Science, mathematics, creativity and innovation, when it counts most

To maximize the potential of all these fields (science, mathematics, creativity, innovation) should be a priority in Europe if you want to keep competing for the 21st century.

As most people agree, it is no doubt that the place to start is early childhood education. However, in Europe, programs and programs that promote early education in these major areas are also significantly different and their impacts are different.

The EU-funded project CREATIVELITTLESCIENT ("Creating Small Scientists: Achieving Creativity through Science and Mathematics Through the First Year of Preschool and Primary Education") is an existing and potential educational practice in science, mathematics and creativity For the purpose of understanding more clearly

The project is led by Greek Ellenomermaniki Agogi and spans nine European countries: Belgium, Finland, France, Germany, Greece, Malta, Portugal, Romania and the United Kingdom. These countries were chosen to represent a broad background of education, economics, society and culture.

The project's alliance gathers experts in early childhood science and mathematics education, educational creativity, cognitive psychology, comparative education research and teacher training experts.

This project provides a detailed analysis of common innovative educational policies and practices throughout the continent, and examines its impact, opportunities and challenges. Researchers will provide guidelines, curriculums and teaching materials for teacher education in various European contexts.

An important element of the project is the stage of communication. Survey results will be distributed to a wide range of European educators and decision makers. The event will eventually be held at the final meeting of the project in March 2014.

Almost all advances in science, technology and mathematics are brought about by people working together at government-funded universities. Creativity and innovation come from many places. The company produces influential innovation, but it is also motivated by profit, competitive markets, and other institutions operating in areas other than revenue. As Ha - Joon Chang of the Cambridge Economics professor stated, this is neither a theoretical argument nor a pursuit of historical "truth". On the contrary, it is important to correct the historical story. Because the story we talked about has had a profound influence on the nature and development of the market we understand and the relationship with the state and other institutions. "

Why is innovation an important part of society? Mathematics and science were always at the top in the past, creative lessons were at the bottom, and there was a clear hierarchy of disciplines. People often do not recommend accepting creative themes; for older generations, they appear less likely to have a career after graduation. Even if it is my favorite thing, I know that my parents feel the pressure to get away from art. Ken Robinson discussed this issue at TED's lecture on whether the school would impede creativity. He thinks that creativity should be seen as the same position as literacy rate. Robinson said that he lost his ability to make mistakes by losing experience by escaping from the creative theme. "Wrong" is not the same as creativity. "If you are not ready to make a mistake, you will never come up with the original thing."

I usually set up an innovation unit on the premise of Ken Robinson. Robinson believes that our educational system does not promote creativity, but it should be. Robinson says that most kindergarten children are extremely creative, but most adults do not. What will happen when we grow up? We never lose creativity. We just did not practice. Indeed, the logic-based way of thinking at school is rewarded and funded, and there is little or no time required for creative-based efforts. So I asked my student Robinson to ask a question, I found this to be true. Most of my students miss the original age of 5 years old, made macaroni necklaces, made monsters from the Lego block, and aroused creative interests. But they no longer believe they are creative and do not associate words closely related to creativity like innovation.