Pedagogy and Possibility Thinking in the Early Years

By T. Cremin, P. Burnard, Anna Craft. 2006

269 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/72a546b8239917d14af521e30b4c584d506c0be3

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Possibility thinking: culminative studies of an evidence-based concept driving creativity? (2013, unknown): “Using the taxonomy developed from the earlier study of younger children (Cremin et al. 2006), such questions can be seen as ‘service questions’ enabling an already-defined job to be done.”
Question‐posing and question‐responding: the heart of ‘Possibility Thinking’ in the early years (2008, background): “Stage 1 of the research (Burnard et al. 2006; Cremin et al. 2006) focused on teacher thinking (via video-stimulated review of classroom segments) to identify teachers’ view on what constitutes PT. Findings identified a number of distinct but interlinked features of children’s and teachers’…”
Child-initiated play and professional creativity: enabling four-year-olds' possibility thinking (2012, methodology): “…which had emerged from the study by Burnard et al (2006) of question-posing, play, immersion, innovation, risk-taking, being imaginative, self-determination and intentionality, were nurtured, Cremin et al (2006) concluded, by a dynamic interaction between teacher and child, in an enabling context.”
Creative potential in educational settings: its nature, measure, and nurture (2015, background): “At the teacher level, there is a distinction between how to teach creatively, versus how to teach creativity (e.g. Craft 2005; Cremin, Burnard, and Craft 2006).”
Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy (2011, background): “The pedagogical principles of foster children’s possibility thinking identified by Cremin, Burnard, and Craft (2006), are useful to describe how teachers create a supportive environment through effective strategies that prioritize children’s autonomy.”