Abstract
Students' musical preferences in childrens' major- and minor-key songs. This paper explores elementary school students’ music preferences in terms of songs authored for children and traditional major- and minor-key songs and the influence of familiarity of the music on their music preferences. The questionnaire and sound questionnaire were administered to 216 students attending the second, third, seventh and eighth grades of elementary school in Sinj, Croatia. The results confirm the influence of age and gender on students’ music preferences concerning songs authored for children and traditional songs in major and minor keys. Furthermore, all the participants prefer major-key songs to minor-key songs. Finally, it was established that familiarity with a piece of music is a significant factor affecting the music preferences of the participants.
Highlights
Numerous studies show that preschool teachers’ and teachers’ perceptions and attitudes towards creativity are related to their teaching practice, and determine whether they will encourage or inhibit children’s creativity (Čepić et al, 2016; Gregoriadis et al, 2011)
The importance of fostering creativity and creative thinking has been emphasized, (Barbot et al, 2015; Davies et al, 2013), too little attention has been paid to implicit theories of creativity, especially in the field of early childhood education
The aim of the study was to examine preservice and in-service preschool teachers’ conceptions and attitudes towards creativity and to determine whether there are any differences between the two groups
Summary
Ključne besede: ustvarjalnost, predšolska vzgoja, implicitne teorije o ustvarjalnosti. Povzetek/Abstract Pojmovanja ustvarjalnosti pomembno determinirajo vzgojiteljeva ravnanja v pedagoški praksi. Z empirično raziskavo smo zato želeli preveriti, kakšna so prevladujoča razumevanja koncepta ustvarjalnosti pri sedanjih in bodočih vzgojiteljicah, kako opredeljujejo ustvarjalno mišljenje in vedenje otrok ter kako ocenjujejo pomen vrtca pri spodbujanju otrokove ustvarjalnosti. Za namene raziskave smo oblikovali večdelni vprašalnik, ki sta ga izpolnili skupini vzgojiteljic predšolskih otrok in študentk predšolske vzgoje. Večina udeleženk ima ustrezno teoretično znanje s področja ustvarjalnosti, kljub temu pa so se med skupinama pokazala manjša razhajanja, ki so lahko posledica nekaterih implicitnih prepričanj o ustvarjalnosti in zaznavanju lastne vloge pri podpiranju ustvarjalnega vedenja predšolskih otrok. Conceptions and attitudes towards creativity among pre-service and in-service preschool teachers Educators’ perceptions and attitudes towards creativity significantly determine their teaching practice. The study aimed to examine the prevailing conceptions of creativity among pre-service and in-service preschool teachers. Participants demonstrated adequate theoretical knowledge in the field of creativity; there were minor discrepancies between the groups, which may be the result of some implicit beliefs about creativity and the perception of their role in supporting creativity of preschool children
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