<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This article presents the results of a comparison of two educational methods – the “Storyline” and the “Associations Pyramid” – in developing language creativity among children. The methods were compared in terms of effectiveness with two post-tests, directly after the end of the experiment and after the next three months. Moreover, the initial level of operational thinking (from the pre-test) was used in a regression model as an independent variable to observe whether it predicts results in the language creativity of children in both groups, in post-test 1. Eighty-three preschoolers took part in the experimental study. The two methods do not differ significantly from each other in effectiveness. Also, the level of operational thinking does not predict an overall level of language creativity either in the “Storyline” group or in the “Associations Pyramid” group. The results are discussed in the light of pedagogical practice.</p></abstract>

This article presents the results of a comparison of two educational methods – the “Storyline” and the “Associations Pyramid” – in developing language creativity among children. The methods were compared in terms of effectiveness with two post-tests, directly after the end of the experiment and after the next three months. Moreover, the initial level of operational thinking (from the pre-test) was used in a regression model as an independent variable to observe whether it predicts results in the language creativity of children in both groups, in post-test 1. Eighty-three preschoolers took part in the experimental study. The two methods do not differ significantly from each other in effectiveness. Also, the level of operational thinking does not predict an overall level of language creativity either in the “Storyline” group or in the “Associations Pyramid” group. The results are discussed in the light of pedagogical practice.

“Storyline” or “Associations Pyramid”? A Relationship Between the Difficulty of Educational Methods and Their Effectiveness in Developing Language Creativity Among Pre-School Children

Psychology of Language and Communication

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

This article presents the results of a comparison of two educational methods – the “Storyline” and the “Associations Pyramid” – in developing language...

“Storyline” or “Associations Pyramid”? A Relationship Between the Difficulty of Educational Methods and Their Effectiveness in Developing Language Creativity Among Pre-School Children

Data publikacji: 29 kwi 2019

Zakres stron: 27 - 47

DOI: https://doi.org/10.2478/plc-2019-0003

Słowa kluczowe
educational methods, five-year-old children, operational thinking, language creativity, effectiveness

© 2019 Joanna Smogorzewska, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

“Storyline” or “Associations Pyramid”? A Relationship Between the Difficulty of Educational Methods and Their Effectiveness in Developing Language Creativity Among Pre-School Children

Data publikacji: 29 kwi 2019

Zakres stron: 27 - 47

DOI: https://doi.org/10.2478/plc-2019-0003

Słowa kluczoweeducational methods, five-year-old children, operational thinking, language creativity, effectiveness

© 2019 Joanna Smogorzewska, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Słowa kluczowe
educational methods, five-year-old children, operational thinking, language creativity, effectiveness