Inclusive Partnerships for Developing Creativity in Pre-School Children

IPEM Journal Education > Inclusive Partnerships for Developing Creativity in Pre-School Children

Inclusive Partnerships for Developing Creativity in Pre-School Children

Rasa Braslauskiene , Reda Jacyne

Vol 8 , Issue 1 , July 2024 | Pages: 66-74

DOI: 10.61691/IPEM_CTE.23.2024.66-74

Published Online: July, 2024

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Author Details

1. Rasa Braslauskienė, Faculty of Social Sciences and Humanities, Department of Pedagogy, Klaipeda University Lithuania.
2. RedaJacynė, Faculty of Social Sciences and Humanities, Department of Pedagogy, Klaipeda University Lithuania.

This article aims to explore how inclusive partnerships can facilitate and enhance the development of a pre-school child’s creativity by highlighting the importance of teachers and parents working together to find solutions to common problems and uniting their efforts towards common goals. The paper presents a quantitative study which has revealed that educators recognise the importance of inclusive partnerships, as collaboration improves the relationship between parents, children and educators, which allows for a comprehensive development of children’s personality and creativity, encouraging them to create, explore and discover. Educators believe that inclusive partnerships would be more effective if parents were more encouraged to take an interest in their children’s creative talents, progress and achievements in an educational institution. The empirical study has revealed that parents understand that cooperation between teachers and parents is crucial for the development of children’s personality and creativity, but they believe that teachers do not appreciate the support parents provide in helping to develop their children’s creativity in pre-school education.

Keywords

creativity, inclusive partnership, preschool children, cooperation.

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Braslauskienė, Rasa and Jacynė, Reda(2024). Inclusive Partnerships for Developing Creativity in Pre-School Children. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 9(1), 66–74.