Main Findings of the Evaluation Research

The Creative Thinking Program in Holon at the conclusion of the second year. By Ravit Efrati and Dr. Edith Manny-Ikan

 

Program implementation:

In 2014, the Creative Thinking (CT) program was implemented in 25 orthodox preschools in Holon. As part of the program, activities were held in preschools on a biweekly basis. In addition, there were four training sessions with preschool teachers; four training sessions with developmental assistant; two joint activities with parents and children; two activities in the local community center.

 

Attitudes towards the program and extent of satisfaction with it:

96% of the preschool teachers reported a high level of satisfaction with the program and the activities conducted in the preschool, especially with the facilitators’ attitude towards children (96%) and the variety of activities (92%). 79% evaluated the program as being important to the success of the children in their future studies.

96% of the preschool teachers reported that it was important to them that the program be continued in their preschool, and a similar percentage indicated that it was important to them to be present during the activities. A lower percentage indicated that it is important to them to be involved in planning the activities and to actually conduct them in their preschool (72% and 57%, respectively).

98% of the parents reported a high level of satisfaction with the program, 87% evaluated the program as being important to the success of the children in their studies and 98% indicated their desire that their child will continue the program next year.

94% of the parents reported a high level of satisfaction with the joint parent – children activities that were held as part of the program, and 95% indicated their willingness to participate in similar activities in the future.

 

Contribution of the program and training to the preschool teachers:

Only 9% of the preschool teachers reported that they attended all 4 training sessions and 55% reported they attended two or three sessions. The main reason for lack of participation in the sessions was maternity leave.

75% of the preschool teachers indicated a high level of satisfaction with the training. All of them reported that the sessions were experiential (extensive use was made of demonstrations and means of illustration and they were given an opportunity to experience preparation of the products of the activities in the preschool), and a high percentage of them indicated that the training sessions were clear and coherent (92%). Additionally, 79% reported that the sessions enriched them and provided them with new knowledge in scientific subjects, and 76% reported that they gave them the tools to teach scientific knowledge to the children. In contrast, a lower percentage of the teachers reported that the sessions provided them with ideas for integrating these topics into religious subject-matter in the preschool and prepared them for implementing the program independently (56% and 46%, respectively).

 

Program’s contribution to the children:

The preschool teachers reported that the contribution of the activities to the children is evident in three major aspects: Exposure to topics in the field of science, leading to enjoyment from engaging in these topics, and acquiring scientific concepts (92%, 92% and 91%, respectively). A lower percentage of them reported that the activities contributed to the ability to link the topics studied to events in everyday life and to the ability to comprehend scientific laws and principles, especially among the younger children (75% and 67%, respectively).

The parents reported that the contribution of the activities to their children was evident in two major aspects:  Enjoyment from engaging in topics in the field of science and exposure to these topics (79% and 77%, respectively). A lower percentage of them reported that the activities contributed to the ability to link the topics studied to events in everyday life (64%).

 

Implementation of the program by preschool teachers:

91% of the preschool teachers reported that they continued to refer to program topics in the daily activities of the preschool, whether by repeating topics that were already learned or by conducting activities dealing with topics learned.

Most of the preschool teachers that were interviewed (n = 8) expressed their willingness to implement the program, or parts of it, in the future, but do not feel that they are able to conduct it independently. In this context, they reported that they needed study and teaching material (theoretical material, ideas for activities and learning kits); experience in conducting the program in the preschool with the guidance of a facilitator, and continued assistance and guidance in the training program.

 

Major trends and changes in 2014 findings compared to 2013:

In 2014 more emphasis was placed by program staff on adapting the activities in the preschools to the age of the children and the world of content and concepts in the preschool.

In 2014 there was more parent participation in the program, that began at the start of the year with an introductory meeting with the parents about the program and its goals, provision of oral and written reports about the activities, and two joint sessions with parents and children, that also provided parents with ideas for leisure activities with the children.

In 2014 a lower percentage of the preschool teachers attended all or most of the training sessions (64% in 2014 versus 93% in 2013) and a lower percentage reported a high level of satisfaction with the training sessions (75% in 2014 versus 87% in 2013).

Recommendations:

In the training sessions, it is recommended to use diverse teaching strategies and experiential workshops, in which preschool teachers will formulate ideas for activities on the basis of the principles that are taught, will prepare actual products, and will think up ways to integrate them into the regular activities. In addition, it is important to give all of the preschool teachers an opportunity to present at least one activity that they personally implemented in the preschool dealing with the program topics. Sharing the know-how will create extensive collective know-how for the use of all preschool teachers.

It is recommended that the preschool teachers participate and be included in planning the activities in the preschool, and that they will receive the opportunity to experience conducting at least some of the activities under the guidance of the facilitator.

It is recommended that the ties between the preschool and home with respect to scientific topics continue to be reinforced, with an emphasis on consistent and constant reporting, in writing, about each one of the activities, and attaching ideas for activities designed for the home. Additionally, it is recommended that the parents be invited to participate in joint activities with the children several times throughout the year, on dates that are convenient for the parents.