priority of education. Innovation and creativity are vital for economic and social progress, while qualities of mind such as inventiveness, imagination, intuition, wonderment and curiosity are vital for innovation and creativity. Science intrinsically involves inquiry and invention, which are triggered by curiosity, intuition, imagination, all elements closely related to creativity. It is now widely accepted that effective science and mathematics education is inquiry- based, fuelled by wonderment, leading to curiosity. However, traditional science and mathematics education lacks emphasis on creativity. Despite universal recognition of the importance of inquiry- based methods, they have not been implemented on a large scale in many European countries. Moreover, even in contexts in which inquiry based science education has become mainstream in the educational discourse, the link with creativity is often not made explicit. Schooling in Europe today would gain from acknowledging and fostering links between science and mathematics education, and creativity. In the teaching and learning of science and mathematics, a more creative approach based on curiosity and inquiry would be beneficial, involving, for instance, a move away from the pedagogy of the correct answers, which discourages pupils from voicing ideas that might be wrong, and become progressively less willing and able to take risks, fostering their creativity. Further, with more creativity- oriented science and mathematics education, new modes of interaction within the classroom could be developed to stimulate self- expression which, if nurtured, could manifest itself in later years Page 1 of 5

in an ability to create and innovate. Importantly, also, a creativity- sensitive science and mathematics education could act as a catalyst in the re- thinking and re- design of schooling towards more creativity- oriented teaching, learning and assessment methods. Such a major shift would however require a profound change in educational practices and cultures, demanding the development not only of new curricula, but most importantly, of appropriate teacher education and professional development. It is significant also, that creativity holds a strong position in early childhood education. At an early age, children are more open to creativity, while preschool teachers may have fewer preconceptions about teaching than teachers of older children. Pressure for achievement is less pronounced, and does not impede teaching innovation in the ways it does, for example, in secondary education. Curricula, also, tend to be less prescriptive and more interdisciplinary. Traditionally schooling after preschool has been mainly concerned with teaching and testing, producing knowledge and skills for a model of industrial society that is now declining. It is therefore necessary to exploit, support, and sustain the creative potential that is found in young children. In their future, in Europe s future, inventiveness, imagination, intuition, wonderment and curiosity, will be essential elements of success. It is therefore important that we should explore the potential for science and mathematics education building on the common ground that it shares with creativity in pre- school and early primary school. This potential is not explicitly acknowledged and mostly unexploited in most contexts in Europe. There is in reality a gap in our understanding, especially at the European level, of this potential. We need to know more about the deeper nature of the links between creativity and science and mathematics education in the early years of education and about the characteristics and implications of relevant practices that already exist (though not systematically) in various contexts. It will be important to facilitate the transfer of knowledge and experiences from parts of Europe that are more advanced in this field, to other European regions. What is more, we need such new knowledge in order to be able to apply it and thus exploit the above mentioned potential. It is clear that for this teachers in Europe need to be informed and trained to combine creativity and science and mathematics education in early childhood effectively. The Creative Little Scientists project is a timely response to these needs. Design of research To achieve the above aims the Creative Little Scientists consortium is carrying out research, which integrates elements of comparative research, in- depth field study and curriculum design. This research is operationally defined in terms of the following specific objectives: To map and assess comparatively existing approaches to science and mathematics education in pre- school and first years of primary school (up to the pupil age of eight) in the nine sample countries, highlighting instances and absences of practices marrying science and mathematics learning, teaching and assessment with creativity. To provide a deeper analysis of the implications of the mapped and compared approaches to reveal the details of current practice and provide insights into whether and how children s creativity is fostered and the emergence of appropriate learning outcomes in science and mathematics is achieved. Page 2 of 5

To propose a set of curriculum design principles as concrete guidelines for European initial teacher training and continuous professional development programmes, which will foster creativity- based approaches to science and mathematics learning in preschool and the first years of primary education. This paper presents some first results contributing towards the first of these objectives and more specifically, addressing the following research questions: 1. How are the teaching, learning and assessment of science and mathematics in early years in the partner countries reflected in official policy documents? What role if any does creativity play in these? 2. What opportunities and challenges do the approaches used in the teaching, learning and assessment of science and mathematics in early years across Europe offer for the development of skills and attitudes associated with creativity? 3. In what ways do these approaches seek to foster young children s learning, interest and motivation in science and mathematics, and how do teachers perceive their role in doing so? In order to address these questions, this phase of research examined how approaches to teaching, learning, and assessment of early science and mathematics, are conceptualized a) by teachers and b) in current policy documentation. For both, the aim was to examine and compare the prevalence of particular approaches in different countries, thereby providing implications for promoting the role of creativity. Both the study of approaches adopted by teachers and the study of policy approaches employed a questionnaire as the main methodological tool. The design of each questionnaire drew upon the nine curricula dimensions identified by Van Akker (2007), namely: Rationale; Aims; Content; Location; Learning activities; Teacher role; Materials and resources; Grouping; Time. The items within the questionnaires were grounded upon approaches identified in the project s Conceptual Framework as being significant in the role of creativity in early years science and mathematics. The policy questionnaire was completed by expert partners in each country. A significant challenge in the research into policy approaches was the variation in in the status and nature of existing policy documents, where evidence of approaches had often to be drawn from a combination of generic early years and subject documentation. The recorded messages in policy also need to be interpreted in relation to the unique national context, taking into account linguistic, political, historical, economic, and geographic factors. For this reason, researchers in each partner country were also asked to complement their analysis of national policy using the questionnaire with a qualitative thematic analysis of approaches, drawing upon their expert knowledge of national context. The questionnaire data from the teacher survey, with data from over 500 teachers across the partner countries, was near completion at the time of writing. Therefore, the following section focuses upon the initial findings of the policy analysis. Analyses and Findings from the Policy Survey The comparison of national policies revealed similarities and significant differences in approaches to learning, teacher and assessment advocated in partner countries. Broad indications of these similarities and differences are provided here in relation to the curriculum components use to frame our analysis. Further detail will be included in the associated paper. Page 3 of 5

Analysis of policy documentation indicated that the degree of regulation and levels of decision making vary considerably across partner countries and phases of early years education. Science is represented in different ways within the curriculum: in some countries within a broad area of learning such as Knowledge of the World or Environmental Studies, in others as a single subject. Explicit references to creativity in policy documentation for science are limited, however, implicit links to creativity were identified in the attention given to learning dispositions and teaching approaches associated with creativity. Two common emphases are evident in the rationale provided for early years science education in partner policies: the need to develop socially and environmentally aware citizens and the importance of fostering skills and dispositions to support future learning. In both instances links to creativity were identified in the concern to promote skills of inquiry and positive attitudes to science, in particular curiosity and critical evaluation. In only a small minority of countries was the need to provide a foundational education for future scientists or to develop more innovative thinkers prioritised in policy. The aims, objectives, and content of the science curriculum in partner countries give considerable emphasis to the development of knowledge and understanding of science ideas and to process skills associated with scientific inquiry. More limited attention is afforded to social and affective dimensions of learning and few countries highlight understandings related to the nature of science. A role for creativity was most strongly indicated in the focus on questioning and investigating and the importance given to curiosity. In most countries a very limited role for creativity was identified in relation to the development of science ideas. Approaches to teaching and learning associated with inquiry and creativity are widely emphasised in policy guidance in partner countries. In both preschool and school, priority is given to fostering questioning and autonomous learning. However some differences were noted between phases of early years education. In preschool, play is strongly emphasised, in primary school greater importance is afforded to investigation and problem solving. In most countries limited references are made to the role of imagination or the discussion of alternative ideas also linked with creative approaches to learning and teaching. Policy in relation to assessment showed the widest variation across partner countries. In many cases findings reflected the limited guidance for science assessment and inconsistencies in emphasis across different elements in curriculum policy. There is very limited evidence in policy of a role for creativity either in the priorities or methods for assessment advocated across partner countries. Greatest emphasis is given to the assessment of science ideas. Understandings and competencies in relation to scientific inquiry are emphasised in assessment policy in a minority of countries and in only a few instances are attitudes a priority for assessment in science. In general guidance in relation to assessment methods is limited, with little attention to multimodal forms of assessment or the involvement of children in assessment processes often associated with creative approaches to learning and teaching in the early years. Contribution to the teaching and learning of science The Creative Little Scientists project aims to enhance science education in at least two ways. First, by providing evidence of the value of creative teaching for the emergence of appropriate learning outcomes in science, helping to avoid the emergence of misconceptions and stereotypical images about science in children, and attracting children s interest to science. Page 4 of 5

Second, by connecting science education with the wider educational goals of improving the basic skills and promoting creativity in all children today and in the near future which subsequently can lead to the development of entrepreneurial skills and the ability to innovate in tomorrow s adult citizens. This contribution to science education is produced through the generation of original knowledge about the deeper nature and implications of existing policies and practices that appear to foster effective combinations of creativity with science education in pre- school and early primary school, extending and enriching the state- of- the- art. Contribution to the interests of NARST The publications of the National Academies of Science in the USA Taking Science to School and Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity, which set out to review current research related to early years science and mathematics learning respectively, are examples of the increased interest in science and mathematics education in early childhood and first years of primary school not only in Europe but also on the international stage. Moreover, there is a consensus that quality science and mathematics learning experiences provide a solid foundation for the development of understanding of key scientific and mathematics concepts, scientific and mathematical thinking and positive attitudes toward science and mathematics. Finally, effective early childhood science learning is also important in addressing achievement gaps in science and mathematics performance, with respect to race/ethnicity, socio- economic status, and gender, already evident at the start of school. All these are important sought- after goals of science education and Creative Little Scientists offers new knowledge towards their accomplishment, based on extensive literature reviews and research findings on policy and practice. References EC (2002). COUNCIL RESOLUTION of 27 June 2002 on lifelong learning. Retrieved 27 December 2010. http://eurlex.europa.eu/lexuriserv/lexuriserv.do?uri=oj:c:2002:163:0001:0003:en:pdf EC (2008a). Lifelong Learning for Creativity and Innovation. A Background Paper. Slovenian EU Council Presidency. Retrieved 27 December 2010. http://www.sac.smm.lt/images/12%20vertimas%20sac%20creativity%20and%20innovation% 20- %20SI%20Presidency%20paper%20anglu%20k.pdf EC (2008b). DECISION No 1350/2008/EC OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 16 December 2008 concerning the European Year of Creativity and Innovation (2009). Retrieved 27 December 2010. Osborne, J. & Dillon, J. (2008). Science Education in Europe: Critical Reflections. London: The Nuffield Foundation. Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg- Henriksson, H. and Hemm, V. (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe. Brussels: Directorate General for Research, Science, Economy and Society. Van den Akker, J. (2010) Curriculum design research. In T.Plomp & N. Nieveen (Eds), An introduction to Educational Design Research (pp 37-52) Enschede: Netherlands Institute for Curriculum Development. Page 5 of 5