Pedagogy and possibility thinking in the early years

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Pedagogy and possibility thinking in the early years

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dc.contributor.author Cremin, Teresa en_GB
dc.contributor.author Burnard, Pamela en_GB
dc.contributor.author Craft, Anna en_GB
dc.contributor.department Canterbury Christ Church University; University of Cambridge; University of Exeter, at the time of publication the author was at The Open University. en_GB
dc.date.accessioned 2008-12-02T09:50:49Z en_GB
dc.date.accessioned 2011-01-25T11:51:53Z en_US
dc.date.accessioned 2013-03-20T16:42:29Z
dc.date.issued 2006-11 en_GB
dc.description.abstract Connecting to current work in the area of creative pedagogies, this paper reports findings of an exploratory study that sought to identify what characterises possibility thinking in young children's learning experiences and how teachers’ pedagogical practice fosters this critical aspect of creativity. It focuses in particular on pedagogy, seeking to demonstrate how approaches adopted facilitated children's possibility thinking. Possibility thinking has been conceptualised as being central to creative learning although its role, as manifest in the learning engagement of children and the pedagogical strategies of practitioners has not been fully illuminated. The co-participative research team involved in this study comprised staff in an early childhood centre, in an infant and a primary school, working collaboratively with three university-based researchers. The 12-month long segment of a longer study employed various data collection methods including video-stimulated review (VSR) to facilitate reflection, critical conversations, classroom observation, interviews and examination of planning documents. The paper illuminates the perspectives and embedded values that the teachers expressed whilst reflecting upon their practice, and highlights common pedagogical themes, including the practice of ‘standing back’, profiling learner agency and creating time and space. Particular strategies were employed by each of the teachers. These approaches appeared to foster possibility thinking in young learners. In addition, the paper considers the development of the teachers’ thinking through the phases of the research process and presents a model for conceptualising a pedagogy of possibility thinking. en_GB
dc.identifier.citation 1(2), pp.108-119 en_GB
dc.identifier.doi 10.1016/j.tsc.2006.07.001 en_GB
dc.identifier.uri http://hdl.handle.net/10036/41676 en_GB
dc.language.iso en en_GB
dc.publisher Elsevier en_GB
dc.relation.url http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B7XN8-4M2WTP9-1&_user=122866&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000010082&_version=1&_urlVersion=0&_userid=122866&md5=6a7fe9f300c25b9b8c0723f37db6fb4f en_GB
dc.subject possibility thinking en_GB
dc.subject pedagogy en_GB
dc.subject early years en_GB
dc.subject creativity en_GB
dc.title Pedagogy and possibility thinking in the early years en_GB
dc.type Article en_GB
dc.date.available 2008-12-02T09:50:49Z en_GB
dc.date.available 2011-01-25T11:51:53Z en_US
dc.date.available 2013-03-20T16:42:29Z
dc.identifier.issn 1871-1871 en_GB
dc.description Thinking Skills and Creativity is available online at http://www.elsevier.com/wps/find/journal_browse.cws_home en_GB
dc.identifier.journal Thinking Skills and Creativity en_GB


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