Creative Little Scientists ran from 2011 to 2014. The project received funding from the European Union’s Seventh Framework Programme (FP7/2007-2013) for research, technological development and demonstration under grant agreement no 289081.

You can find out more about this research by reading the executive summaries:

Creativity in Science and Mathematics Education for Young Children   

Recommendations to Policy Makers and Stakeholders

The text for this web site is drawn and adapted from these project reports.

Key academic papers prepared by researchers at the Open University include:

Cremin, Teresa; Glauert, Esme; Craft, Anna; Compton, Ashley and Styliandou , Fani (2015). Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in Early Years science. Education 3-13, 43(4) pp. 404–419.

Milne, I and Cremin, T. (2016) Creative Exploration in Davies, D. (2016) (2nd edn) Teaching Science Creatively London, Routledge.

You can explore aspects of the project in more detail via the ‘deliverables’ section of the Creative Little Scientists project web site. Here you will find two reports which contain more detailed examples of classroom practice and suggestions for training:

  • Guidelines and Curricula for Teacher Training (D-5.2)
  • Exemplary Teacher Training Materials (D-5.3)

Ways of extending teacher education and professional development are now being developed by the follow-on project Creativity in Early Years Science Education (CEYS). This is developing practical training materials which draw of the findings from the Creative Little Scientists project.

Recommended reading

Building Communities: why, what and how

In this article Professor Teresa Cremin considers the long term aim of developing readers for life and challenges us to consider effective strategies and practices to genuinely achieve this.
researchrichpedagogies.org

Sensory images, memories, and reading

Anežka Kuzmičová examines the role played by sensory mental images in readers’ experiences and memories of reading. Anežka uses the concept of remindings, any conscious associations that may emerge in the course of reading, to explore children's experience of reading.
researchrichpedagogies.org

Book Blethering with the Teachers’ Readers Group

In this blog experienced teacher Kevin Cobane explains how joining the OU/UKLA Teachers’ Reading Group led by Dr Nicola Smith at the University of Birmingham enabled him to expand his knowledge of Children’s literature through discussion with other members and ultimately develop his teaching practice.
theliteracyglobe.wordpress.com


About this project