Young Children's Creative Thinking

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Hiroko Fumoto, Sue Robson, Sue Greenfield & David Hargreaves

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  • Education at SAGE

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    Copyright

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    Dedication

    This book is dedicated to Kevin Brehony, who has been a constant source of help and support throughout the Froebel Research Fellowship project

    Table

    • Table 8.1 The Analysing Children's Creative Thinking Framework, with examples from the FRF project (children aged 3–5 years)

    About the Authors

    Hiroko Fumoto is an Honorary Research Fellow of Roehampton University, and former Programme Convener for the MA in Early Childhood Studies. She trained originally as an early childhood teacher in Japan and has wide experience of working with young children in nursery schools in Japan and in the UK. For the last two years, she has been conducting research with early childhood teachers in the United States. Her research interests include teachers’ perceptions of teacher-child relationships in early childhood settings (the topic of her doctoral studies), the influence of culture on early childhood practice, and professional development in the early childhood workforce. She has written journal articles and has presented a number of conference papers on related topics. She is also a member of the Editorial Board for Early Years: International Journal of Research and Development.

    Sue Robson is Principal Lecturer and Head of Subject, Early Childhood Studies, at Roehampton University. She is a National Teaching Fellow and a Roehampton University Teaching Fellow. Sue has worked extensively in infant and nursery schools in London. Her particular research interests include the development of young children's thinking, ways of accessing young children's ideas and views, parent-professional relationships in early years settings, and the development of pedagogy in higher education. Sue has written books and journal articles on a wide range of aspects of early childhood, including Education in Early Childhood: First Things First (with Sue Smedley, 1996, Fulton), and ‘The physical environment’ in L. Miller, C. Cable and G. Goodliff (eds) Supporting Children's Learning in the Early Years (2nd edn, 2009, Routledge). In 2006 she published the highly successful book Developing Thinking and Understanding in Young Children (Routledge), now in its second edition.

    Sue Greenfield is a Senior Lecturer in Early Childhood Studies at Roehampton. She trained as a nurse and worked in hospitals for several years before training as a Health Visitor working in London and in Surrey. She later gained experience of nursery settings, and was responsible for a 60-place nursery in Surrey for a number of years. She has been a member of the Froebel Research Fellowship team for three years and has given conference papers on this research in Reyjavik, Prague, Yokohama, and many different early childhood centres in the UK. Sue has written ‘Working in multidisciplinary teams’ in L. Miller and C. Cable (eds) Professionalisation, Leadership and Management (2010, Sage).

    David J. Hargreaves is Professor of Education and Froebel Research Fellow in the Applied Music Research Centre at Roehampton University. He is a Chartered Psychologist and Fellow of the British Psychological Society. His books, which have been translated into 15 languages, include The Developmental Psychology of Music (1986, Cambridge University Press), Children and the Arts (1989, Open University Press), Developmental Psychology and You (with Julia Berryman, Martin Herbert and Ann Taylor, 1991, Routledge and BPS), Musical Learning and Development: The International Perspective (with Adrian North, 2001, Continuum), and The Social and Applied Psychology of Music (with Adrian North, 2008, Oxford University Press). He has also written numerous journal articles and book chapters in developmental and social psychology, music and education.

    Acknowledgements

    Over the years, numerous children, parents and early childhood practitioners have given generously of their time to share their experiences with us. They have invited us into their homes and to their early childhood settings, and openly let us share their lives with them. Without their generosity and commitment to promoting young children's creative thinking and well-being, this book would not have been possible. We are enormously grateful for all of their contributions and their interest in our work.

    We are also indebted to our colleagues and students at Roehampton University. They helped develop our ideas by providing invaluable feedback during lectures and seminars. The discussions we have had over the years on creative thinking, parenting, early childhood pedagogy and research methodology, amongst other topics, have greatly challenged our thinking. We are indebted to the Froebel Research Committee, and to Dr Peter Weston in particular, for their financial and many other forms of support. We would especially like to thank Professors Kevin Brehony and Tina Bruce for their unfailing encouragement in the Early Childhood Research Centre at Roehampton University. Thanks are also due to Dr Victoria Rowe for help in collecting and analysing data, and for her supportive advice.

    As for our friends and families – this work is the result of our joint efforts. Without them, we would not have been able to ‘think creatively’ enough to have completed this book. Our thanks go to all of them.

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    Wright, S. (2010) Understanding Creativity in Early Childhood. London: Sage.

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