• Creativity Constrained? To what extent does teaching in a restrictive physical space inspire creative teaching in the EYFS and Key Stage 1?

    Author(s):
    Annika McQueen (see profile)
    Date:
    2014
    Group(s):
    Education and Pedagogy
    Subject(s):
    Education, Teaching, Inclusive education
    Item Type:
    Dissertation
    Institution:
    Edge Hill University, United Kingdom
    Tag(s):
    primary education, creative, creative pedagogy, Pedagogy, Inclusive pedagogy
    Permanent URL:
    http://dx.doi.org/10.17613/7q2d-0v72
    Abstract:
    It has long been thought that the optimum environment in which to teach Early Years and Year 1 is a large, open-plan classroom with access to outdoor space. The accepted theory that young children require a large amount of indoor and outdoor space to learn effectively through creative teaching and child-initiated creative experiences has been explained by Trisha Maynard (cited in Evans, 2010); 'Children need space if they are going to have a curriculum that embraces child-led learning. They need the space to be able to select resources and materials and to move around, to problem-solve, collaborate and play. There has to be room to create a stimulating environment - it has to be space-rich if it is going to be effective...classrooms might become too small and restricted.’ (Evans, 2010). The aim of this report is to question views such as this through research and thus advance understanding of how the available physical teaching space impacts on creativity in the Early Years and Key Stage 1 classroom. The overall research focus comprises 4 subsidiary objectives: 1. To identify the barriers to creativity caused by a restrictive physical space. 2. To evaluate critically the current literature concerning creative teaching and how this translates to those teaching in a restrictive space. 3. Explore methods of creatively teaching the EYFS and Key Stage 1curriculum in a restrictive physical space through a combination of action research focusing on my own practice and sample-based questionnaires. 4. Formulate recommendations for fully utilising a restrictive physical space in order to teach creatively and enhance children’s learning.
    Notes:
    This dissertation was submitted as part of the requirements for the degree of Master of Arts Education at Edge Hill University, United Kingdom.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    Attribution-NonCommercial-NoDerivatives
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