The Effect of Education with Philosophical Exploration Circles in Solving Creativity and Social Problems of Pre-School Children

Document Type : مقالات علمی پژوهشی

Authors
F. Hamidi 1
M. R. Mohammad Reza Imam Jomeh 2
A. Azadi 3
1 Psychology, Educational Sciences Department, ShahidRajaee Teacher Training University
2 Curriculum Planning, Educational Sciences Department, ShahidRajaee Teacher Training University
3 in Educational Psychology, Educational Sciences Department, ShahidRajaee Teacher Training University
Abstract
The present research aims to investigate the effect of philosophy education on social problem solving and creativity of preschool children. The study is a quasi-experimental and conducted with pre- and post-test control group. The statistical population included preschool children of District 4 of Tehran. The sample consisted of 80 people who were selected in two-stage by random cluster sampling and were placed in two equal groups of experimental (40 subjects) and control (40 subjects). Torrance Diverted Thinking Test (1988) and Child Social Problem-Solving Test (2000) were administered as instruments. Both groups were evaluated in two stages of pre-test and post-test. Training sessions were conducted in 8 sessions, each with 45 minutes for the experimental group. Philosophy education was taught to children in all 8 sessions. Data were analyzed using mean, standard deviation, and Multivariate Analysis of Variance by SPSS21. Results showed that Philosophy education had a significant effect on social problem solving of preschool children. The results also showed that Philosophy education had a significant effect on the creativity of preschool children (P≤0/05). According to ETA coefficient, the effect of education using the method of philosophical exploration circles on creativity (0.136) and on social problem-solving skills (0.079). Therefore, it is suggested that pre-school educators use this approach to develop social problem-solving abilities and enhance children's creativity.

Keywords

Subjects

[1] Ang, R. P. A., Tan, J.L., Goh, D.H.L., Huan, V.S., Ooi, Y.P., Boon, J.S.T and Fung, D.S.S. (2017). A Game-Based Approach to Teaching Social Problem-Solving Skills. Handbook of Research on Serious Games for Educational Applications, 1-28.
[2] Barnes, J. (2014). Drama to promote social and personal well-being in sixand seven-year-olds with communication difficulties: the Speech Bubbles project. Perspectives in Public Health, 134, 2, 101-109.
[3] Becker-Weidman, E. G., Jacobs, R. H., Reinecke, M. A., Silva, S. G., & March, J. S. (2010). Social problem-solving among adolescents treated for depression. Behaviour Research and Therapy, 48, 11e18.
[4] Bialystok, L., Norris, T., & Pinto, L.E. (2019). Teaching and learning philosophy in Ontario high schools. Journal of Curriculum Studies, 51, 5, 678-697.
[5] Cagla, G. (2011). Philosophy in the early years :In international conference on education and education psychology(iceepsy 2010) Philosophy in the early years. Social and Behavioral Sciences, (12); 501-511.
[6] Celume, M., Sovet, L., Lubart, T., & Zenasni, F. (2017). The Reiationship Between Children’s Creativity and Well-being at School. CREATIVITY, 346-363
[7] Chohen, L. & Manion, L. (2000). Research Methods in education (6 th. ed.). London: Rutledge.
[8] Ciarrochi, J., Leeson, P., & Heaven, P. C. (2009). A longitudinal study into the interplay between problem orientation and adolescent well-being. Journal of Counseling Psychology, 56(3), 441. http://dx.doi.org/10.1037/a0015765.
[9] Cullen, J. (2016). Using philosophy for children as a means of fostering high quality learning and teaching: can using a ‘Question Quadrant’ help children at Key Stage 1 ask higher-order questions? The STeP Journal: Student Teacher Perspectives, 3 (2). pp. 24-34.
[10] Dereli, E. (2009). Examining the permanence of the effect of a social skills training program for the acquisition of social problem-solving skills. Social Behavior and Personality, 37(10), 1419-1428.
[11]Falahan, Z. (2021). The Investigation of the Relationship between Math and Philosophical Problems to Improve Teaching of Problem Solving. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(13), 4700-4706.
[12] Gorard, S., Siddiqui, N. and Huat See, B. (2015). Philosophy for Children Evaluation report and Executive summary. Education Endowment Foundation, Durham University, United Kingdom.
[13] Hamidi, F., Otoufati Roudi, M.(2021). Design and Effectiveness of Philosophizing on Cognitive Flexibility and Proactive Inhibition of Preschool Children. Health Educ Health Promot, 9 (1):1-10.
[14] Haynes, A. (2002). Children as Philosopher. London & New York: Rutledge Flamer.
[15] Jiang, X., Lyons, M.D., Huebner, E.S. (2016). An examination of the reciprocal relations between life satisfaction and social problem solving in early adolescents. Journal of Adolescence 53, 141-151.
[16] Lipman, M. (1980). Philosophy in the Classroom, U. S. A.: Tample University Press.
[17] Lipman, M. (2003). Thinking in education. New Jersey. Cambridge university press.
https://doi.org/10.1017/CBO9780511840272.
[18] Lipman, M., & Sharp, A. M. (2017). P4C and Rationality in the New World. In History, Theory and Practice of Philosophy for Children (pp. 43-52). Routledge.
[19] Lochman, J., Wayland, K. K., & White, K. J. (1993). Social goals: Relationship to adolescent adjustment and to social problem solving. Journal of Abnormal Child Psychology, 21, 135e151. http://dx.doi.org/10.1007/BF00911312.
[20] Lubart, T.I. (2001). Models of the creative process: past, present, and future. Creativity Research Journal, 13, 295-308.
[21] Meadan, H., & Monda-Amaya, L. (2008). Collaboration to promote social competence for students with mild disabilities in the general classroom: A structure for providing social support. Interventionin School and Clinic, 43(3), 158-167.
[22] Korkmaz, S., Keleş, D. D., Kazgan, A., Baykara, S., Gürok, M. G., Demir, C. F., & Atmaca, M. (2020). Emotional intelligence and problem solving skills in individuals who attempted suicide. Journal of Clinical Neuroscience, 74, 120-123.
[23] Politis, J. D. (2005) "Dispersed leadership predictor of the work environment for creativity and productivity". European Journal of Innovation Management, 8 (2): 182 – 204.
[24] Richards, R. (2010). Everyday creativity. The Cambridge handbook of creativity California State University, San Bernardino. Cambridge University Press.
[25] Speckens, A. E. M., & Hawton, K. (2005). Social problem solving in adolescents with suicidal behavior: A systematic review. Suicide and Life-Threatening Behavior, 35 (4), 365-387. http://dx.doi.org/10.1521/suli.2005.35.4.365.
[26] Torrance, P. (1990). Torrance Test of Creative Thinking. Norms – technical manual Figural (streamlined) Form A and B. Benseville, II: Scholastic Testing Service Inc.
[27] Vincent, A.H., Decker, B.P., & Mumford, M.D. (2002). Divergent thinking, intelligence, and expertise: A test of alternative models. Creativity Research Journal, 14(2), 163-178.
[28] Waschbusch, D. A., Breaux, R. P., & Babinski, D. E. (2019). School-based interventions for aggression and defiance in youth: A framework for evidence-based practice. School mental health, 11(1), 92-105.
The Journal of Research in Humanities
Volume 29, Issue 2
June 2022
Pages 121-142