ABSTRACT
This paper argues that the "kindergarten approach to learning" -- characterized by a spiraling cycle of Imagine, Create, Play, Share, Reflect, and back to Imagine -- is ideally suited to the needs of the 21st century, helping learners develop the creative-thinking skills that are critical to success and satisfaction in today's society. The paper discusses strategies for designing new technologies that encourage and support kindergarten-style learning, building on the success of traditional kindergarten materials and activities, but extending to learners of all ages, helping them continue to develop as creative thinkers.
- Brosterman, N. (1997). Inventing Kindergarten. Harry N. Adams Inc.Google Scholar
- Florida, R. (2002). The Rise of the Creative Class. Basic Books.Google Scholar
- Fulghum, R. (1986). All I Really Need to Know I Learned in Kindergarten. Ivy Books.Google Scholar
- Gee, J.P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan. Google ScholarDigital Library
- Hirsh-Pasek, K., and Golinkoff, R. (2003). Einstein Never Used Flash Cards. Rodale.Google Scholar
- Jenkins, H. (2006). Convergence Culture: Where Old and New Media Collide. New York University Press.Google Scholar
- Kafai, Y. (1995). Minds in Play: Computer Game Design As A Context for Children's Learning. Lawrence Erlbaum Associates. Google ScholarDigital Library
- Lave, J., and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.Google Scholar
- Melchior, A., Cutter, T., & Cohen, F. (2004). Evaluation of FIRST LEGO League. Waltham, MA: Center for Youth and Communities, Heller Graduate School, Brandeis University.Google Scholar
- Minsky, M. (1986). Introduction to LogoWorks. In Solomon, C., Minsky, M., & Harvey, B. (eds.), LogoWorks: Challenging Programs in Logo. McGraw--Hill.Google Scholar
- Papert, S. (1993). The Children's Machine: Rethinking School in the Age of the Computer. Basic Books. Google ScholarDigital Library
- Resnick, M. (1998). Technologies for Lifelong Kindergarten. Educational Technology Research and Development, 46, 4, 43--55.Google ScholarCross Ref
- Resnick, M., Kafai, Y., Maeda, J., Rusk, N., and Maloney, J. (2003). A Networked, Media--Rich Programming Environment to Enhance Technological Fluency at After--School Centers in Economically--Disadvantaged Communities. Proposal to the National Science Foundation (project funded 2003--2007).Google Scholar
- Resnick, M., and Silverman, B. (2005). Some Reflections on Designing Construction Kits for Kids. Proceedings of Interaction Design and Children conference. Boulder, CO. Google ScholarDigital Library
- Resnick, M. (2006). Computer as Paintbrush: Technology, Play, and the Creative Society. In Singer, D., Golikoff, R., and Hirsh--Pasek, K. (eds.), Play = Learning: How play motivates and enhances children's cognitive and social--emotional growth. Oxford University Press.Google Scholar
- Rusk, N., Resnick, M., Berg, R., and Pezalla-Granlund, M. (in preparation). New Pathways into Robotics: Strategies for Broadening Participation.Google Scholar
- Sawyer, R. K. (2006). Educating for Innovation. Thinking Skills and Creativity, 1, 1, 41--48.Google ScholarCross Ref
- Shaffer, D. W. (2006). How Computer Games Help Children Learn. Palgrave Macmillan. Google ScholarDigital Library
- Singer, D., Golikoff, R., and Hirsh-Pasek, K., eds. (2006). Play = Learning: How play motivates and enhances children's cognitive and social--emotional growth. Oxford University Press.Google Scholar
Index Terms
- All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten
Recommendations
Artful thinking and Augmented Reality in kindergarten: technology contributions to the inclusion of socially underprivileged children in creative activities
DSAI '18: Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusionThis paper presents a set of creative thinking activities which took place in a low income area kindergarten of Piraeus, complying with the principles of Harvard's Artful Thinking Program. The aim of this research study is to examine the contribution of ...
Inventive Scaffolds Catalyze Creative Learning
CHI EA '19: Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing SystemsCreative problem-solving requires both exploratory and evaluative thinking skills. The contextual, open-ended nature of creative tasks makes them uniquely challenging to teach and learn. People tend to under-explore in problem-solving, using the most ...
CreativeBot: a Creative Storyteller robot to stimulate creativity in children
ICMI '22: Proceedings of the 2022 International Conference on Multimodal InteractionWe present the design and evaluation of a storytelling activity between children and an autonomous robot aiming at nurturing children’s creativity. We assessed whether a robot displaying creative behavior will positively impact children’s creativity ...
Comments