Roles of parents in enhancing children’s creative thinking skills

Authors

  • Pervin Oya Taneri Asst. Prof. Dr., Department of Curriculum and Instruction, Faculty of Arts, Cankiri Karatekin University, Cankiri

Keywords:

Creative Thinking Skills, Parent Education, Pretest- Posttest Design, Qualitative Research.

Abstract

Since creative thinking is an essential requirement in today’s societies, educational institutions have to make some reforms in order to prepare next generation according to the needs of the societies such as giving more emphasis on creative thinking. The main aims of this paper are to reveal the parents’ opinions about the creative thinking skills, to teach parents the meaning of creative thinking, and to teach parents to create home environments that enhance creative thinking skills. A combination of qualitative and quantitative methods was employed. Pretest- posttest experimental design was used and qualitative data were collected by an open-ended questionnaire. A 10-hour parent education seminar was used as an intervention for the experimental group. The participants of the research were 80 parents (40 parents in the experimental group, 40 parents in the control group) from a primary school in Ankara, Turkey. Content analysis was applied to analyze the qualitative data. The pretest results have indicated that there were no differences between parents groups according to the knowledge level about the creative thinking. According to posttest results, the knowledge levels of parents in the experimental group who were given 10-hour parent education seminar were increased. However, the knowledge levels of the parents who have not given any education in the control group, were remained the same. Besides, experimental group parents have more information about creating home environments that enhance creativity rather than control group parents. According to the findings, parents' perspectives in the experimental group on the creative thinking skills have changed after the parent education seminar. However, the perspectives of the parent in the control group have not changed.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biography

Pervin Oya Taneri, Asst. Prof. Dr., Department of Curriculum and Instruction, Faculty of Arts, Cankiri Karatekin University, Cankiri

Pervin Oya Taneri is currently working at the Cankiri Karatekin University in Turkey as an Asst. Prof. Dr. She received her BA in Measurement and Evaluation with honour degree from the Department of Educational Sciences at Hacettepe University in 2000. In 2004, she received her MEd. in Curriculum and Instruction from the Department of Educational Sciences at Middle East Technical University. In 2009-Spring Semester she studied as an Erasmus student in Belgium at the Gent University for six months. She completed her Ph.D. from the Department of Educational Science at Middle East Technical University in 2010. Her interests include curriculum development, measurement and evaluation, teacher education, rural education, affective domain, and creative drama.

References

Anderson, P.R. Huston, A.C., Schmitt, K.L. Linebarger, D.L.& Wright, J.C. (2001). Early

childhood television viewing and adolescent behavior. Monographs of the Society for

Research in Chil Development, 66. vii-147.

Anning, A. & Ring, K. (2004). Making sense of children’s drawings. Maidenhead: Open University

Press.

Barber, B.K., & Thomas, D.L. (1986). Dimensions of fathers and mothers supportive behavior:

The case for physical affection. Journal of Marriage and Family, 48(4), 783-794.

Barton, PE, & Coley, RJ (1992). America's smallest school: The family. Princeton, NJ: Educational

Testing Service.

Baucus, M. S., Norton, W. I., Baucus, D. A., & Human, S. E. (2008). Fostering creativity and

innovation without encouraging unethical behavior. Journal of Business Ethics, 81(1), 97-115.

Bazeley, P. (2007). Qualitative data analysis with NVivo. London: Sage.

Bednar, A. K., Cunningham, D. Duffy, T. M. & Perry, J. D. (1998). Theory into practice: how do

we link? In T. M Duffy and D. H. Jonassen (Eds.). Constructivism and technology of instruction: a

conversation, Hillsdale, NJ: Lawrence Erlbaum Associates, 17-35.

Bellin, H.F. & Singer, D.G. (2006). My magic story car: Video–based intervention to strengthen

emergent literacy of at-risk preschoolers. In D.G. Singer, R.M. Golinkoff, & K. Hirsh-Pasek,

(Eds), Play=Learning: How play motivates and enhances children’s cognitive and social-emotional growth

(pp. 101-123). New York, NY: Oxford Univ Press.

Bokhorst-Heng, W. (2008). School-home partnerships to nurture adolescent literacy. Middle School

Journal, 39(5), 40-49.

Brzeziński, J. (1993).Creativity and consciousness: philosophical and psychological dimensions.

Rodopi.

Brown, K. L. (2003). From teacher-centered to learner-centered curriculum: Improving learning in

diverse classrooms. Education, 124(1), 49–54.

Burnard, P., & White, J. (2008). Creativity and performativity: counterpoints in British and

Australian education. British Educational Research Journal, 34(5), 667-682.

Downloads

Published

2012-07-09

How to Cite

Taneri, P. O. (2012). Roles of parents in enhancing children’s creative thinking skills. Journal of Human Sciences, 9(2), 91–108. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/1501

Issue

Section

Primary and Pre-School Education