Recently, a new understanding of creative thought and creative
performance has surfaced. In addition, an interest has emerged in
professional organizations especially those in early childhood
education. In addition, current creativity researchers have
initiated a far more sophisticated understanding of young
children's creative thinking, ways to assess creativity, strategies
to promote creativity, and research methodologies. The purpose of
this volume is to present a wide range of different theories and
areas in the study of creativity to help researchers and theorists
work toward the development of different perspectives on creativity
with young children. It focuses on critical analyses and reviews of
the literature on topics related to creativity research,
development, theories, and practices. It will serve as a reference
for early childhood education researchers, scholars, academics,
general educators, teacher educators, teachers, graduate students,
and scientists to stimulate further "dialogue" on ways to enhance
creativity. The chapters are of high quality and provide scholarly
analyses of research studies that capture the full range of
approaches to the study of creativity --- behavioral, clinical,
cognitive, cross-cultural, developmental, educational, genetic,
organizational, psychoanalytic, psychometric, and social.
Interdisciplinary research is also included, as is research within
specific domains such as art and science, as well as on critical
issues (e.g., aesthetics, genius, imagery, imagination, insight,
intuition, metaphor, play, problem finding and solving). Thus, it
offers critical analyses on reviews of research in a form that are
useful to early childhood researchers, scholars, educators, and
graduate students. It also places the current research in its
historical context. The volume is also of interest to the general
readers who are interested in the young children's creativity. The
chapters are authored by established scholars in the field of young
children's creativity.
General
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