Teresa Cremin

Documenting 'possibility thinking': a journey of collaborative enquiry

Drawing on existing work in the area of creativity and early years education, this paper maps the process of an exploratory study which sought to identify what characterizes ‘possibility thinking’ as an aspect of creativity in young children’s learning. With the aim of developing a framework for identifying ‘possibility thinking’ in the contexts of three early years settings, the authors explore key tenets of a model for conceptualizing (and rethinking) ‘possibility thinking’ and attempt to reconcile some of the methodological challenges inherent in documenting this aspect of creativity in early years contexts. With the co‐participation of five early years teachers as researchers, three university‐based researchers worked collaboratively, in a funnel‐like process, over the three‐phase development of the project. With the emphasis on mapping the developing conceptualizations of ‘possibility thinking’ and the appropriateness of multimodal methods in naturalistic enquiry, the research team explicates and argues the need for sharing methodological approaches in researching young children’s thinking. The data arising from this research provide powerful insights into the characteristics of ‘possibility thinking’ which most successfully promote creativity, and the authors conclude with a consideration of the implications for future research, practice and practitioner research in early years contexts.

Question-Posing and Question-Responding: The Heart of "Possibility Thinking" in the Early Years.

Drawing on research that sought to explore the characteristics of ‘Possibility Thinking’ as central to creativity in young childrens learning, this paper considers question‐posing and question‐responding as the driving features of ‘Possibility Thinking’ (PT). This qualitative study employed micro‐event analysis of peer and pupil–teacher interaction. Events were sampled from two early years settings in England, one a Reception classroom (4‐ to 5‐year olds) and the other a Year 2 classroom (6‐ to 7‐year olds). This article arises out of the second stage of an ongoing research programme (2004–2007) involving the children and practitioners in these settings. This phase considers the dimensions of question‐posing and the categories of question‐responding and their interrelationship within PT. Three dimensions of questioning were identified as characteristic of PT. These included: (i) question framing, reflecting the purpose inherent within questions for adults and children (including leading, service and follow‐through questions); (ii) question degree: manifestation of the degree of possibility inherent in childrens questions (including possibility narrow, possibility moderate, possibility broad); (iii) question modality, manifestation of the modality inherent in childrens questions (including verbal and non‐verbal forms). The fine‐grained data analysis offers insight into how children engage in PT to meet specific needs in responding to creative tasks and activities and reveals the crucial role that question‐posing and question‐responding play in creative learning. It also provides more detail about the nature of young childrens thinking, made visible through question‐posing and responding in engaging playful contexts.

Possibility thinking: culminative studies of an evidence-based concept driving creativity?

The authors have, for some years, studied the concept of ‘possibility thinking’ (PT), or ‘what if’ and ‘as if’ thinking in children aged 3–11, which generates novelty – and the pedagogical strategies which foster it. They have argued, on the basis of previous qualitative studies, that ‘PT’ is at the core of creativity in education. Having begun as a conceptual study for 7 years, this team has undertaken empirical studies of PT in classrooms. This paper discusses findings from the third phase of empirical work focusing on 9- to 11-year olds. The particular research question addressed here is ‘What characterises possibility thinking as manifest in the learning engagement of children aged 9–11?’. In a small-scale qualitative study, involving co-participation with teachers, the paper features episode analysis of naturalistic video data featuring children aged 9–11 in two schools. It focuses on PT evidenced by children engaged in a range of classroom activities, some established as individual activities and others as group work. The study reveals some features of PT in both sites (question-posing [Q-P], question-responding [Q-R], self-determination, intentional action, development, being imaginative, play/playfulness, immersion and innovation) to differing degrees of strength. Risk-taking was absent in both and a new feature, collaboration, evident in both. Differences were documented in how Q-P and Q-R manifest, compared with earlier studies with younger children. This study seeks to make an evidence-based contribution to the characterisation of PT as driving creativity in the classroom, with implications for research and practice.

Connecting drama and writing: seizing the moment to write

This paper outlines research which examined the relationship between drama and writing, detailing the method of enquiry, theoretical foundations and emergent findings. The study sought to understand the nature of the support that drama offers children as writers and to identify features of writing which regularly surfaced in drama-related writing. The pilot study trialled two approaches to connect drama and writing: ‘genre specific’ which involved working towards a particular text type during drama, and ‘seize the moment’ which offered spontaneity and choice. The main study employed the latter approach and identified some elements of drama that impacted upon and supported childrens writing. The research demonstrates that drama has much to contribute to the composing life of the primary classroom.

Writing Voices: Creating Communities of Writers

Drawing upon recent research projects undertaken by the authors and others in the international research community, this fascinating text considers the nature of composing and the experience of being a writer. In the process it: • explores the role of talk, creativity, autonomy, metacognition, writing as design and the shaping influence of literature and other texts; • examines young people’s composing processes and attitudes to writing; • considers teachers’ identities as writers and what can be learnt when teachers engage reflectively in writing ; • shares a range of professional writers’ practices, processes and perspectives; • gives prominence to examples of writing from children, teachers, student teachers and professional writers alongside their reflective commentaries. This thought-provoking text offers theoretical insights and practical directions for developing the teaching and learning of writing.

Primary teachers as readers

Abstract In the context of the continued pressure and politicisation of the teaching of reading in England, the United Kingdom Literacy Association (UKLA) sought to ascertain patterns in primary teachers’ reading, both personally and professionally. The project, undertaken in 11 Local Authorities in England, explored 1200 primary teachers’ personal reading habits and preferences, investigated their knowledge of children’s literature, and documented their reported use of texts in the classroom through a questionnaire. In addition, it sought to establish the extent of the teachers’ involvement with and use of local area/school library services. This paper reports on the findings with reference to the teachers’ personal reading, the frequency of this reading and the sources they use to select their reading material. It also considers the teachers’ favourite childhood texts and the books they identified as highly significant to them, as well as their perceptions of the importance of literature. Connections are made to the data gathered about their knowledge of children’s literature, and how primary teachers decide which literature to work with in the classroom.

Teaching English creatively

What does it mean to teach English creatively to primary school children? How can you successfully develop pupils’ engagement with reading and writing skills? Teaching English Creatively demonstrates the potential of creative teaching to develop children’s knowledge, skills, understanding and attitudes. Underpinned by theory and research, it also offers informed and practical support to both students in initial teacher education, and practising teachers who want to develop their teaching. Illustrated by examples of children’s work, this book explores the core elements of creative practice in relation to developing engaged readers, writers, speakers and listeners. Creative ways to explore powerful literary, non-fiction, visual and digital texts are offered throughout.

Young children’s reading for pleasure with digital books: six key facets of engagement

Abstract This paper offers a new characterisation of young children’s (2–8 years) reading for pleasure (RfP) with digital books. This characterisation is rooted in a re-contextualisation of Anna Craft’s conceptualisation of twenty-first century childhoods in Creativity and education futures (Stoke on Trent, Trentham, 2011) and a review of the literature concerning young children’s RfP with digital books. The paper develops Craft’s (2011) work by considering the ways in which digital books can resource the ‘4Ps of digital childhood’ in reading for pleasure. Six facets of reader engagement, nested within Craft’s (2011) 4Ps, are presented: affective, creative, interactive, shared, sustained and personalised reading engagements. It is argued that this characterisation of young children’s reading engagements can enrich our understanding of the affordances of digital books in relation to RfP in the twenty-first century. The paper thus offers an important new contribution, going beyond established work in the field, which typically explores digital books in relation to children’s learning, product design or developmental outcomes.

International Handbook of Research on Children's Literacy, Learning and Culture

The International Handbook of Research in Childrens Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies. Features chapters that conceptualize, interpret, and synthesize relevant research Critically reviews past and current research in order to influence future directions in the field of literacy Offers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures

Creative primary schools: developing and maintaining pedagogy for creativity

This micro-ethnographic study investigated pedagogy in two English primary schools, following a change of government and challenges posed by economic austerity. Unlike the previous decades emphasis on childrens curiosity and agency and valuing arts and partnership, emphasis on knowledge and attainment was now foregrounded. A two-stage National Curriculum government review (2011–2012) brought primary schools little clarity. During the review period, the authors researched two purposively chosen schools, recognised nationally for their creative approaches. This paper discusses their creative teaching and learning pedagogic practices. Three shared characteristics emerged through triangulated qualitative analysis: co-construction, high value placed on childrens control/agency/ownership and high expectations in skilful creative engagement, evident through the arts, use of integrated themes and topics, flexible time, childrens immersive involvement and attending closely to children. Thematic findings are discussed alongside unique qualities of each schools pedagogy and implications for primary education considered.