Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.803970
Title: Developing creativity in early childhood education : a comparative analysis of two case studies in preschools in Thailand
Author: Udomtamanupab, Siratam
Awarding Body: Liverpool John Moores University
Current Institution: Liverpool John Moores University
Date of Award: 2020
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Abstract:
The main aim of this study is to contribute to the understanding of the uses and development of creativity and the ways this is influenced by cultural context in two preschools in Thailand. The Four Ps model (Rhodes, 1961) is employed as a theoretical framework for the study and is based on the notion that creativity is the confluence of environment-centred variables and person-centred variables in developing individuals’ understanding and appreciation of creativity. The research sets out to explore teachers’ perceptions, understandings and beliefs about preschool children’s creativity, to observe daily pedagogical approaches and to identify the environment-centred variables and person-centred challenges pertinent to children’s creativity and creative practices in two preschool settings in Bangkok, Thailand. Participants included two class teachers, an art teacher, a support teacher and 60 preschool children. The setting was chosen as I, the researcher, had previous experience of working there. Both schools placed importance on developing children’s creativity and their own teaching strategies but differed in their approaches. One draws on a literature-based programme and the other applies scientific thinking skills and thinking-process skills as part of the curriculum as a means of enhancing creativity. The data was gathered through participant observation, interviews with class teachers, analysis of school curriculum documents and lesson plans, and the examination of photographs of children’s actions and artefacts. The data analysis involves a systematic comparative examination of preschool teachers’ practices, understanding of creativity, and consideration of influences that support or hinder children’s creativity. The thematic analysis is based upon research questions which investigate 1) conception and perception of creativity; 2) creativity and pedagogical approach; 3) creativity and school environment; and 4) the potential barriers that inhibit the development of creativity in Thai preschools. Selected case studies are used to illustrate the socio-cultural contextual similarities, differences, and implications for action in order to enhance creativity in preschools in Thailand and in the wider world of early education. In doing so, this exploratory study reveals new insights and lessons that may be learned relating to the foundations of embedding creativity in preschools in Thailand: in particular, the variety of pedagogies which contribute to the development of creativity in the classroom, the various ways that creativity can be developed in young children, the importance of a creative climate, and the effects of the social and cultural context in developing creativity.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.803970  DOI:
Keywords: L Education (General) ; LB Theory and practice of education ; LB1139.2 Early childhood education
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