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Associate Professor and teaches at Uskudar University, Istanbul, Turkey.


Keynote Speech Title:

"Creativity in Education: How Educators Encourage Creativity in their Teaching"



What is creativity and how is it defined?  Why do children seem to lose most of their creativity when they enter school?   Creativity has been a hot topic and has been debated in terms of how and what should be included in its definition. However, most theorists believe that creativity includes various elements. Educators play an important role in a child’s life and their role specifically in helping to encourage creativity or doing the opposite.  Young children often deal with various circumstances and problems and they usually create an original response to whatever circumstance that they are in.  Sometimes, even spilled milk can become a work of art by having a young child use their little fingers to swirl through the spilled milk.  Our response to the child’s swirling of the spilled milk can either encourage or discourage creativity.  Creativity in children can look different than creativity in adults and as we know adults have a huge amount of experience and expertise that is brought to the creative process.  Children, however, are only beginning to acquire experience and expertise and this is usually done by interacting with their environment through play.  Imagination is a crucial element in creativity.  When children use imagination or pretend play they are creating mental images and the form of these images can be auditory, sensory, or visual and can also be manipulated.  A banana can be a phone or two chairs pushed together can represent a boat with pirates on a voyage to find a treasure chest.  These are the beginnings that lead to adult imagination.  We can think of every child as a creative artist but the main objective of an educator should be how to maintain and allow creativity to flourish as they enter school and adulthood.



Filiz Shine is an Associate Professor and teaches at Uskudar University in the department of child development.  She has worked mainly in the Faculty of Educational Sciences over the years, and  has served as Chair for Elementary Education/ Early Childhood Education departments and as Coordinator of Graduate Programs in Early Childhood. Her BS Bachelor of Science is from The Ohio State University in Elementary Education and a Masters from CUNY City University of New York  ( Hunter College) in TESOL. Her PhD is in Language Literacy and Culture previously Educational Theory and Practice. Her dissertation looked at Early Childhood Education Teachers' Perceptions towards Culturally Linguistically Diverse Students. Since 1994 she has taught at various universities and has had multiple administrative positions while also still keeping her ties with public schools. She has been in education since 1984 and is a mother of 4 children 2 boys and 2 girls.  Her academic writing includes  a book on literacy strategies and various chapters on literacy.   She worked on a state project funded by the state of Ohio looking at  Headstart children and the  literacy gains that were made, and  reported the findings of the study with the legislative education of oversight office, to senators and congressman of Ohio. She has served on various boards such as the  Special Interest for Children's Literature International Reading Association, and served as Program Evaluator  for the Migrant Center in New York.  She also continued the Literacy Clinic for Rochester City Schools through the Xerox Center for Multicultural Education.  She has consulted for a variety of schools and has served as a teacher trainer in bilingual education programs, ELL Programs and Early Childhood Programs.

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