Creativity in Messy Play Among Preschool Children
This study was aimed at investigating creativity in messy play among preschool children. The concern was to identify three stages of messy play that can stimulate preschoolers in deriving their creativity and, similarly, to observe the creative ability ex
- PDF / 283,357 Bytes
- 12 Pages / 439.37 x 666.142 pts Page_size
- 8 Downloads / 310 Views
Abstract This study was aimed at investigating creativity in messy play among preschool children. The concern was to identify three stages of messy play that can stimulate preschoolers in deriving their creativity and, similarly, to observe the creative ability exhibited by preschool children during the whole of messy play activities. Participants consisted of two preschool principals and a total of eight children 5 or 6 years of age from two selected preschools in Selangor, Malaysia. An interview was conducted with the principals, which along with their verbal answers were taken into account and transcribed into data. Three stages of messy play activities that vary in material were engaged by the eight children. They were interviewed, observed, and recorded in video while the activities were carried out. Outcomes collected were transcribed and analyzed based on the development of young children’s creativity. The study was based on qualitative research methodology. We found stages of messy play are practicable to develop preschool children in the development of creativity. Moreover, the creative ability in preschoolers has been comprehensively testified through all stages of messy play. To sum up, it is certain that messy play does entice preschool children’s creativity. Further proposal of research could target on children aged 4 years and younger to investigate their creativity through messy play, plus further aspects of young children’s development that could be enhanced through messy play. Keywords Creativity • Messy play • Children’s play • Development of creativity
1 Introduction Every human being has the mind and intellect that distinguishes us from each other. As claimed by Sternberg (2004), the human mind has three master potentials, two of which being creativity and wisdom. Toh (2003) proclaimed that many studies performed in the educational context of Malaysia have been given substantial focus
L.C. Yin • A.R. Zakaria • A.M. Sulaiman (*) • F.D. Hutagalung Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia e-mail: [email protected]; [email protected] © Springer Nature Singapore Pte Ltd. 2017 F.L. Gaol, F.D. Hutagalung (eds.), Social Interactions and Networking in Cyber Society, DOI 10.1007/978-981-10-4190-7_6
59
60
L.C. Yin et al.
on nurturing intelligence whereas elevating the aspect of creativity has not been given the awareness it deserves. Hussain (1996) also claimed that the majority of preschools in Malaysia as well as in Brunei implement a formal approach in teaching (Asmah 2001). Unless creativity is nurtured and accorded better awareness, the intention of developing innovative and comprehensive human capital will be unsuccessful (Mohamad Said and Yunos 2008). The worth of creativity in developing a nation and society has long been recognised (Storm and Storm 2002). The creative component includes real creative behavior, motivation, and imaginary as well as creative products (Saracho 2002). A large number of scientists, leaders, historians, educators, and psychologis
Data Loading...
