The importance of promoting young children's creative thinking, and the social relationships which support it, is now seen as a vital element of good early childhood practice. The authors push forward our understanding of what young children's creative thinking is, and how it promotes young children's well-being. By drawing on research evidence, they examine key issues from the perspectives of the child, the parents or carers, and early childhood practitioners and make links between theory and practice.
The book is divided into three key parts:
- creative thinking, social relationships and early childhood practice
- exploring perspectives in early childhood research
- experiences of young children, parents and practitioners
Chapters integrate practice, research and conceptual understanding to meet the needs of undergraduate and postgraduate students on any Early Childhood course.
Introduction - Hiroko Fumoto and Sue Robson PART ONE: CREATIVE THINKING, SOCIAL RELATIONSHIPS AND EARLY CHILDHOOD PRACTICE What Do We Mean by Creativity and Creative Thinking? - David J. Hargreaves Creative Thinking in Early Childhood - Sue Robson Social Relationships in Early Childhood - Hiroko Fumoto and Sue Greenfield PART TWO: EXPLORING PERSPECTIVES IN EARLY CHILDHOOD RESEARCH Children's Voices: Young Children as Participants in Research - Sue Robson Involving Parents in Research - Sue Greenfield Researchers and Practitioners Collaborating on Research - Hiroko Fumoto PART THREE: EXPERIENCES OF YOUNG CHILDREN, PARENTS AND PRACTITIONERS Children's Experiences of Creative Thinking - Sue Robson Parents' Experiences of Supporting Children's Creative Thinking - Sue Greenfield Practitioners' Experience of Promoting Children's Creative Thinking - Hiroko Fumoto Conclusions: Towards Understanding Young Children's Creative Thinking - Hiroko Fumotom, Sue Robson, Sue Greenfield and David J. Hargreaves