Abstract
Art-related learning should be the central way of doing and playing in preschool, because the high quality of art-related education has a positive effect on children’s well-being, identity development, and creative thinking. In our study we tested an integrated learning process where reading literature and telling stories is combined with the making of a craft product. In addition we created a framework of compulsory, optional and free elements to plan and evaluate the creative learning process. Our research material consists of anticipatory stories collected by storycrafting, characters made by children with craft materials/techniques, and character descriptions. The storycrafting method is implemented in this study as an anticipatory story based on a fragment of a fictional text. The character is made using the concept of a holistic craft, where the pupil designs, produces, and evaluates the whole process. The data were collected in a preschool group that consisted of 10 children, 7 boys and 3 girls. Based on the study results, it is possible to conclude that most children benefitted from the process. It seems that literature and storycrafting support designing craft products. Our study showed that integrated learning process could be an effective and a creative way of working in a preschool group.
Similar content being viewed by others
References
Aebli, H. (1991). Oppimisenmuodot. [The forms of learning.] Helsinki: WSOY.
Aerila, J.-A. (2010). Fiktiivisen kirjallisuuden maailmasta monikulttuuriseen Suomeen. Ennakointikertomus kirjallisuudenopetuksen ja monikulttuurisuuskasvatuksen välineenä. [From the world of fiction literature into multi-cultural Finland. Anticipatory story as an educational tool in teaching of literature and multiculturalism.] Publications of University of Turku. Serie C:297.
Andrews, M., Scalter, S., Squire, C., & Tamboukou, M. (2005). Narrative research. In C. Seale, J. Cobo, & D. Silverman (Eds.), Qualitative research practice (pp. 109–125). Trowbridge: Cromwell Press.
Appleyard, J. A. (1990). Becoming a reader: The experience of fiction from childhood to adulthood. Cambridge: Cambridge University Press.
Bamford, A. (2009). The wow factor: Global research compendium on the impact of the arts in education. Berlin: Waxmann.
Core Curriculum for Pre-school Education in Finland (2000). Helsinki: STAKES.
Cropley, D., & Cropley, A. (2010). Recognizing and fostering creativity in technological design education. International Journal of Technology and Design Education, 20(3), 345–358.
ECEC in Finland. (2004). Brochures of the Ministry of Social Affairs and Health 2004:14. Helsinki: Ministry of Social Affairs and Health.
Fisher, R. (2005). Teaching children to think (2nd ed.). Cheltenham: Nelson Thornes.
Grossman, P. (2001). Research on the teaching of literature: Finding a place. In V. Richardson (Ed.), Handbook on research on teaching (pp. 416–432). Washington, DC: American Educational Research Association.
Heilä-Ylikallio, R., & Oker-Blom, G. (2006). Språkraketen. Lärarhandledning. [Languagerocket. Teacher’s Guide.] Helsingfors: Utbildningsstyrelsen.
Kajannes, K. (2000). Ihminen, kieli ja kognitio. [Human, language and cognition.] In K. Kajannes & L. Kirstinä (Eds.), Kirjallisuus, kieli ja kognitio (pp. 9–22). [Literature, language and cognition.] Helsinki: University Press.
Karlsson, L. (2004). Storycrafting with children—a key to listening and sharing. Retrieved from: http://www.edu.helsinki.fi/lapsetkertovat/english/publishing/Karlsson_Storycrafting_with_c_Semi.pdf. Accessed 15 Jan 2013.
Karppinen, S. (2005). Käsityö—Vuorovaikutusta, leikkimielisyyttä ja ilmaisua. In S. Karppinen, I. Ruokonen & K. Uusikylä (Eds.), Taidon ja taiteen luova voima. Kirjoituksia 9–12-vuotiaiden lasten taito- ja taidekasvatuksesta. [Power which creates the skill and the art. Writings from 9- to 12-year-old children’s skill education and art education]. Helsinki: Finn Lectura.
Kojonkoski-Rännäli, S. (1995). Ajatus käsissämme. Käsityön käsitteen merkityssisällön analyysi. [The thought in our hands. An analysis of the meaning of the concept handicraft.] Publications of University of Turku. Serie C:109.
Kojonkoski-Rännäli, S. (2002). Käsityö kasvatuksen välineenä perusopetuksessa. [Craft as tool of the education in basic education.] In O. Saloranta (Ed.), Ensimmäiset kouluvuodet. Perusopetuksen vuosiluokkien 1–2 opetus (pp. 231–237). [The first school years]. Helsinki: Opetushallitus.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks, CA: Sage.
Lindfors, E. (2010a). Innovation and user-centred design in the pedagogical context. In J. Sjøvoll & K. Skogen (Eds.), Creativity and innovation: Preconditions for entrepreneurial education (pp. 53–63). Trondheim: Tapir akademiskforlag.
Lindfors, E. (2010b). Creativity, innovation and entrepreneurship in education 2020—some considerations from crafts part. In A. Rasinen & T. Rissanen (Eds.), In the spirit of Uno Cygnaeus: Pedagogical questions of today and tomorrow (pp. 109–120). University of Jyväskylä, Department of Teacher Education.
Moffet, J. (1983). Teaching of universe of discourse. Boston, MA: Houghton Mifflin.
Ministry of Education. (2004). National curriculum guidelines on early childhood education and care in Finland. Helsinki: STAKES.
Pöllänen, S. (2009). Contextualising craft: Pedagogical models for craft education. The International Journal of Art & Design Education, 28(3), 249–260.
Riihelä M. (1991). Aikakortit: Tie lasten ajatteluun. [Cards of time. The way to children’s thinking.] Helsinki: VAPK-kustannus.
Rönkkö, M.-L. (2011). Käsityön monet merkitykset. Opettajankoulutuksen opiskelijoiden käsityölle antamat merkitykset ja niiden huomioon ottaminen käsityön opetuksessa. [Craft has many meanings. The meanings of craft perceived by the students in teacher education and how they are taken into account in craft teaching]. Publications of University of Turku. Serie C:310.
Rönkkö, M.-L., & Aerila, J.-A. (2013). Semiotic working process as a basis for children’s craft process. An experiment in Finnish pre-school group. Publication of 10th International JTEFS/BBCC Conference, ‘Sustainable Development. Culture. Education’, pp. 219–234.
Sarmavuori, K. (2010). Opi ja ohjaa kirjoittamista. [Learn and guide writing]. Helsinki: BTJ-kustannus.
Siltala, R. (2007). Luovuus, innovatiivisuus ja yhteisöllisyys opetustyössä. [Creativity, innovativeness and communality in teaching] In M. Suvanto, J. Halme & S. Leväniemi (Eds.), Yrittäjyyskasvatuskouluissa. [Entrepreneurship education in schools]. Turunyliopisto, Raumanopettajankoulutuslaitos/Sat@Oppi, pp. 5–20.
Sloan, M. (2009). Into writing: The primary teacher’s guide to writing workshop. Portsmouth, NH: Heinemann.
Toivonen, P.-M. (1998). Uusien maailmojen viestit: Kirjallisuuden lukemisen semioottis-psykolingvistinen teoria ja käytäntö. [Message of new worlds: Semiotic-psycholinguistic theory and practice of literacy reading.] University of Turku, Department of teacher education in Rauma.
Uusikylä, K. (2002). Voiko luovuutta opettaa? [Can creativity be taught?] In P. Kansanen & K. Uusikylä (Eds.) Luovuutta, motivaatiota, tunteita: Opetuksentutkimuksenuusiasuuntia. [Creativity, motivations, feelings. New directions of the study of the teaching.] Jyväskylä: PS-kustannus, pp. 42–55.
Yliverronen, V., Rönkkö, M.-L., & Korhonen, R. (2010). Käsityö kuuluu varhaiskasvatukseen. In R. Korhonen, M.-L. Rönkkö & J. Aerila (Eds.), Pienet oppimassa. Kasvatuksellisia näkökulmia varhaiskasvatukseen ja esiopetukseen (pp. 99–110) [Small children learning. Educational points of view to early childhood education and preschool education]. Turku: University of Turku, Department of Teacher Education in Rauma.
Acknowledgments
The present study was carried out in cooperation with PhM Virpi Yliverronen, postgraduate student of University of Helsinki. A full paper based on the same data will be published by Yliverronen in 2013. We would also like to thank the preschool group, the eighth-formers and their teachers for participating in this experiment.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Aerila, JA., Rönkkö, ML. Integrating Literature with Craft in a Learning Process with Creative Elements. Early Childhood Educ J 43, 89–98 (2015). https://doi.org/10.1007/s10643-013-0626-1
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10643-013-0626-1