Poster A127, Saturday, March 24, 1:30–3:30 pm, Exhibit Hall C
Montessori Education Fosters Less Focal but Unwavering Attention After Errors: Hasty Slowly To Think Creatively.
Solange Denervaud1, Edouard Gentaz1,2; 1The Swiss Center for Affective Sciences (CISA), University of Geneva, Switzerland, 2Faculty of Psychology and Educational Sciences (FAPSE), University of Geneva, Switzerland
We aimed at studying interactions between academic outcomes, executive functions, emotional well-being at school and creativity in pupils enrolled in different learning environments (Montessori and traditional). Hundred and forty-three children from 4 to 12 years old underwent a complete assessment. Here we show that Montessori participants systematically achieved significantly higher scores in academic and creativity tasks, and reported higher well-being at school, reproducing existing data (Lillard & Else Quest, 2006). More originally, results unveil that even if executive functions are strongly impacting academic outcomes, creativity is a major significant predictor as well. Furthermore, creative thinking was found to take place in case of enlarged attention and minor post-error slowing. These findings are a first step towards understanding how creative thinking, which seems to results from creativity, executive competences and knowledge combined, can take place, with less focal but unwavering attention, even after mistakes. A follow-up study showed that individual strategies such as one’s own affective relationship to mistakes and enabling time to think were shown to be shaped differently according to the learning environments in which pupils were enrolled. This sheds light on the importance of setting adequate school environments from early years on.
Topic Area: EMOTION & SOCIAL: Emotion-cognition interactions