How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy

Detalhes bibliográficos
Autor(a) principal: Celume, Macarena-Paz
Data de Publicação: 2022
Outros Autores: Zena Sni, Franck
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Estudos de Psicologia (Campinas)
Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/7219
Resumo: Policy-makers and scholars agree that creativity and socio-emotional competencies can be taught, learned, and enhanced through creative arts like theatre. Nevertheless, few authors have studied the processes underlying both constructs in artistic education, which would permit to understand how children develop them and re-create adapted methodologies. Thus, we proposed to observe a drama pedagogy training for elementary school children, evaluating their creative thinking and theory-of-mind. To understand perspective-thinking as a process underlying creative thinking and theory-of-mind in the context of drama pedagogy training. Quasi-experimental pre-post-test design. Standardized tests analysis, plus thematic analysis from observation of 240 minutes recording of drama pedagogy training. Higher increase in creative thinking with a strong effect of drama pedagogy training on divergent thinking. Thematic analyses showed that drama pedagogy training activities focus mainly on socio-emotional competency (linked to theory-of-mind). Perspective-taking appears as an underlying process that explains both creative thinking and the development of socio-emotional competencies by permitting the child to see from another person’s perspective, providing several ideas-solutions for a problem (creative thinking), as well as understanding other people’s emotions and motivations (theory-of-mind).
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spelling How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogyComo a tomada de perspetiva está subjacente ao pensamento criativo e à competência sócio-emocional na formação em pedagogia dramáticaChildrenCreativityDramaEmotional intelligenceSocial intelligenceCriançasCriatividadeDramaInteligência emocionalInteligência socialPolicy-makers and scholars agree that creativity and socio-emotional competencies can be taught, learned, and enhanced through creative arts like theatre. Nevertheless, few authors have studied the processes underlying both constructs in artistic education, which would permit to understand how children develop them and re-create adapted methodologies. Thus, we proposed to observe a drama pedagogy training for elementary school children, evaluating their creative thinking and theory-of-mind. To understand perspective-thinking as a process underlying creative thinking and theory-of-mind in the context of drama pedagogy training. Quasi-experimental pre-post-test design. Standardized tests analysis, plus thematic analysis from observation of 240 minutes recording of drama pedagogy training. Higher increase in creative thinking with a strong effect of drama pedagogy training on divergent thinking. Thematic analyses showed that drama pedagogy training activities focus mainly on socio-emotional competency (linked to theory-of-mind). Perspective-taking appears as an underlying process that explains both creative thinking and the development of socio-emotional competencies by permitting the child to see from another person’s perspective, providing several ideas-solutions for a problem (creative thinking), as well as understanding other people’s emotions and motivations (theory-of-mind).Os legisladores e estudiosos concordam que a criatividade e a competência socioemocional podem ser ensinadas, aprendidas e aprimoradas através das artes criativas, como o teatro. No entanto, poucos autores estudaram os processos subjacentes a ambas as construções na educação artística, o que permitiria compreender como as crianças as desenvolvem e, assim, recriar metodologias adaptadas. Assim, propõe-se, através deste estudo, observar um Treinamento de Pedagogia Teatral para crianças do ensino fundamental, avaliando no pensamento criativo e teoria da mente ds crianças. Tem por objetivo entender o pensamento prospectivo como um processo subjacente ao pensamento criativo e à teoria da mente no contexto do Treinamento da Pedagogia Teatral. Foi utilizado o método da abordagem mista: Projeto de pré-teste quase experimental. Análise de testes padronizados mais análise temática a partir da observação de 240 minutos de registro do Treinamento da Pedagogia Teatral. Os resultados demonstraram aumento do pensamento criativo com um forte efeito do Treinamento da Pedagogia Teatral sobre o pensamento divergente. As análises temáticas mostraram que as atividades do Treinamento da Pedagogia Teatral se concentram principalmente na competência socioemocional (ligada a teoria da mente). Conclui-se que o pensamento de perspectiva aparece como um processo subjacente que explica tanto o pensamento criativo quanto o desenvolvimento de competências socioemocionais, permitindo que a criança veja da perspectiva alheia, fornecendo várias ideias-soluções para um problema (pensamento criativo), assim como a compreensão das emoções e motivações alheias (teoria da mente).Núcleo de Editoração - PUC-Campinas2022-12-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7219Psychological Studies; Vol. 39 (2022): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 39 (2022): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 39 (2022): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPenghttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7219/4786Copyright (c) 2022 Macarena-Paz Celume, Franck Zena Snihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCelume, Macarena-PazZena Sni, Franck2023-10-05T17:39:55Zoai:ojs.periodicos.puc-campinas.edu.br:article/7219Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2023-10-05T17:39:55Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false
dc.title.none.fl_str_mv How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy
Como a tomada de perspetiva está subjacente ao pensamento criativo e à competência sócio-emocional na formação em pedagogia dramática
title How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy
spellingShingle How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy
Celume, Macarena-Paz
Children
Creativity
Drama
Emotional intelligence
Social intelligence
Crianças
Criatividade
Drama
Inteligência emocional
Inteligência social
title_short How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy
title_full How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy
title_fullStr How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy
title_full_unstemmed How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy
title_sort How perspective-taking underlies creative thinking and the socio-emotional competency in trainings of drama pedagogy
author Celume, Macarena-Paz
author_facet Celume, Macarena-Paz
Zena Sni, Franck
author_role author
author2 Zena Sni, Franck
author2_role author
dc.contributor.author.fl_str_mv Celume, Macarena-Paz
Zena Sni, Franck
dc.subject.por.fl_str_mv Children
Creativity
Drama
Emotional intelligence
Social intelligence
Crianças
Criatividade
Drama
Inteligência emocional
Inteligência social
topic Children
Creativity
Drama
Emotional intelligence
Social intelligence
Crianças
Criatividade
Drama
Inteligência emocional
Inteligência social
description Policy-makers and scholars agree that creativity and socio-emotional competencies can be taught, learned, and enhanced through creative arts like theatre. Nevertheless, few authors have studied the processes underlying both constructs in artistic education, which would permit to understand how children develop them and re-create adapted methodologies. Thus, we proposed to observe a drama pedagogy training for elementary school children, evaluating their creative thinking and theory-of-mind. To understand perspective-thinking as a process underlying creative thinking and theory-of-mind in the context of drama pedagogy training. Quasi-experimental pre-post-test design. Standardized tests analysis, plus thematic analysis from observation of 240 minutes recording of drama pedagogy training. Higher increase in creative thinking with a strong effect of drama pedagogy training on divergent thinking. Thematic analyses showed that drama pedagogy training activities focus mainly on socio-emotional competency (linked to theory-of-mind). Perspective-taking appears as an underlying process that explains both creative thinking and the development of socio-emotional competencies by permitting the child to see from another person’s perspective, providing several ideas-solutions for a problem (creative thinking), as well as understanding other people’s emotions and motivations (theory-of-mind).
publishDate 2022
dc.date.none.fl_str_mv 2022-12-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7219
url https://periodicos.puc-campinas.edu.br/estpsi/article/view/7219
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7219/4786
dc.rights.driver.fl_str_mv Copyright (c) 2022 Macarena-Paz Celume, Franck Zena Sni
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Macarena-Paz Celume, Franck Zena Sni
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
dc.source.none.fl_str_mv Psychological Studies; Vol. 39 (2022): Estudos de Psicologia (Campinas)
Estudos de Psicologia; Vol. 39 (2022): Estudos de Psicologia (Campinas)
Estudos de Psicologia; v. 39 (2022): Estudos de Psicologia (Campinas)
1982-0275
reponame:Estudos de Psicologia (Campinas)
instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron:PUC_CAMP
instname_str Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron_str PUC_CAMP
institution PUC_CAMP
reponame_str Estudos de Psicologia (Campinas)
collection Estudos de Psicologia (Campinas)
repository.name.fl_str_mv Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
repository.mail.fl_str_mv sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br
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